INTRODUCTION
Rationale of the study
Reading is a crucial skill in teaching English as a Foreign Language (EFL), as highlighted by Carrell (1981), who states that it is often the most significant of the four macro-skills for students Richard (1995) emphasizes that becoming an effective reader in a second language offers numerous benefits Reading not only enhances students' general knowledge but also supports their future academic pursuits However, the teaching and learning of reading skills in high schools remain unsatisfactory due to various challenges, including low student motivation and perceptions of reading lessons as boring.
ELT materials, particularly textbooks, serve as essential tools, guides, and benchmarks in EFL contexts like Vietnam, where they are integral to nearly all language classes Textbooks provide valuable language input and direction for both teachers and learners, and despite advancements in technology and computer-assisted language learning, their relevance remains strong In teaching reading skills, textbooks are crucial as they help students focus on printed texts for comprehension However, existing textbooks may not suit every teaching context, highlighting the need for teachers to possess assessment tools to evaluate and adapt materials effectively This necessity for adaptation ensures that students engage with high-quality texts, enhancing their language skills Yet, there is a significant lack of research on material adaptation, which has motivated this study to explore textbook adaptation further.
The effectiveness of the reading tasks in the textbook 'Tiếng Anh 10' by Hoang Van Van has sparked diverse opinions among teachers and learners, highlighting both its potential and limitations With ten years of experience teaching this textbook, the researcher has encountered significant challenges, particularly in enhancing students' reading comprehension Colleagues have reported similar issues, notably students' lack of motivation and limited opportunities for communication in English Despite efforts to engage students, many find the reading lessons uninteresting and feel they learn little, often relying on teacher's guides for answers, which diminishes their attentiveness in class If these challenges remain unaddressed, reading lessons may deteriorate further, leading to student disengagement Therefore, it is crucial to reevaluate the reading tasks and adapt them to better develop students' reading skills This study focuses on "Adapting reading tasks in the textbook 'Tiếng Anh 10' to develop students’ reading comprehension," employing various adaptation techniques to boost motivation and foster a positive attitude towards reading lessons.
Aims of the study
The main purpose of this study is to help improve reading comprehension for the 10 th grade students at Tran Dai Nghia High School in Tay Ninh Province
To be specific, the study aims to investigate the areas of difficulty that the10 th grade
6 students of the school are facing to when learning reading lessons with the textbook
‘Tieng Anh 10’; suggest some possible solutions to reduce and overcome these difficulties; and propose some implications for teaching and learning reading skill at Tran Dai Nghia High School.
Research questions
In order to achieve the aims and objectives of the thesis, the following research questions were proposed:
- What are students’ attitudes towards the reading tasks in the textbook ‘Tieng Anh 10’?
- To what extent can the adaptation of the tasks help the students to improve their reading comprehension?
Scope of the study
This study focuses on adapting reading tasks from the textbook 'Tieng Anh 10' to alleviate difficulties faced by 10th-grade students at TDN High School, aiming to enhance their interest in English lessons and improve reading achievement Due to the broad nature of material adaptation, the research concentrates on specific challenging while- and post-reading tasks, with findings that are not applicable to students at other high schools.
The research was conducted with students from class 10A5 at Tran Dai Nghia High School in Tay Ninh Province during the second semester of the academic year.
Significance of the study
This study aims to identify more effective methods for enhancing students' reading comprehension By adapting unsuitable tasks to make them more accessible, the researcher seeks to improve her teaching process The findings are anticipated to provide valuable insights that can enhance educational practices.
7 the teachers who teach English at Tran Dai Nghia High School the feasible ways in teaching reading skill.
Research methodology
This thesis is classified as action research, utilizing both quantitative and qualitative methods for data collection Various techniques will be implemented to gather the necessary data for the study.
- The reading tasks in the textbook Tieng Anh 10 will be reviewed to find out their unsuitable characteristics of the reading tasks in terms of methodology
To gather valuable insights, specially designed survey questionnaires will be administered to both English teachers and high school students who have utilized the textbook, aiming to collect their opinions and perceptions on the reading tasks incorporated within the textbook.
The integration of reading task reviews and dual questionnaires for both teachers and students will yield reliable data, forming the foundation for the conclusions and recommendations in the new sections.
This thesis utilized action research to achieve its objectives, as it effectively encourages teachers to reflect on their practices and develop alternatives for improvement (Tsui, 1993) The author aimed to measure the impact of adapted tasks from the 'Tieng Anh 10' textbook on students' reading achievement by assessing their performance before and after the intervention After identifying challenges in teaching reading lessons, the researcher implemented adapted reading tasks Data were collected through various instruments, including a questionnaire, a pre-test, and a post-test, and were thoroughly analyzed to ensure reliable findings.
Thesis format
The thesis consists of five chapters:
Chapter 1 – Introduction: presents the rationale, aims, research questions, scope, significance, methods and design of the study
Chapter 2 – Literature review and theoretical background: provides a theoretical basis for issues relating to reading tasks and the adaptation of reading tasks in textbook ‘Tieng Anh 10’
Chapter 3 – Methodology: includes research context, subjects, instruments and data analysis process
Chapter 4 – Findings and discussions: reports the findings and discusses the data collected from the survey
Chapter 5 – Conclusion: summarizes the study, presents some limitations during the process of doing the research and gives some recommendations for further study
LITERATURE REVIEW AND THEORETICAL
Definition of reading, types of reading and reading comprehension
Reading is one of the basic skills of English It is categorized as input skill, which means when people read something they will get information from it Nunan
Reading is a fluent process where readers integrate information from a text with their own background knowledge to create meaning Current theories in reading research define this as an interactive process, emphasizing how a reader's prior knowledge interacts with the text's message, both directly and indirectly (Smith, 1995).
Reading is a dynamic process that involves several stages: before, during, and after reading, each requiring specific tasks To become an effective reader, individuals must develop their reading skills and learn various strategies tailored to different texts This interactive experience engages the reader's mind, allowing them to decode, assign meaning, and interpret the content while drawing on their prior knowledge Skilled readers instinctively navigate these stages and apply diverse strategies to enhance their understanding and comprehension of the material.
Some students face significant challenges when it comes to reading printed materials, encountering obstacles such as complex grammar, unfamiliar vocabulary, and gaps in their knowledge Textbooks often contain lengthy sentences filled with idioms and excessive verbiage, making comprehension difficult As a result, despite their best intentions, these students may struggle to engage with their reading assignments effectively.
“doing the homework”, but quickly get bogged down They struggle to decode
Many students struggle with reading comprehension, understanding individual words but failing to connect them into a cohesive narrative This can lead to frustration and a sense of overwhelm, as they often lack effective strategies for tackling reading tasks According to Vacca and Vacca (1996), these students may not know which strategies are most relevant for specific reading situations or how to apply the strategies they do have, putting them at risk in academic settings.
Students with limited English proficiency often find reading daunting due to their restricted vocabulary and lack of strategic awareness However, when teachers recognize the process-oriented nature of reading and provide appropriate strategies for each stage, reading assignments can become more fulfilling By actively engaging with the text, students can significantly enhance their content knowledge and improve their literacy skills.
Intensive reading, as described by Brown (1989), focuses on the analysis of grammatical forms, discourse markers, and surface structure details to enhance comprehension of literal meanings, implications, and rhetorical relationships.
Intensive reading is compared to a “zoom lens” strategy, as described by Long and Richards (1987), who define it as a thorough in-class analysis of vocabulary and grammar conducted by the teacher within a brief passage.
Intensive Reading, also known as "Narrow Reading," involves students engaging with texts by the same author or focusing on a specific topic This approach allows for the repetition of content and grammatical structures, providing students with multiple opportunities to grasp the meanings within the text The effectiveness of Narrow Reading in enhancing reading comprehension is rooted in the idea that familiarity with the subject matter or previous works by the same author significantly boosts understanding Key characteristics of this reading strategy include its focus on repetition and thematic coherence.
reader is intensely involved in looking inside the text
students focus on linguistic or semantic details of a reading
students focus on surface structure details such as grammar and discourse markers
students may draw pictures to aid them (such as in problem solving)
texts are read carefully and thoroughly, again and again
aim is to build more language knowledge rather than simply practice the skill of reading
seen more commonly than extensive reading in classrooms
Assessment in intensive reading primarily involves reading tests and quizzes, typically using multiple-choice and free-response formats According to Mackay (1968) in "Reading in a Second Language," the main goal of reading instruction should focus on helping students develop comprehension skills rather than merely testing their understanding Teachers must select appropriate texts, tasks, and activities to enhance these skills, while also providing guidance before, during, and after the reading process A significant challenge for educators is to allow students to take initiative in their learning, which requires the teacher to step back and encourage students through prompts without providing direct answers.
Intensive reading serves as a foundation for studying language structure, vocabulary, and idioms, enabling students to gain better control over their language skills and assess their comprehension levels By engaging in intensive reading, students enhance their rapid reading abilities and improve their interpretation of texts through word attack skills, text analysis, and the use of contextual information.
However, despite a few mentioned advantages, intensive reading has also got several disadvantages First, there is little actual practice of reading because of
In a classroom with diverse reading abilities, students often struggle to engage with material that does not match their individual levels, as everyone is required to read the same text This can lead to a lack of interest, since the chosen material is typically selected by the teacher rather than the students Additionally, the limited amount of text reduces opportunities to learn language patterns effectively Furthermore, the emphasis on exercises and assessments that follow intensive reading can create a negative association between reading and testing, overshadowing the joy of reading itself.
Extensive reading, as defined by Brown (1989), involves reading for a general understanding of a text, while Long and Richards (1971) describe it as engaging with large amounts of high-interest material outside of class, focusing on meaning and reading for gist, often skipping unknown words The primary goals of extensive reading are to enhance reader confidence and enjoyment, emphasizing comprehension of main ideas rather than specific details Nuttall (1982) advocates for extensive reading as a standard practice in second language acquisition, suggesting that immersing oneself among native speakers is the best way to learn a foreign language, with extensive reading being the next best alternative.
Krashen's Input Hypothesis (1982) distinguishes between language acquisition and learning, emphasizing that acquisition is the primary mode of language development This process involves the subconscious "picking up" of language in informal contexts, akin to how children learn their first language According to Krashen, language acquisition occurs unconsciously when learners focus on meaning rather than grammatical form He asserts that to effectively acquire a second language, learners must be exposed to substantial amounts of meaningful, interesting, and relevant input that is not necessarily grammatically sequenced.
13 low anxiety setting It is felt that Extensive Reading programs provide such an environment
Rumelhart (1980) introduced an "interactive model" of reading that highlights the complexity of the process, integrating both "bottom-up" and "top-down" approaches In this model, readers analyze text in small segments to construct meaning while also making predictions about the content Extensive Reading programs are believed to offer the essential reading practice needed to achieve automaticity in the "bottom-up" process of word recognition.
Extensive reading serves as a valuable complement to intensive reading programs or as an engaging extracurricular activity where students read independently outside of class This approach focuses on a structured Extensive Reading Program, allowing students to select their own reading materials from a class set of books, accompanied by follow-up activities like reading logs, journals, book reports, or projects While it's less common for extensive reading to constitute an entire reading course, numerous well-established Extensive Reading Programs exist globally, spanning various educational levels from elementary school to college and across different languages.
Day and Bamford (1980) put forward ten characteristics identified in successful Extensive Reading Programs They are duplicated (in abbreviated form) below:
- Students read as much as possible
- A variety of materials on a range of topics is available
- Students select what they want to read
- The purposes of reading are usually related to pleasure, information and general understanding
- Reading is its own reward
- Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar
- Reading is individual and silent
- Reading speed is usually faster than slower
- Teachers orient students to the goals of the program
- The teacher is a role model of a reader for the students
Approaches to teaching reading
The importance of reading proficiency, characterized by the ability to read effectively and comprehend written language, has been acknowledged as equal to or even surpassing that of oral communication skills (Eskey, 1970) While reading research dates back over a century, the development of explicit models of the reading process has been a focus for just over forty years (Samuels & Kamil) It has long been understood that reading is an active and interactive process in one's native language; however, the recognition of second and foreign language reading as an active process is a more recent development.
Reading a text does not automatically ensure comprehension; it involves a process where readers must effectively extract information Our reasons for reading fluctuate, influencing how we engage with different materials.
20 different as others; due to this it is necessary to know which strategy a reader should use properly depending on the purpose
Effective readers utilize diverse strategies like the SQ3R technique, flow-charting, summarization, questioning, and predicting The capacity of teachers to teach these reading strategies and students to adopt them is a significant area of interest, as highlighted in the studies of David Nunan.
Numerous researchers and educators have defined reading, with a consensus on its primary purpose: comprehension Nunan (2003) emphasizes that reading involves the interaction of text, reader, fluency, and strategies To enhance comprehension, silent reading is advocated, as it allows for better understanding of the material Despite the common belief among some educators that oral reading is the most effective teaching method, it is essential to recognize that reading is fundamentally a silent activity Therefore, classroom strategies should focus on fostering silent reading skills rather than prioritizing oral reading techniques.
Brown (2000) argues that reading skills are most effectively developed alongside writing, listening, and speaking activities, suggesting that both oral and silent reading can be equally beneficial He emphasizes that even in courses focused on reading, leveraging the interconnectedness of these skills, particularly the reading-writing connection, will lead to the best outcomes (p 298).
Teachers play a crucial role in helping students transfer their reading skills from their first language to a new language By developing effective strategies, educators can assist learners in extracting key information while reading in a different context This approach emphasizes the importance of building on existing knowledge to enhance reading proficiency in a new language.
21 provides three main models to develop a class; these are bottom-up, top-down and interactive models
2.2.1 The Top-Down (Concept-Driven) Approach
The top-down approach to reading highlights the importance of readers' prior knowledge and experiential background in interpreting text, emphasizing higher-order mental concepts such as knowledge and expectations This model, as proposed by Goodman (1967) and Smith (1971, 1982), suggests that readers actively sample the text and relate it to their own world knowledge, facilitating comprehension Ultimately, this approach centers on the interaction between readers and the text, showcasing how personal insights shape understanding.
The psycholinguistic guessing game model begins with hypotheses and predictions, which are then tested against printed stimuli Goodman identifies five key processes in reading: Recognition-initiation, Prediction, Confirmation, Correction, and Termination, highlighting the active role readers play in interpreting text.
Top-down models of reading emphasize that comprehension is rooted in the reader's background knowledge and predictive abilities, as highlighted by Brown (2000) This approach suggests that understanding a text is possible even when not all words are clear, relying on a meaning-based framework characterized by four essential features Firstly, it promotes a literature-based approach that exposes readers to diverse vocabulary Secondly, it is student-centered, allowing readers to select their reading materials Thirdly, it integrates reading with writing, and lastly, it prioritizes the construction of meaning Extensive reading is crucial in top-down approaches, encouraging readers to engage with multiple books or longer texts without the distraction of classroom exercises aimed at testing comprehension skills.
Top-down processing plays a crucial role in reading by highlighting the significance of background knowledge This concept is encapsulated in schema theory, which suggests that reading involves an interactive process between a reader's existing knowledge and the information presented by the writer Nunan (1984) discovered that for high school ESL (English as a Second Language) readers, relevant background knowledge is more vital for reading comprehension than grammatical complexity.
Eskey (1988) identifies several limitations of the top-down approach to reading Firstly, it prioritizes higher-level skills, such as using context clues and background knowledge for meaning prediction, while neglecting essential lower-level skills like the quick and accurate recognition of vocabulary and grammar Secondly, while it correctly emphasizes that fluent reading is a cognitive process, it underplays the importance of perceptual and decoding skills Thirdly, this approach is beneficial for proficient readers who have automated these skills but may not support less skilled, developing readers Lastly, effective reading involves more structured language elements than the guessing-game metaphor suggests.
(1984) says that a top-down model of reading is essentially a model of the fluent reader and does not account for all the needs of students who are acquiring reading skills
2.2.2 The Bottom-up (Serial) Approach
The bottom-up approach stipulates that the meaning of any text must be
The reading process involves decoding, where students sound out words on a page, focusing on the ability to translate text into sound However, this approach often overlooks the importance of what emerging readers contribute to their understanding of the material The model begins with printed stimuli and progresses to higher-level comprehension, moving from basic data processing to more complex encoding.
The bottom-up reading model, supported by a phonic approach, emphasizes the importance of recognizing linguistic symbols and using linguistic knowledge to decode messages This model typically focuses on intensive reading in classrooms, where teachers and researchers advocate for breaking words down into their smallest parts, enabling readers to sound out unfamiliar words However, this approach has faced criticism, particularly from Goodman (1976), who argues that it can lead to "word callers"—readers who can pronounce words without comprehending their meaning.
Recent studies indicate that the most effective teaching method involves a combination of top-down and bottom-up processing, referred to as "interactive reading." This approach integrates aspects of both models, suggesting that a pattern is constructed by synthesizing information from multiple knowledge sources simultaneously (Stanovich, 1980, p 35).
The interactive model of reading, proposed by Rumelhart (1977) and Stanovich (1980), emphasizes the importance of both the text and the reader's prior knowledge, integrating top-down and bottom-up processing skills This model posits that reading is an interactive experience between the reader and the text Overdependence on one processing mode at the expense of the other can lead to reading challenges, particularly for second language learners (Carrell, 1988).
The interactive models of reading assume that skills at all levels are interactively available to process and interpret the text (Grabe, 1988)
In this model, good readers are good decoders and good interpreters of text, their decoding skills becoming more automatic but no less important as their reading skill develops (Eskey 1988)
The importance of teaching and learning reading
Numerous studies in applied linguistics and reading research indicate a significant link between reading proficiency and academic achievement across all educational levels, from primary school to university Students who engage in extensive reading and comprehend the material tend to achieve higher grades, suggesting that proficient readers are more likely to excel in their studies and perform better on exams compared to those with weaker reading skills.
In a second language classroom, reading plays a significant role in building both linguistic and background knowledge for other language skills Hoang et al
Reading is regarded as one of the most effective methods for enhancing language competence among students, especially in environments where language exposure is limited It plays a crucial role in expanding students' background knowledge and vocabulary while also supporting the development of other language skills Therefore, the teaching and learning of reading are vital components in the context of second language education in Vietnam.
Reading is a crucial skill learned once in life, making it essential to teach students effective strategies for comprehension, especially when learning a new language Unlike reading in their mother tongue, students must adopt specific techniques that motivate them, as reading is often not their preferred practice.
Effective reading strategies can be categorized into bottom-up and top-down approaches A bottom-up model emphasizes understanding individual words and phonemes, gradually leading to overall comprehension In contrast, a top-down model encourages students to leverage their background knowledge to make predictions and grasp meaning, even if they do not understand every word in the text.
Combining both bottom-up and top-down processing models in reading instruction is not only feasible but also beneficial The widely accepted approach known as "interactive reading" effectively integrates these two methods, enhancing the reading learning process By employing a variety of activities that utilize both strategies, students can improve their reading skills and become more proficient readers.
Students will engage in intensive reading to enhance their comprehension of details and the precise meaning of tasks during class Simultaneously, they will practice extensive reading, which focuses on grasping the general meaning of texts that are of high interest to them This approach not only reinforces the skills learned in intensive reading but also provides students with the opportunity to apply these abilities in a broader context.
When teaching reading, it's essential to establish a clear purpose, as the communicative approach emphasizes developing communicative competence Reading materials should provide relevant information that students can easily connect with, fostering a sense of achievement and engagement in the learning process.
When teaching reading in a second language, it is essential to clarify the purpose of reading to boost students' confidence in their tasks Additionally, teaching specific strategies related to the reading task is crucial Implementing these techniques at the appropriate stages—pre-reading, while-reading, and post-reading—allows students to activate their prior knowledge and prepares them for subsequent steps in the lesson This structured approach not only enhances comprehension but also reinforces the learning process by summarizing what has been accomplished.
Unskilled readers often expend significant energy attempting to decode text, which diminishes their ability to comprehend the material Therefore, it is crucial to equip readers with strategies that help them monitor their understanding and improve their reading skills.
Effective reading comprehension is essential, even for early readers, as the primary goal of reading is to grasp the material Monitoring comprehension during reading is crucial, as unskilled readers often struggle to decode text while understanding it To enhance motivation in learning to read, educators can implement various strategies tailored to support students in developing their reading skills.
- From the title of the piece, discuss with the students what they might expect the text to be about
Introducing challenging vocabulary in advance can significantly enhance students' reading fluency By familiarizing them with difficult words beforehand, students will be better equipped to anticipate upcoming content, leading to a smoother reading experience This proactive approach not only aids comprehension but also builds confidence in their ability to tackle complex texts.
- Ask the students if there is anything in the piece that they did not understand and, if so, ask them to reread it to see if it makes sense
- Ask the students to summarize verbally the main point of the piece
- Then do the same with each paragraph
- When the students have completed the whole text, ask their opinion of it
- Ask the ‘who, what, why, where and when’ questions
- Discuss with the students what they thought of the quality of the text Does it raise other questions?
When decoding words, students should evaluate whether their chosen word fits contextually within the text They must consistently ask themselves, "Does this make sense?" If the answer is no, they should revisit the passage to ensure comprehension.
Effective readers often revisit texts when they sense a lack of comprehension Simply reading a passage fluently does not guarantee understanding It's essential to encourage students to reread sections they find confusing, and provide clarification when necessary to enhance their grasp of the material.
- As time goes by, encourage the students to use these strategies on their own, without being asked by the teacher
Reading plays a crucial role in acquiring a second language, and as emphasized by Brown and Nunan, the primary objective for educators should be to ensure students achieve comprehension.
Reading tasks
2.4.1 Defining task and task-based language teaching and learning
In "Approaches and Methods in Language Teaching" (2001), Richards and Rodgers emphasize the importance of tasks as a fundamental element in the planning and teaching process Skehan (1996) further supports this notion by suggesting that tasks should closely mirror real-life language use, aligning with the principles of communicative language teaching Similarly, Estaire and Zanon share this perspective, highlighting the significance of task-based learning in effective language instruction.
In 1994, it was emphasized that tasks in the classroom should mimic real-life activities to enhance everyday communication skills Prabhu (1987) further defined a task as an activity that engages learners in processing given information to achieve a specific outcome, enabling teachers to guide and manage the learning process effectively.
Since the 1980s, task-based language teaching (TBLT) has emerged as a communicative approach to language instruction, emphasizing the successful completion of communicative tasks This method enhances learners' language competence by encouraging them to focus on achieving specific objectives while using the language Additionally, TBLT promotes the use of learners' existing language skills during task completion, providing a clear and purposeful context for language teaching and learning.
The task-based approach emphasizes real-life communication and utilizes tasks as the primary method for teaching and learning Various definitions highlight different facets of what defines a task, with Long (1985:89) providing one of the most recognized definitions, describing a task as "a piece of work undertaken for oneself or for others, freely or for some purpose."
Everyday tasks encompass a wide range of activities that people engage in, such as filling out forms, making purchases, booking travel, and assisting others These tasks include practical actions like borrowing library books, taking driving tests, typing letters, and making hotel reservations Essentially, "tasks" refer to the myriad of actions we perform daily, whether at work, during leisure, or in our routine interactions.
A "task" in language learning is defined as an activity that engages learners in understanding, producing, or interacting in the target language, with a primary focus on meaning rather than form (Nunan, 1989) According to Willis (1996), tasks are goal-oriented activities where language is used to achieve tangible outcomes Skehan (1998) further outlines key parameters for task activities, emphasizing that meaning is paramount, learners create their own interpretations, tasks relate to real-world situations, task completion is prioritized, and assessments are based on the outcomes achieved.
Despite various interpretations, common design features highlight the significance of focusing on meaning in all three definitions This emphasis reinforces the idea that effectively conveying intended meaning is fundamental to the use of language.
2.4.2 Reading tasks and types of reading task
A reading task focuses on meaning and involves learners in understanding, producing, and interacting in the target language These tasks are categorized based on their goals, reading materials, activities, arrangement, and evaluation methods In a task-based teaching environment, students have ample opportunities to participate in activities, while the teacher adopts the role of a patient listener rather than a dominant speaker.
Task-based teaching, as outlined by Willis, consists of three essential steps: first, the pre-task phase where the teacher introduces the task; second, the task cycle, which includes the execution of the task by students; and finally, the planning phase, where each group strategizes on how to present their completed task.
In a classroom of 30 students, the reporting phase involves students sharing their completed tasks The language focus includes analysis, where students evaluate the task completions of their peers, followed by practice, during which they address language difficulties with guidance from the teacher.
In the realm of teaching reading comprehension, Scrivener (2005) suggests a structured framework for language learning tasks that includes activities such as reordering, listing, responding, problem-solving, and predicting These tasks are designed to enhance students' micro-reading skills, fostering a more comprehensive understanding of texts.
“reading tasks” in this thesis is used with reference to this framework
Reading tasks are characterized differently by various linguists, with Skehan (1998) emphasizing that they serve practical purposes in both academic and everyday contexts He notes that the input for these tasks is primarily printed or written words, and the quality of the reading task's outcome is crucial for assessing student performance Reading comprehension is fundamental to task completion Nunan (1999) reiterates Davies' criteria for effective reading tasks, highlighting that they should utilize authentic and challenging texts, provide a rhetorical or topical framework for analysis, and often include both oral and silent reading Additionally, these tasks encourage direct text analysis rather than mere question answering and require students to transfer information from the text into visual or diagrammatic formats.
A reading task involves meaningful engagement with the target language, focusing on comprehension, production, and interaction These tasks are categorized based on objectives, reading materials, activities, organization, and assessment According to Huang Jianru (2001), understanding the various aspects of reading tasks is essential for effective language learning.
31 reading teaching, tasks may fall into three categories: skill-oriented tasks, comprehension-oriented tasks, and application-oriented tasks
- Skill-oriented tasks include predicting, skimming and scanning, making inferences, comparing
- Comprehension-oriented tasks are those of setting the scene, summarizing reading materials, and playing roles These tasks have a way of reinforcing each other so that comprehension can be achieved
- Application-oriented tasks, for example, interviews, discussions, debates, surveys, compositions, speeches, projects and so on, can help the newly- acquired language knowledge be productive
In a task-based reading class, a diverse array of student-centered reading tasks is implemented to enhance student engagement This approach fosters a genuine interest in reading while helping students improve their reading skills through the completion of various tasks.
Task adaptation
Adaptation in educational materials involves making necessary changes to enhance their effectiveness for specific learners, as defined by Tomlinson (1998) Madsen and Bowen (1978) describe various adaptation techniques, including supplementing, editing, and personalizing content to better suit the learning context Additionally, McDonough and Shaw (1993) highlight the crucial role of teachers in connecting materials with learners, emphasizing that educators must meet textbook requirements while ensuring that the learning experience is engaging and fulfilling.
In summary, adaptation technique requires teachers to revise and adjust materials in order that they could be more practical and accessible to the teaching context
Despite the efforts of textbook writers to cater to users' needs, teachers must adapt the materials to enhance the effectiveness and interest of their teaching Course books often contain intrinsic deficiencies, such as linguistic inaccuracies, outdated content, and a lack of authenticity or variety, making them insufficient as standalone tools Therefore, the author supports the perspectives of Madsen and Bowen (1978) and Tice (1991) regarding the purpose of adaptation in teaching materials.
According to McDough and Shaw (1993), adapting teaching materials is crucial to maximize their appropriacy in context by modifying internal characteristics to suit specific circumstances By adapting course books, teachers can make materials more relevant, accessible, and useful to learners, thereby stimulating motivation and enhancing achievement Effective adaptation enables educators to tailor materials to their students' needs, fostering a more engaging and productive learning environment.
Motivation plays a crucial role in language learning, as highlighted by McGrath (2002), who notes that varying teaching methods is essential to sustain learners' interest and prevent monotony This variation is vital because motivation significantly influences students' engagement and overall performance in acquiring a new language.
Teachers can utilize various adaptation techniques to enhance reading instruction and optimize student engagement with textbooks, ultimately facilitating better language acquisition McDonough and Shaw (1993) provide a comprehensive list of strategies that educators can implement to tailor materials effectively to meet the needs of their specific classes.
Adding: When adding to published material the teacher is supplementing the existing materials and providing more materials The teacher can do this by either extending or expanding
- Extending: means the teacher supplies more of the same type of materials, thus making a quantitative change in the material
- Expanding: is to add something different to the materials The change is qualitative
Deleting content can involve both quantitative and qualitative adjustments Quantitative deletion, or subtracting, allows educators to merge two reading tasks into a single assignment with fewer questions In contrast, qualitative deletion, or abridging, involves focusing on essential comprehension, where a teacher might prioritize understanding a short paragraph over a longer reading passage, thereby reducing the emphasis on the entire text.
When simplifying content, teachers can rephrase instructions or texts to enhance accessibility for learners, or they may streamline an entire activity to ensure it is more manageable for both students and educators.
Reordering activities in the classroom can enhance pedagogical effectiveness, as teachers may choose to sequence lessons in a more logical manner For instance, initiating a general discussion prior to analyzing a reading passage can provide a richer context and foster deeper engagement, rather than relying solely on the reading to drive the conversation.
When educators update instructional materials, they often find that more suitable visuals or texts can enhance an activity compared to those in published resources This is particularly true for culturally or temporally specific tasks For example, teachers might substitute a challenging assignment with a simpler one to save time or facilitate oral activities.
Adaptation is a crucial practice carried out by teachers to enhance the relevance of their instruction for students they interact with daily It is important to recognize that no published textbook can meet the diverse needs of every teacher, learner, or teaching context, highlighting the necessity for each educator to tailor their approach.
Teachers must take responsibility for adapting textbooks to align with their specific teaching contexts, ensuring an optimal match for their students' needs Additionally, creating engaging and accessible lessons is crucial for enhancing the effectiveness of the language teaching process.
Tomlinson and Masuhara (2004) emphasize the necessity of adapting educational materials to address mismatches in teaching environments, learners, and resources They provide a detailed sequence for material development and offer practical suggestions for effective adaptations This skill is particularly essential for teachers who may lack the authority, expertise, or confidence to create their own materials Echoing this sentiment, Dayna House (2012) highlights the need for adapting English textbooks, which often follow a uniform format that, while simplifying lesson planning, can lead to student boredom due to repetitive activities Therefore, adapting materials is crucial to maintain student engagement and cater to diverse learning needs.
The design of textbooks often adopts a "one size fits all" approach, which fails to address the diverse interests of students Educators must recognize that a single set of materials cannot effectively cater to the varied needs and preferences of their learners.
METHODOLOGY
Research context
The study was conducted at Tran Dai Nghia High School in Tay Ninh Province, approximately 100 kilometers northwest of Ho Chi Minh City English is a mandatory subject at this school, with classes held three times a week, each lasting 45 minutes However, the school lacks a language laboratory, and English teachers are only provided with cassette players for listening lessons.
Despite learning English since the sixth grade, most students possess only a basic understanding of the language Their focus primarily lies on core subjects like Math, Physics, and Chemistry, which are essential for college entrance exams Additionally, the multiple-choice format of English tests leads students to complete them without genuine comprehension, fostering a negative attitude towards learning the language Consequently, many students feel bored or intimidated by English, resulting in poor academic performance.
In English teaching, the current trend emphasizes a learner-centered approach, encouraging student independence through group discussions and text exploration However, not all teachers can effectively implement this method, often resorting to traditional teaching techniques during reading lessons In such cases, teachers dominate the classroom as the primary speakers, explaining vocabulary and grammar while students remain passive recipients of information Ultimately, the effectiveness of this approach hinges on the teacher's ability to adapt to the specific needs of their students and the teaching environment.
The textbook 'Tieng Anh 10' is designed around a task-based approach, featuring 16 units and 6 'Test Yourself' sections Each unit consists of five parts: Reading, Speaking, Listening, Writing, and Language Focus The reading passages, approximately 200 words each, aim to equip students with essential grammatical and lexical knowledge as well as language skills The curriculum covers six key topics: Personal Information, Education, Community, Nature, Recreation, and People and Places.
The reading lessons in the textbook are structured around three key stages: before reading, during reading, and after reading Each stage incorporates various reading activities, including pre-reading, while-reading, and post-reading tasks, which take the form of question-answer, multiple-choice, blank filling, and word predicting exercises However, students at Tran Dai Nghia High School find the reading texts and tasks to be lengthy, complex, and challenging to complete within the 45-minute class period.
Research approach
Action research is a scientific study conducted by educators to address practical classroom issues According to Cohen, Manion, and Morrison (2007), it serves as a powerful tool for local change and improvement, applicable in various settings where problems involving people and procedures arise The blend of "action" and "research" enhances its appeal to both researchers and teachers Tsui (1993) emphasizes that action research effectively aids teachers in reflecting on their practices and developing their own solutions for improvement.
Zuber Skerritt (1996) emphasizes that the primary goals of action research projects are to foster practical improvements, innovations, changes, or developments in social practices Similarly, Cohen and Manion (1994) describe action research as a targeted, small-scale intervention aimed at effecting meaningful change.
Kemmis and McTaggart (1992) emphasize that the essence of action research lies in a structured approach that involves planning, acting, observing, and reflecting This method allows researchers to analyze the real-world impacts of their interventions more thoroughly and systematically than typical everyday practices.
Action research is defined by its focus on solving specific problems and improving practices within a given context, emphasizing the enhancement of participants' competencies This method is inherently collaborative and participatory, as noted by McKernan (1991).
Action research procedures vary among linguists, with Zuber Skerritt (1996) proposing a cyclical model that includes strategic planning, implementation, observation and evaluation, followed by critical reflection to inform the next research cycle Similarly, Altrichter and Gstettner (1993) outline a four-step model consisting of finding a starting point, clarifying the situation, developing and implementing action strategies, and making teachers' knowledge public.
The author of this thesis is in favor of seven steps in the action research cycle by Nunan (1992) as follows:
Step 1: Initiation (The teacher raises a problem in his classroom)
Step 2: Preliminary investigation (The teacher collects baseline data)
Step 3: Hypothesis (The teacher gives first explanation for the problem)
Step 4: Intervention (The teacher devises a number of strategies in solving the problem)
Step 5: Evaluation (The results after several weeks of intervention)
Step 6: Dissemination (The teacher presents a paper at a language conference)
Step 7: Follow-up (The teacher investigates alternative methods of motivating students)
Action research serves as an effective tool for teachers to enhance their professional skills By engaging in this process, educators can identify and address their teaching challenges through scientific methods, ultimately becoming more effective in their roles This approach also reflects their creativity, proactivity, and adaptability in the classroom.
This study utilizes action research to evaluate how task adaptation for teaching reading comprehension enhances students' reading achievement Following Nunan's (1992) action research cycle, the researcher implemented five initial steps to conduct the investigation.
Participants
The study involves two groups of students from Tran Dai Nghia High School in Tay Ninh Province, specifically classes 10A4 and 10A5 While most participants have been learning English since primary school, many possess limited knowledge of the language Their focus tends to be on subjects like Math, Physics, and Chemistry, which are crucial for their entrance exams to preferred universities All selected students are Kinh, 16 years old, and share similarities in gender and religion.
Data collection instruments
The survey questionnaire is a useful instrument and widely applied to data collection for the research The attractions for using questionnaires have to be
The research methodology employed in this study is cost-effective and minimizes pressure, taking 39 units of time to develop, pilot, and refine Analyzing closed-question responses is relatively straightforward (Wilson and McLean, 1994), although the honesty of participants' answers cannot be verified, as they may select responses that do not reflect their true behaviors This study utilized a survey questionnaire to gather data on students’ attitudes toward reading skills and reading tasks in English learning To enhance clarity and ensure data accuracy, the questionnaires were written in Vietnamese.
3.4.2 Pre-test and Post-test
Cohen, Manion, and Morrison (2007) describe tests as a powerful data collection method, necessitating the development of both pre-tests and post-tests to evaluate students' reading comprehension improvements These tests are designed to assess the effectiveness of teaching by focusing on topics relevant to the students' reading lessons The researcher ensured that both tests maintained equal value in vocabulary, content, and difficulty level, each consisting of a reading passage followed by five multiple-choice questions Participants had fifteen minutes to read the passages and select the best answers To guarantee reliable results, the researcher prioritized the qualities of validity, reliability, and practicality in test design, administering the pre-test before the intervention and the post-test afterward.
Research procedure
The chronological steps of study are summarized in five steps as follows:
During the first term of the school year, the researcher recognized that students felt tired and apprehensive of reading lessons; some did not want to
Forty students participated in reading activities, yet some expressed dissatisfaction with the tasks, and a few struggled to comprehend the lessons entirely These issues contributed to their low performance on reading tests in class To address these challenges, it is essential to implement effective strategies that enhance student engagement and comprehension in reading.
To gain insight into the current situation, the author engaged in informal conversations with students during breaks to identify their challenges Additionally, discussions with colleagues were utilized to further explore these issues.
The students were unmotivated because some reading tasks in the textbook
Many students found the 'Tieng Anh 10' materials to be inappropriate for their proficiency level, struggling to complete reading tasks necessary for comprehension As a result, several expressed that reading skills were their most tedious and stressful aspect of learning.
A survey questionnaire was administered to one hundred 10th grade students to validate the hypothesis that their difficulties are linked to reading tasks in the textbook.
To access students’ achievement before treatment, a pre-test (see appendix
2) was given to two groups of students The purpose of the test was to help the author discover students’ reading comprehension level at that moment
Adapting reading tasks is an effective strategy for enhancing the reading performance of students in class 10A4 A structured action plan was implemented to meet the research objectives, focusing on increasing participants' awareness of task adaptation This intervention aimed to boost reading achievement by incorporating adapted reading tasks into the curriculum.
The reading tasks of Unit 9, Unit 11, and Unit 13 were adapted (see appendix 4), using some common adaptation techniques such as simplifying,
41 adding in combination with reading strategies This was for the purpose of engaging students in group or pair work and keeping them motivated in the lessons
In the study, one of the two participant groups was randomly selected to serve as the experimental group, where they engaged in reading lessons with adapted tasks The other group, designated as the control group, continued to receive instruction using the original tasks from the textbook.
The researcher developed these lessons specifically for the study, and Appendix 4 includes examples of adapted tasks along with the rationale for their modifications due to the original tasks' inappropriateness.
After analyzing data collected from surveys and tests, the researcher found a notable increase in students' motivation to learn reading skills, attributed to the engaging nature of the tasks Students demonstrated greater involvement as they perceived the reading tasks as less challenging The comparison of pre-test and post-test results indicated significant improvements in students' reading comprehension.
Data collection procedure
The data collection procedures include the following steps:
Step 1: The preliminary questionnaire was administered randomly to 100
In a study conducted at Tran Dai Nghia High School, 10th grade students participated by completing a questionnaire designed by the researcher To enhance response quality and quantity, the researcher pre-announced the questionnaire to all students, distributed a printed leaflet outlining the study's purpose and provided sample questions Furthermore, the researcher reiterated the significance of the research, clarified the rationale for selecting the sample, ensured confidentiality of responses, and supervised the completion of the questionnaires.
Step 2: A 15-minute reading comprehension test was conducted among two groups of students from class 10A4 and 10A5 as the pre-test Before the test, the
Students at 42 were informed by their instructor that they should strive to perform their best on the test, as their scores would not impact their school reports During the pre-test, participants were required to work independently without any collaboration.
Step 3: After applying three reading lessons with adapted tasks, the author gave another reading comprehension test as the post-test to the participants The procedures of conducting the test were the same as that of the pre-test
Step 4: Based on the result of the first cycle of the study, the researcher decided whether to carry out the next cycle.
Data analysis procedure
The survey questionnaire consisted of multiple-choice questions, and once collected, the students' responses were tallied for each question The data were quantitatively analyzed using a descriptive approach, with results reported in percentages, allowing for a clear presentation of the findings from the preliminary investigation.
The study utilized pre-tests and post-tests to evaluate students' reading improvement after three lessons with adapted tasks The assessment included a 180-word reading passage followed by five multiple-choice comprehension questions Test results were scored and categorized on a scale from poor to good, expressed as percentages Subsequently, T-Tests were conducted to analyze the improvements resulting from the treatment and to measure the impact of task adaptation on students' reading achievement.