INTRODUCTION
Rationale
In today's globalized world, English has emerged as a crucial language for both daily communication and knowledge acquisition, making it essential for international exchanges across various fields In Vietnam, the significance of English continues to grow, becoming the most widely used language Historically, English language teaching emphasized grammar and sentence structure, with learners' success largely hinging on their mastery of these rules Traditional teaching methods dominated this landscape, positioning the teacher as the central figure in the classroom and controlling all learning activities.
In the twenty-first century, characterized by rapid advancements in science and technology, our nation prioritizes education and training as essential for fostering knowledge development To thrive and progress, Vietnam aims to become a civilized and prosperous country by embracing the latest global achievements Language, particularly English, plays a crucial role in accessing human knowledge; however, secondary school students often face challenges and lack interest in learning this subject Therefore, it is vital for teachers to create an engaging and enjoyable learning environment from the very start of each lesson to inspire student enthusiasm and improve educational outcomes.
In response to societal changes, teaching methods have evolved to meet the increasing demand for proficient English communication skills This shift has led to higher teaching standards and the development of enhanced learning resources Consequently, the emphasis in foreign language education has transitioned from a teacher-centered approach to one that prioritizes students Learners now play a central role in the language acquisition process, engaging in real-life communication, collaborating in small groups, and performing specific tasks This approach allows students to express their opinions, ask questions, and seek clarification, fostering a more interactive and effective learning environment.
Teaching foreign languages is most effective in a fun and relaxed environment, where students have ample opportunities for real-world communication Incorporating language games into foreign language education significantly boosts student motivation and engagement, making learning enjoyable These games create practical contexts that enhance understanding and usability of the language To participate, learners must comprehend and communicate effectively, developing their listening, speaking, reading, and writing skills Various games are available to cater to different proficiency levels, focusing on vocabulary development and pronunciation improvement.
English is a compulsory subject in schools, serving as a vital communicative tool that equips students with scientific and technological knowledge while fostering multicultural understanding and international integration Consequently, the importance of learning English has become a significant social concern, particularly among the younger generation A key challenge in English education is the teaching methodology, which greatly impacts student engagement and inspiration To create an effective and captivating reading lesson, teachers must start with an engaging pre-reading activity that sets a positive tone As an English teacher at Bac Son Lower and Upper Secondary School, I recognize the challenges many students face in the reading process and focus on strategies that ignite their interest in reading.
Incorporating games into teaching, particularly in pre-reading activities, significantly enhances student engagement and learning outcomes The excitement generated by games not only makes lessons more enjoyable but also transforms the classroom atmosphere by reducing stress and boredom This approach fosters a deeper understanding of reading materials, prompting me to explore the crucial role of pre-reading in developing reading skills for my thesis titled “Using Games in Pre-Reading Activities to Enhance Tenth Grade Students’ Comprehension.”
This article explores various language games that enhance English learning, supported by research and personal experiences It aims to provide valuable insights for educators to improve students' reading skills and overall proficiency in English.
Aims of the study
The study will emphasize on the main following purposes:
- Investigating the effectiveness of using language games in pre-reading activities in reading lessons of grade 10 in Bac Son Secondary school
- To identify effects of applying game to develop students’ reading skill in learning English.
Research Questions
The study intends to find out the answers to the following questions:
1 How game in pre-reading activities affect students’ comprehension?
2 Do using games help students to read faster?
Scope of study
This study investigates the effectiveness of language games in pre-reading activities for teaching reading skills at Bac Son High School, specifically targeting 10th-grade students in class 10.4 using the Textbook 10 curriculum The research is focused solely on the teaching and learning of reading.
Methods
In order to achieve the objectives of the study, the major methods employed include:
- Survey questionaire with the aims at finding out the effects of games on students when they are learning reading and their attitude to language game in pre-reading activities
An interview with English language students reveals their responses to reading activities and highlights the effectiveness of language games in pre-reading exercises Students emphasize the importance of engagement and enjoyment when selecting games, noting that interactive and collaborative elements enhance their learning experience They also identify criteria such as educational value, relevance to their interests, and the ability to promote vocabulary retention as key factors in choosing language games Overall, the insights suggest that incorporating well-chosen games can significantly improve reading comprehension and motivation among learners.
Thesis design
The thesis consists of the following parts:
Some brief information about the background of the study, the aims, the scope, research questions as well as method of the study
This chapter explores the theoretical foundations of pre-reading, including its definition and purpose, as well as the concept of games and their significance in enhancing reading comprehension.
This part presents the study and these include, research questions, participants, material, procedures and summary
Chapter 4: Data analysis and discussion
This chapter mentions their analysis and discussion based on data collected by means of classroom observations, post-survey questionnaires and interviews
This study summarizes its main findings and key points, highlighting the implications of the results Additionally, it provides recommendations for future research to further explore the topic.
Appendices consist of the questionnaires for students, interview questions, observation of Unit 13 and 14.
LITERATURE REVIEW
Reading comprehension
Reading comprehension is the ability to understand and interpret text, involving a combination of cognitive processes that work together to derive meaning from written material It focuses on grasping the overall message rather than just isolated words or sentences During reading, children develop mental models that represent the ideas in the text, which can be categorized into text-based models and situation models The former reflects the propositions of the text, while the latter encompasses the broader context of what the text conveys Effective reading comprehension involves both deriving meaning from the text and constructing meaning through personal experiences and inferences, highlighting that it goes beyond mere word recognition to grasp the author's intended message.
Reading comprehension is a complex cognitive process where readers actively construct meaning rather than passively receive information Skilled comprehenders utilize various language skills to create a text-based model while integrating their background knowledge to form a situation model related to the text To enhance effectiveness, readers must engage actively in the reading process, employing metacognitive skills to monitor and regulate their understanding.
Comprehension is an interactive process where readers employ various cognitive skills and strategies when engaging with text, as supported by multiple cognitive models (Broek et al., 1999; Cromley & Azevedo, 2007) The significance of reading in foreign language acquisition has been widely recognized, prompting researchers to refine the definition of reading beyond simple information retrieval (Aebersold & Field) Widdowson (1984) defines reading as obtaining information from print, but many scholars argue that it is a complex cognitive, social, and interactive process where readers, driven by specific purposes, interpret written messages (Aebersold & Field, 2003; Anderson, 1999) Reading comprehension, the ability to derive meaning from text, varies based on the reader's intent, which typically falls into two categories: for pleasure or for information (Grellet, 2006) The purpose of reading influences the approach taken, with Grabe and Stoller (2002) identifying seven distinct reading purposes, including searching for information, skimming, learning, integrating information, writing, critiquing, and general comprehension.
For many years, reading was overlooked by educators and researchers, who prioritized oral skills such as listening and speaking This trend was particularly evident during World War II with the development of the Audio Lingual Method in the United States, which aimed to quickly teach foreign languages for military purposes This approach emphasized oral communication while deeming reading a passive skill that received little attention.
In the pre-reading stage, teachers aim to prepare students for upcoming texts by activating their background knowledge through various activities Effective strategies include brainstorming, semantic mapping, and posing questions related to the title Additionally, students can engage in writing about their own experiences, making predictions, identifying text structures, skimming for main ideas, and summarizing articles based on previews Vocabulary pre-teaching is also essential and will be explored further in the literature review (Auberbach & Paxton, 1997, p 259).
Reading skills involve extracting meaning from written discourse, as noted by Harmer (2007) It is important to differentiate between reading and decoding, the latter being the process of translating written symbols into sounds (Ur, 2007) For effective foreign language learning, exposure to comprehensible language through reading and listening is essential Therefore, the selection of reading passages in EFL textbooks focuses on texts that are both understandable and slightly challenging, aligning with Krashen's hypothesis (Lightbown & Spada, 2006).
Effective second language acquisition relies on finding a balance in textbook difficulty; overly challenging or simplistic materials do not facilitate learning Proficient reading is an active process where learners engage with the text, formulate hypotheses about its meaning, and use textual cues to validate or refute those hypotheses (Goodman, 1970, as cited in Clarke, 2000, p 115).
Ur (2007) added the following characteristics of efficient reading:
The reading progresses fairly fast
The reader concentrates on the significant part and skips over unnecessary details
The reader thinks ahead, hypothesizes, and predicts what is coming next
The reader uses background information in order to understand the text
The reading is purposeful, and the reader is aware of the purpose of reading task
Reading activities are essential tools used by educators to help students connect their existing knowledge with new information encountered in reading materials, enhancing their overall comprehension of the text.
Reading activities in the present study refer to guessing reading content from pictures, and pre-reading questioning activities the researcher used to stimulate the learners’ use of their schema
Reading comprehension assesses learners' ability to understand text, as indicated by test scores obtained prior to the introduction of two pre-reading activities.
Learner satisfaction regarding the use of games in pre-reading activities, such as guessing reading content from pictures and engaging in pre-reading questioning, is crucial for enhancing reading comprehension In this study, satisfaction levels were evaluated through scores from a questionnaire completed after the experiment.
Reading difficulties in students with special needs can stem from various factors, often with unknown underlying causes (Lewis and Doorlag 1999) Research indicates that these challenges are frequently associated with the economic and social conditions of their home environments Many children facing reading difficulties encounter significant language and cultural disparities between their home and school settings (Elkins 2002a, b; McNaughton et al 2004; Rohl and Rivalland 2002) Historical studies from the mid-1970s have shown that factors such as social class, parental educational background, family income, and the availability of books at home are consistently linked to reading achievement in schools (Romeo 2002) Furthermore, the value placed on education within the community and the respect for educational attainment also play crucial roles in whether students acquire essential literacy skills (Samuels).
There are some difficulties that students can get as follow:
Finding enough time and energy
Selecting what to focus on in texts
Understanding new, theoretical or detailed information
Identifying main points and arguments
Evaluating evidence Identifying similarities and differences between texts
Reading texts that assume background knowledge & experience
Reading different types of text (passage, reports, literature reviews, letter etc.)
Pre-reading stage
Sookchotirat (2005) emphasized that pre-reading is a crucial stage in the reading process, serving as the foundation for success in life Effective readers acquire a wealth of knowledge through reading, and pre-reading enhances their understanding and broadens their perspectives This stage fosters cognitive development by introducing new ideas, allowing readers to integrate their own thoughts and create fresh insights Pre-reading prepares students mentally before they engage with a text, as effective comprehension significantly relies on the readers' readiness and appropriate mindset (Manzo et al., 2001).
To effectively teach reading, educators must implement appropriate steps, beginning with a pre-reading phase that equips learners with essential background knowledge This preparatory stage is crucial for enhancing comprehension, especially for students lacking prior familiarity with the material Teachers should incorporate diverse pre-reading activities to build students' schema, as this foundational knowledge significantly improves understanding (Graves, Watts, and Graves, 1994) Research by Yeeding (2007) highlights that such activities boost learners' motivation and reading skills, leading to higher post-experiment scores Pre-reading activities familiarize students with relevant topics, vocabulary, and text structures, ultimately preparing them for more effective reading comprehension (Bilokcuoglu, 2011).
Tudor (1990) defines pre-reading activities as a variety of teaching strategies that engage learners in conceptual tasks related to the text before they begin reading These activities aim to enhance the understanding and processing of the target text, allowing learners to engage with the material in a more meaningful way.
Pre-reading activities, as described by Haque (2010), serve as essential warm-up exercises that prepare students for reading tasks and can vary in format and length These activities may also require differing amounts of input from students Ausubel (1963) refers to pre-reading activities as 'advance organizers,' which provide crucial information to learners and activate their prior knowledge, thereby facilitating better processing and retention of the text.
In a study by Taglieber, Johnson, and Yarbrough (1988), participants engaged in three pre-reading activities: predicting content from pictures, vocabulary learning, and answering pre-reading questions, while a control group did not participate in these activities Both groups underwent pre-tests and post-tests, revealing that the experimental group outperformed the control group Notably, the reading scores were higher for those who guessed content from pictures and engaged in pre-reading questioning compared to those who focused on vocabulary learning before reading.
Research by Langer (1984) and Adams & Collins (1979) emphasizes the significance of readers actively engaging their knowledge and experiences during reading to enhance comprehension To facilitate this engagement, implementing pre-reading activities is essential for learners.
Pre-reading activities, referred to as enabling activities by Ringler and Weber (1984) and cited by Parviz Ajideh (2003), are essential for providing readers with the necessary background to comprehend material effectively These activities help elicit prior knowledge, build background, and capture learners' attention, ultimately preparing them for reading tasks Vacca and Vacca (2002) emphasize that pre-reading activities are crucial for activating students' interest and introducing new vocabulary related to the topic They also serve to familiarize students with language or concepts that may be unfamiliar, particularly benefiting those with lower proficiency levels By engaging in pre-reading activities, teachers can build students' background knowledge, present key vocabulary, and enhance comprehension, enabling students to relate new information to their existing knowledge and better understand the texts they encounter.
Pre-reading activities are essential for preparing learners for reading tasks, and their design depends on the teacher and the text type According to Tierney and Cunningham (1984), these activities help access students' prior knowledge and create a connection to the text They categorize pre-reading activities into two types: teacher-centered, which involves one-way Q&A, and student-centered, which encourages independent behavior These warm-up activities can vary in length and complexity, ranging from simple tasks like showing a picture to enhance understanding, to more interactive tasks such as conducting a class survey on a relevant topic The selection of pre-reading activities should align with the text's nature, the learners' characteristics, and the objectives of the reading task Stoller (1994) outlines various pre-reading activities, highlighting their definitions and benefits.
To stimulate interest in the text
To help learners bring their prior knowledge to the survey
To give a reason for reading
To help learners go on pre-reading passage
To prepare the reader for the language of the text
To make them search for specific information
To help reader to guess the text's ideas
Direct readers towards the text's key words and ideas
Pre-reading, also known as previewing or surveying, is the technique of skimming a text to identify key ideas before engaging in a thorough reading This process enhances reading speed and efficiency by providing an overview of the material Effective pre-reading includes examining titles, chapter introductions, summaries, headings, subheadings, study questions, and conclusions to better understand the content.
Pre-reading activities are essential for preparing students for reading by activating their relevant schemata and enhancing motivation These activities enable learners to anticipate key topics, vocabulary, and important grammar structures within the texts Consider incorporating various pre-reading strategies to maximize engagement and comprehension.
Pre-reading is an essential activity used by teachers to prepare students for reading a specific text, ensuring they understand its purpose This process, part of a broader reading framework that includes while-reading and post-reading activities, allows teachers to assess students' linguistic skills and comprehension abilities Effective pre-reading activities help students grasp the reasons for reading, such as knowledge building and eliciting emotional responses, while also enabling them to decide whether to continue with the text or explore other works by the same author.
2.2.3 Importance of Pre-reading activities
Reading plays a crucial role in language learning, as pre-reading activities significantly enhance learners' comprehension of texts Research indicates that background knowledge is vital for understanding, with many readers struggling due to insufficient context This raises the question: "Can activating students' background knowledge through targeted activities improve their reading skills?" Numerous studies affirm this, including Carrel and Eisterhold, who highlight the value of text previewing for ESL readers, particularly regarding cultural specificity Lower-level English learners often face comprehension challenges at the word level, as they struggle to connect meanings with context To address this, Pearson and Johnson (1983) recommend word association tasks to assess students' existing knowledge and identify gaps Additionally, Hudson's (1982) experiment demonstrated that learners who engaged in pre-reading activities, such as discussing pictures, were better able to anticipate content in the reading material.
Pre-reading activities are essential exercises conducted with students before they engage with reading material, designed to equip them with the necessary background knowledge for improved comprehension These activities help establish a clear purpose for reading and activate learners' schema, which is crucial for avoiding misunderstandings of the text By implementing pre-reading activities, students become acquainted with the topic, relevant vocabulary, and intricate structures within the passage, ultimately enhancing their reading experience.
The effectiveness of pre-reading activities can especially be seen on providing the motivation for reading, as well as on teaching key cultural concepts Chastain
Pre-reading activities play a crucial role in motivating readers and preparing them for the reading task, as highlighted by research in 1988 When readers are motivated, they can engage with the text more effectively and with greater confidence, leading to better outcomes with less effort Additionally, Ur's 1996 study emphasizes that pre-reading tasks enhance the reading experience by providing students with a clear purpose and allowing teachers to assess comprehension more effectively through tasks assigned before and after reading.
Wallence (1992) concludes after his study that in order to reach satisfactory interpretation of the text, second language readers need to operate on appropriate schematic knowledge
Carrel and Floyd highlight the significance of pre-reading activities in ESL education, stressing that teachers must engage students' background knowledge and facilitate connections between what they already know and new information for better text comprehension Similarly, Abraham (2002) underscores the necessity for teachers to focus on pre-reading tasks to activate students' "schema," enabling them to recognize their existing knowledge related to the text's topic.
A review of the literature of Games
Games should be integral to foreign language teaching rather than mere fillers at the beginning or end of lessons, as emphasized by Lee (1979) Rixon (1981) defines a game as an activity involving cooperation or competition among decision-makers working towards their goals within established rules Similarly, Salen & Zimmerman describe a game as a system where players participate in an artificial conflict, governed by rules, leading to measurable outcomes Hadfield (1984) further supports the notion that games play a crucial role in the educational process.
Communicative games, defined as activities with rules, goals, and an element of fun, play a crucial role in enhancing learning by helping students recall material in an enjoyable manner Despite concerns that games might create noise in the classroom, experts agree on their value in motivating learners and fostering communication skills Implementing these games in educational settings not only entertains students but also promotes effective observation and interaction, making them a worthwhile addition to teaching strategies.
Games play a vital role in motivating students to engage with reading, as they enhance participation and build confidence (Carrier, 1980) Hadfield (1987) categorizes language games into several types, including sorting, ordering, information gap, guessing, matching, labeling, and puzzle-solving games, each designed to facilitate language learning and comprehension.
According to Okoń (1992: 64), a game is a variant of play characterized by strict rules and a specific outcome, while Byrne (1986: 100) describes games as a form of play governed by established rules or conventions Additionally, Toth (1995: 5) offers a broader definition of a game, emphasizing its structured nature and purpose.
A game is defined as an enjoyable activity governed by rules and objectives There are two primary types of games: competitive games, where players or teams strive to be the first to achieve a goal, and cooperative games, where participants collaborate towards a shared objective The focus in these games lies on effective communication rather than the accuracy of language.
According to El Shamy (2001, p.15), a game is defined as a competitive activity governed by rules within a specific context, where players face challenges to achieve objectives and win Language games incorporate various elements, including clear and concise rules, competition, relaxation, and learning These rules should be simple and well-explained to avoid confusion Additionally, they are tailored to different levels and topics, ensuring that all students can engage and enjoy the experience while maximizing their learning outcomes.
To gain a deeper understanding of games, it's essential to examine their fundamental characteristics According to Juul (2002), as referenced by Whitehead, games exhibit a range of defining features that shape their nature.
- Games are based on rules
- Games have variable, quantifiable outcomes
- The outcomes of games might have a positive or a negative value
- Games provide a degree of challenge which means that learners need to make effort in order to achieve a given objective
Students participating in a game place great importance on the results, understanding that a positive outcome leads to a winner who feels happy, while a negative outcome results in a loser who feels unhappy.
- Negotiable consequences: the same game can be played with or without real- life consequences
Teaching has evolved significantly, shifting from passive learning to a more active classroom environment Incorporating language games in reading classes is an effective strategy for enhancing student engagement and facilitating language acquisition, as these games have long been recognized for their benefits in language learning (Steve Sugar, 1998, p 3).
Games enhance student engagement in language learning, which can often be challenging and require consistent effort over time By incorporating games into the learning process, educators can motivate students to maintain their interest and commitment, ultimately fostering long-term dedication to mastering a new language.
- The variety and intensity that games offer may lower anxiety and encourage shyer students to take part in reading classes positively, especially when games are played in small groups
Games enable teachers to create engaging contexts where language becomes meaningful and practical By participating in these activities, students are motivated to comprehend others' conversations and articulate their own perspectives or share information effectively.
Games promote a student-centered learning environment by actively engaging students in gameplay, allowing them to take on leadership roles while teachers serve as facilitators.
The national curriculum emphasizes the necessity of diverse teaching methods in foreign language education to maintain student interest Teachers can enhance this diversity by incorporating creative activities and balancing individual and cooperative learning approaches Utilizing games, such as role-playing, imitation, theatrical expression, and problem-solving, is encouraged as an effective teaching strategy across all language learning stages Howard Gardner's theory of multiple intelligences suggests that topics should be explored through various methods, including "the personal way," to effectively engage all students in the classroom.
142) In addition, Armstrong (2000) suggests board games as a teaching strategy that might suit students with interpersonal intelligence because they provide an excellent setting for interaction between students
Games are frequently misunderstood as mere filler activities for the end of a lesson; however, they are essential components of language curricula Their significance in language teaching and learning cannot be overstated, as they enhance engagement and facilitate effective learning outcomes.
Games can create a meaningful context for language learning, as noted by Andrew Wright, David Betteridge, and Michael Bucky They engage learners, requiring them to understand and express their thoughts effectively Drilling, which focuses on language forms through repeated use, is naturally integrated into many games, allowing learners to experience language as a living form of communication Meaningfulness in language learning is crucial; learners respond to content emotionally, which enhances their retention and understanding Games provide practice across all language skills—reading, listening, writing, and speaking—while supporting various stages of the teaching sequence and types of communication, such as encouraging, criticizing, agreeing, and explaining.
METHODOLOGY
Research questions
The study intends to find out the answers to the following questions:
1 How game in pre-reading activities affect students’ comprehension?
2 Do using games help students read faster?
Participants
An investigation was conducted with 40 students from class 10.4 at Bac Son Lower – Upper Secondary School, focusing on their experiences with pre-reading activities in English Most participants have been learning English since grade 6, primarily in a classroom setting, as it is a compulsory subject Hailing mostly from mountainous areas, these students possess a basic understanding of grammar and a limited active vocabulary, primarily used in writing Despite facing challenges in reading comprehension, the majority recognize the significance of developing reading skills in a foreign language, particularly in English.
Research indicates that pre-reading activities in language classrooms serve multiple purposes, including fostering positive relationships between students and teachers and creating a comfortable learning environment These activities help capture students' attention, activate their background knowledge, and enhance motivation Effective pre-reading strategies, such as cooperative and linguistic games, can significantly improve class cohesion and engagement before diving into the main reading material Additionally, understanding students' preferences for games allows educators to select appropriate pre-reading activities that effectively enhance reading skills in the classroom.
Materials
The English textbook "Tieng Anh 10," authored by Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, and Nguyen Quoc Tuan, was published in 2006 This comprehensive resource features sixteen units designed for two academic terms, each emphasizing four essential language skills: reading, speaking, listening, and writing, alongside key language components including pronunciation, grammar, and vocabulary.
“Tieng Anh 10” is divided into two semesters with a total of 105 periods, 3 periods per week Each period is 45 minutes long
At Bac Son Lower-Upper Secondary School, the English textbook for 10th grade is "English 10," structured around 16 thematic units Each unit consists of five key components: reading, speaking, listening, writing, and language focus, providing a diverse range of exercises and tasks for effective language practice.
- Reading: including one or more passages with 180-220 words; making students acquaint with theme of lesson and providing information to develop students’ comprehension skill
- Speaking: including activities to practice speaking skill through using language in communication such as work in pair, discuss in group and individual
- Listening: including some passages or dialogues related to theme of lesson; practicing not only listening skill but also correcting pronunciation and grammatical structure mistakes
- Writing: including exercises to improve students’ writing skill such as writing letters, describing datum, reported stories, etc
- Language focus: including two main parts Pronunciation and Grammar and vocabulary
At the end of every three units, readers will find a “Test Yourself” section designed to assess their skills in Listening, Reading, Pronunciation, and Grammar Additionally, the book concludes with a comprehensive vocabulary list that includes Vietnamese translations for each unit.
Research instruments
In order to implement this research, I used different types of research instruments such as classroom observations, questionnaires, and interview to the students
At Bac Son Lower-Upper Secondary School, the researcher conducted observations in a classroom of 10.4 students to assess their responses, attitudes, and participation during lessons that incorporated game activities The focus was on understanding the dynamics of student engagement throughout the teaching and learning process.
A questionnaire conducted with a group of 40 students streamlines the collection of data while ensuring participant anonymity, which encourages honest feedback This method allows researchers ample time to analyze the gathered information and formulate insights, serving as a foundational step for subsequent interviews.
Interviews follow questionnaires and involve selecting typical research subjects to gather deeper insights By using open-ended questions, researchers encourage interviewees to elaborate on their thoughts, potentially uncovering new research avenues while staying aligned with the original theme This format fosters a collaborative exchange of ideas between the interviewer and interviewee, allowing for a more expansive discussion compared to traditional questionnaires.
Data collection procedures
Data is crucial in research as it forms the basis for obtaining results Key methods for collecting data include observation, interviews, document analysis, and testing To effectively gather this data, researchers must utilize appropriate instruments tailored to their specific research needs.
In my English 10 class, I focused on two topics from Part A Reading, specifically Unit 13, which explores films and cinema, and Unit 14, centered around the World Cup To enhance pre-reading engagement, I created interactive game activities using PowerPoint One such activity, inspired by Kim's game, challenged students to view a screen for 15 seconds and then list the sports they could recall Those who provided more answers received a small prize, fostering a fun and competitive learning environment.
3.5.2 Classroom observations through teaching process
The writer, serving as the teacher, conducted direct observations of the reading learning process in Class 10.4 at Bac Son Upper Secondary School during the second semester of the 2016-2017 academic year, specifically from March 15 to March 27, 2017.
2017 In this research, the writer acts as an active observer The writer interacts with the students as well as the teacher
This article explores how reading lessons can reveal students' responses, bravery, and participation during the teaching and learning process, particularly through the use of game activities in pre-reading.
3.5.3 Post-survey questionnaire for students
A survey consisting of six questions was developed in Vietnamese to ensure that students fully comprehended each item It was distributed to 40 students from the 10.4 class, which was selected for the piloting procedure All survey forms were returned (see Appendix 1).
The survey for students focus on investigating the following issues:
The article explores students' perceptions of proposed game activities, focusing on their comprehension and the appropriateness of these activities for their skill levels.
The study explores students' perceptions of how classroom activities enhance their confidence and willingness to use the target language, while also improving their comprehension skills.
Interviews serve as an effective method for understanding individuals' feelings and preferences (Cohen et al., 2000) To facilitate expression, I conducted interviews with learners in Vietnamese, ensuring clarity and comfort These individual interviews took place shortly after the completion of two lessons, allowing for timely feedback Each session was conducted face-to-face and focused on a one-on-one format, during which each participant answered five specific questions.
1 How the games in pre-reading activities help you in read a text in reading lesson?
2 Are games in pre-reading activities effective on helping you to read faster?(Very effective/ Effective/ Normal/ Not effective)
3 Do you think using games or not using games in pre-reading activities help you read faster? (Using games/ Not using games)
4 Do games in pre-reading activities make you read a text easier? (Very much/ Much/ Normal/ None)
5 Do games in pre-reading activities help to solve difficulties when you comprehend a text? ( Almost/ Some/ None)
The study employed both quantitative and qualitative analysis methods to evaluate students' attitudes towards game activities in a 10.4 class Results were presented through numerical data and percentages, utilizing a quantitative approach for analysis Tables and figures illustrated the statistical findings, while qualitative data from classroom observations and interviews were descriptively and interpretively analyzed This process aimed to capture students' responses, participation, and bravery, ultimately confirming their attitudes toward using game activities as a technique for teaching reading during comprehension lessons.
This chapter examines the current state of teaching and learning English comprehension skills, outlining the methodological framework and the data collection instruments used in the research The subsequent section presents the key findings of the study and provides a discussion of the results derived from these findings.