INTRODUCTION
Aims of the study and research questions
This study investigates the effects of Graphic Organizers on the reading comprehension skills of 11th-grade students at Nong Cong 1 High School The goal is to provide recommendations for effectively teaching students to utilize this visual aid to enhance their reading comprehension.
- To describe students , attitudes to the graphic organizer using in reading comprehension lessons
- To examine whether there will be the impact of the Graphic organizer using on the reading comprehension of 11 th grade students at Nong Cong 1 high School
In order to achieve the above aims, the following research questions will be addressed
2.1 What attitudes do 11 th graders hold about the use of graphic organizers in learning reading comprehension skill?
2.2 Can graphic organizers facilitate students’ reading comprehension? If so, to what extent?
Scope of the Study
This study involved forty 11th-grade students from Nong Cong 1 Upper Secondary School in Thanh Hoa province, examining the impact of graphic organizers on their reading comprehension during English as a Foreign Language (EFL) lessons.
Methods of the study
To address the research questions outlined in the study's aims, the researcher selected a mixed-methods approach that combines both qualitative and quantitative methodologies for several compelling reasons.
This study aimed to investigate the effectiveness of Graphic Organizers on reading comprehension using a quantitative experimental approach The experimental design was suitable for testing the hypothesis, as it allows researchers to measure the effects of specific treatments By employing quantitative methods, the study sought to answer the research question through experimentation and appropriate statistical analyses.
The author conducted a survey with designed questions to assess students' attitudes toward graphic organizers (GOs) after their usage Utilizing a qualitative approach, the collected information provided valuable insights into how students perceived their reading skills following exposure to GOs This questionnaire proved to be an effective tool for understanding students' opinions on the impact of graphic organizers in enhancing their reading abilities.
Each of these tools t h a t was extremely useful in determining the effectiveness of the GOs as well as the students’ attitudes was being examined in this research.
Significance of the study
Students' ability to answer comprehension questions is influenced by various factors, including poor decoding skills, limited vocabulary, and a lack of connection to prior knowledge When teachers concentrate solely on decoding and fluency, they inadvertently contribute to comprehension difficulties Many students struggling with comprehension also lack awareness of effective reading strategies Implementing Graphic Organizers (GOs) can significantly enhance students' comprehension skills Understanding how to utilize GOs is crucial for students, and as a teacher, it is essential to maximize classroom time to help students effectively comprehend and retain information.
This study's findings may help educators understand how the instructional methods applied can enhance students' reading comprehension skills The results suggest that this approach could be highly advantageous for teaching English as a Foreign Language (EFL) in classroom settings.
Design of the study
This research comprises five chapters as follow
Chapter 1: Introduction – This chapter provides the rationale of the problem tackling with the topic, the aims of the study, the research questions and the scope of the study
Chapter 2: Literature Review deals with an exploration of the theoretical background of the research It is concerned with the issues relevant to the topic of the research: reading and reading comprehension, reading strategies, obstacles distracting reading comprehension, definition of graphic organizers, their classification and their benefits in exploring the reading comprehension passage
Chapter 3 : Methodology discusses the methodology for this study and the procedures for carrying out the study The subjects of the study were also presented in this chapter
Chapter 4: Data analysis, findings and discussion presents and discusses the results of the study by using statistical analysis, it also addresses the limits of the study
Chapter 5 : Conclusion and recommendation summarizes the main findings of the study This is followed by some recommendations for the study and also suggestions were made for further study.
LITERATURE REVIEW
The reading process
Reading is an interactive process that connects the reader to the text, facilitating comprehension Through letters, words, sentences, and paragraphs, the text conveys meaning, while the reader employs knowledge, skills, and strategies to interpret that meaning Consequently, various academics have offered different descriptions of reading throughout time.
Reading comprehension involves deriving meaning from text and integrating new information with existing knowledge (Koda, 2005; Sweet and Snow, 2003) This existing knowledge includes the reader's background and experiences Goodman (1975) emphasized that reading is an active, purposeful, and creative mental process, where meaning is extracted from both textual clues and prior knowledge Thus, readers play an active role in understanding written material, as they must think critically about which background information to activate and when to use it to enhance comprehension Essentially, reading is about constructing meaning through the interaction between the text and the reader (Durkin, 1993).
Reading is a fluent process where readers integrate information from a text with their background knowledge to achieve comprehension The act of reading is defined by the interplay of the text, the reader, fluency, and various strategies (Anderson, 2003: 68).
The definitions presented above give us an overview of reading comprehension With the literature review of reading models, we can determine what factors are involved in efficient reading
Goodman (1971) emphasized that reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer in written form He highlighted that readers not only develop reading skills and understand grammatical structures but also comprehend the content conveyed in the text.
Reading is a dual process involving both looking at text and understanding its meaning, as stated by William (1990: 2) This means that readers must "encode" the meanings of words based on the context in which they appear.
Reading is a cognitive process that engages the reader and the text, highlighting their interaction It involves decoding written symbols, starting from individual letters and progressing to larger units such as words and clauses.
The Text Reading sentences) in order to get the meaning from the text
In recent decades, researchers have explored the connection between cognitive processes involved in reading and effective teaching methodologies Numerous models of reading have emerged, as highlighted by Silberstein, emphasizing the importance of understanding how the brain functions during the reading process to enhance instructional strategies.
(1994) claimed that “text comprehension requires the simultaneous interaction of two models of information processing” The two reading models are Bottom-up process, Top-down process
Bottom-up processing in reading involves understanding a text by recognizing letters and words, constructing sentence structures, and interpreting paragraphs This approach views reading as a linear process where readers decode text word by word, connecting words into phrases and sentences When initial readings lead to confusion or uncertainty about the writer's intent, comprehending the standalone meaning of sentences aids readers in fully understanding the author's message.
Bottom-up models of reading emphasize that comprehension starts with the smallest linguistic units, such as phonemes, and progresses to larger structures like syllables, words, phrases, and sentences Advocates of this approach consider reading a passive process that relies heavily on the written or printed text.
According to Nuttall (2005), reading involves identifying letters and words, understanding sentence structures, and deriving meaning from printed text He likens the "bottom-up" reading process to a scientist using a magnifying glass to examine every detail closely (p.17) Despite this, many readers can read aloud or recognize most words in a text yet struggle to remember its overall meaning.
Bottom-up reading models have been criticized for relying heavily on the reader's linguistic knowledge while neglecting their prior background knowledge Eskey (1973) highlighted that these models fail to recognize the reader's contributions, as their expectations about the text are shaped by their language skills and previous experiences Due to these limitations and the rise of top-down models, bottom-up approaches have become less favored in reading theory.
Figure 2: Top-down chart (Source: Taken from Ray and Tree – English)
Proponents of the bottom-up reading model argue that it alone is insufficient for achieving reading comprehension; instead, readers must engage in meaning-driven processes, such as hypothesizing about the text This process involves identifying letters and words while confirming their initial hypotheses, with the reader's schemata—comprising their knowledge, experiences, and concepts—playing a crucial role As Chin-Ching Lee notes, top-down reading strategies encompass predicting, inferring, and focusing on meanings, framing reading as "a psychological guessing game." Consequently, the more schemata a reader brings to a text, the more effective their reading comprehension will be.
The learner engages their prior knowledge to enhance reading comprehension and language learning, activating their content schemata in the process This meaning-driven model emphasizes that reading is guided by the reader's assumptions about the text, moving from whole to part Readers identify letters and words primarily to validate their interpretations Goodman (1967) describes reading as a "psycholinguistic guessing game," where readers predict, sample, and confirm meanings by integrating new information with their existing knowledge As Dechant (1991) notes, the schemata that readers bring to the text are integral to the reading process, suggesting that reading is about constructing meaning rather than merely extracting it from the printed page.
Stanovich (1980) critiques top-down reading models, suggesting that generating hypotheses may take more time than decoding text Additionally, Samuels and Kamil (1988) argue that a reader lacking sufficient prior knowledge on a topic cannot formulate hypotheses, which implies that, under the top-down theory, the reading process may be hindered.
Readers can approach a text through two primary methods: bottom-up processing, which focuses on detailed understanding, and top-down processing, which emphasizes grasping main ideas While readers may rely on one of these strategies, effective comprehension of challenging texts often requires a combination of both To address the limitations of the bottom-up and top-down models, the interactive model of reading has been proposed, integrating elements of both approaches for a more comprehensive understanding.
Reading Comprehension
2.2.1 The Nature of Reading Comprehension
Grellet (1981: 3) has considered reading comprehension or “understanding a written text means extracting the required information from it as efficiently as possible” Swan (1975:1) also shared “a student is good at comprehension” if
Reading comprehension involves accurately and efficiently interpreting a text to maximize understanding and information retention According to Richard and Thomas (1987), it is fundamentally an interaction between the author and the reader This highlights that effective reading comprehension allows readers to recognize the visual elements of a text while grasping the underlying meanings conveyed.
Reading comprehension is a multifaceted skill that goes beyond mere reception of text; it involves a complex interplay of abilities According to Díaz & Laguado (2003), effective readers must identify key information, make predictions, draw inferences, construct arguments, and understand the authors' perspectives.
According to Pang, Muaka, Bernhardt, and Kamil (2003), reading is a multifaceted activity that involves two key processes: word recognition and comprehension Word recognition is the ability to identify how written symbols relate to spoken language, while comprehension involves interpreting the meaning of words, sentences, and interconnected texts Effective readers draw on their background knowledge, vocabulary, grammatical understanding, and textual experience, along with various strategies, to enhance their understanding of written material.
Reading comprehension is a complex process where readers engage with the text, drawing on their prior knowledge and experiences to extract significant information and understand the author's implications Without comprehension, the act of reading loses its value, as it is comprehension that measures a reader's understanding of the text Consequently, teaching effective reading comprehension strategies is essential for educators to enhance students' reading skills.
According to the purpose of reading, researchers categorize reading into skimming, scanning, intensive, extensive and repeated reading
Skimming is an efficient reading technique that allows readers to grasp the overall meaning of a text, understand its structure, and discern the author's intent Unlike scanning, which focuses on finding specific information, skimming enables readers to observe the flow and sequence of ideas presented by the author.
The University of Hawaii’s System suggests the following ways to skim:
Read the introduction or the first paragraph
Read the first sentence of every other paragraph
Read any headings and sub-headings
Notice any pictures, charts, or graphs
Notice any italicized or boldface words or phrases
Read the summary or last paragraph
Skimming, as defined by William (1984: 96), involves quickly glancing through a text to grasp its general content by sampling various sections The primary goal of skimming is to provide a brief summary of the text's main ideas Additionally, William highlights that practicing skimming aids learners in developing effective study techniques, organizing their thoughts, and identifying valuable information from books.
Skimming is an effective technique for quickly extracting the main ideas or "gist" of a text According to Grellet (1981), this method involves rapidly reviewing reading material to understand its organization, tone, and the author's intention, rather than searching for specific answers The essence of skimming lies in identifying the main ideas of various paragraphs and synthesizing them through generalization.
Skim reading is a technique used to gain a general understanding of a text's content by quickly scanning through it, as noted by Hedge (2000) This method involves rapidly reading while skipping over large sections of information, focusing primarily on headings and the first lines of paragraphs Common examples of skimming include quickly browsing through newspapers to grasp the day's news, scanning magazines to identify articles of interest, and reviewing business and travel brochures for essential information.
Skimming is an essential reading skill that enables readers to prioritize their focus when time is limited It is particularly beneficial during the initial stages of reading instruction, providing students with a comprehensive overview of the material.
Skimming and scanning are distinct speed reading techniques, each serving unique purposes While skimming involves quickly glancing through text to grasp the main ideas, scanning focuses on locating specific facts or information without the need to read the entire content Both strategies enhance reading efficiency and comprehension.
Scanning is a reading technique used to quickly locate specific information within a text, such as names, dates, or key points, as noted by Hedge (2000) This skill is particularly useful when readers need to answer specific questions or determine the relevance of a text for their purpose Unlike traditional reading, scanning involves rapid eye movements that are not necessarily linear, allowing the reader to efficiently find the desired information While it may seem unusual to learners accustomed to detailed reading, mastering scanning can enhance reading efficiency and comprehension in a foreign language.
Scanning is a valuable skill for quickly locating specific information within a text According to William (1996: 100), scanning involves rapidly reviewing content to identify particular points of interest while disregarding unrelated details Unlike skimming, which offers a broader overview, scanning focuses solely on retrieving essential information This technique is commonly employed in reading comprehension to enhance understanding and efficiency.
While both reading techniques are essential for quick and efficient reading, they should not be used in isolation To comprehend a text effectively, readers need to integrate these approaches and apply the appropriate methods to meet their reading goals.
Intensive reading (IR) emphasizes the learner's focus on language rather than the text itself It entails a meticulous examination of every detail to ensure comprehension, involving a thorough analysis of texts at multiple levels, including words, sentences, paragraphs, and the overall structure This close study is essential for mastering the features of a foreign language.
Intensive reading, as defined by Nuttall (1996: 38), requires students to engage with a text under the guidance of a teacher or through a specific task that encourages focused attention on the material Similarly, Grellet (1981: 4) emphasizes the importance of this reading approach in enhancing comprehension and critical analysis skills.
Approaches to teach Reading
This study highlights two prevalent approaches in teaching English for Specific Purposes (ESP) reading: the Grammar-Translation approach and the Communicative Language Teaching approach Both methods offer distinct strategies for enhancing reading skills in general English and ESP contexts.
The Grammar Translation Approach is the oldest method in the history of language teaching globally and remains in use today, despite the emergence of numerous modern techniques for teaching English and other foreign languages This approach is grounded in several key principles that continue to influence language education.
Firstly, translation interprets the words and phrases of the foreign languages in the best possible manner
Secondly, the phraseology and the idiom of the target language can best be assimilated in the process of interpretation
Thirdly, the structures of the foreign languages are best learned when compared and contrast with those of mother tongue
The application of translation in language teaching offers significant benefits, such as facilitating quick explanations of target language phraseology This method simplifies the process of conveying meanings from one language to another, making it easier for both teachers and students Additionally, utilizing the mother tongue saves teachers' effort and allows learners to respond to questions with greater ease.
Many pedagogy researchers highlight the drawbacks of translation in language learning, particularly its inefficiency and inaccuracies Translating languages that encompass diverse customs and cultures presents significant challenges, making it clear that direct translation is not always feasible Furthermore, traditional translation methods focus on teaching language through rules rather than practical usage, which research in linguistics shows is insufficient for mastering any language, whether native or foreign.
Communicative Language Teaching (CLT), emerging in the late 1960s, represents a significant paradigm shift in language education, introducing a transformative approach to the teaching-learning process (Christina, 1984) In the context of English for Specific Purposes (ESP) reading instruction, CLT is predominantly implemented through two methodologies: content-based teaching and task-based teaching.
Brown (2001) defines content-based language teaching as an approach that combines the acquisition of specific subject matter with second language learning He emphasizes that the structure of a content-based curriculum is primarily determined by the subject matter rather than by language forms and sequences This method offers various advantages and disadvantages that should be considered when implementing it in educational settings.
Content-based language teaching offers significant advantages by making language learning contextualized and purposeful This approach actively engages learners, encouraging them to think critically and utilize their existing knowledge to infer vocabulary and comprehend the overall content of a text.
The content-based approach can be challenging for learners with low English proficiency, as it requires a certain level of knowledge in various fields to effectively engage with English materials.
Task-based learning, as described by Brown (2001: 50), emphasizes the importance of tasks in the educational methodology, positioning them at the core of the learning process This approach regards learning as a series of communicative tasks that are closely aligned with the curriculum objectives they aim to achieve.
Reading comprehension tasks play a crucial role in guiding readers through effective reading processes, enhancing their understanding of texts However, the implementation of these instructional methods reveals both advantages and disadvantages.
Task-based learning is highly effective because it emphasizes a student-centered approach, fostering meaningful communication and practical skill development beyond language Additionally, the familiarity of tasks enhances student engagement, further motivating them in their language learning journey.
Task-based learning has faced criticism for being unsuitable as the primary instructional approach for beginners Detractors argue that this method limits students' exposure to a broader range of language skills, particularly in areas like discussion and debate.
Graphic Organizers
Recently, there have been many researchers discussing on graphic organizers, some of whom are Bromley et al
According to Bromley, Vitis, and Modlo (1995), a graphic organizer serves as a visual representation of knowledge, effectively structuring information by arranging key elements of a concept or topic into a recognizable pattern with the use of labels.
Sharing the same ideas, Amin (2004: 3) claimed that “A graphic organizer is a visual and graphic display that depicts the relationships between facts, items, and ideas within a learning task”
Graphic organizers significantly enhance reading comprehension by providing visual outlines that help readers structure information These tools make complex content more understandable and memorable, ultimately improving the learning experience.
In her book "Content-Area Graphic Organizers: Social Studies," Margaret Cleveland emphasizes the adage that "a picture is worth a thousand words," highlighting its significance in education (2005: 3) This principle is particularly relevant for teachers aiming to present diverse materials that cater to various learning levels, as visual aids are an effective means of enhancing communication in the teaching-learning process.
Graphic organizers are effective communication tools that visually represent the organization of concepts, relationships among ideas, and key details within a topic They simplify the learning process by reducing the amount of semantic information a learner must process, making comprehension easier Research indicates that these tools enhance learning across all educational levels, providing significant benefits to students.
Using graphic organizers provides a visual method for effectively organizing and expressing ideas, utilizing tools such as mind maps, conceptual maps, and flowcharts These tools enhance students' ability to structure information and foster creativity by presenting it from various perspectives By synthesizing information through these visual aids, learners engage in analytical and critical thinking, which aids in problem-solving and enhances cognitive skills Consequently, students gain a clearer understanding of the content, enabling them to take concise notes that facilitate retention and application of their knowledge.
Graphic organizers are essential tools that assist students in recognizing main ideas and supporting details in their reading They simplify the process of identifying patterns such as comparisons, contrasts, sequences, and chronological order According to Cleveland in her book "Content-Area Graphic Organizers for Math," these organizers enhance test scores by helping learners establish connections between key concepts, allowing them to concentrate better during their studies.
According to Barron (1979), graphic organizers enhance reading comprehension, but offering students pre-made versions may hinder their motivation, as they perceive them merely as templates to complete In contrast, when students create their own graphic organizers, they cultivate their critical thinking skills Thus, by refraining from supplying ready-made organizers, teachers can encourage students to engage more deeply and take initiative in designing their own, fostering greater self-motivation and learning.
Graphic organizers are essential tools for teachers, enhancing students' reading comprehension and critical thinking skills By breaking down content into manageable units, these organizers help students better understand and classify information Additionally, they introduce new vocabulary that improves classroom communication and deepens students' grasp of the material being taught.
Bromley et al (1995: 66) has also outlined four benefits from using graphic organizers They are:
- Improving comprehension skills and strategies
- Facilitating the recalling or retelling of literature
- Connecting prior knowledge and new knowledge for students
- Easing the organization and direction of students writing
Graphic organizers play a vital role in the reading process at three key stages: before, during, and after instruction Initially, they help assess students' content knowledge levels During instruction, these tools enhance cognitive engagement by facilitating critical thinking and enabling personalized learning through tailored mapping After instruction, graphic organizers serve as effective summarization techniques, allowing students to gauge their understanding and track their progress Successful use of graphic organizers indicates that students can connect prior knowledge with new concepts and recognize relationships between ideas, thereby enhancing their overall learning experience.
2.4.3 Types of graphic organizers employed in the research
Graphic organizers are versatile tools that visually represent knowledge in various formats, including hierarchical and cyclical structures Common types include semantic maps, structured overviews, concept maps, and story maps Regardless of their specific names, graphic organizers serve to effectively structure and arrange key aspects of a concept or topic, making information easier to understand and analyze.
Graphic organizers are essential educational tools categorized into five structural types: star web, chart matrix, tree map, chain, and sketch Additionally, they serve eight specific learning purposes, including KWL charts, history frames, word maps, zooming in and out concepts, zooming in and out people, inquiry charts, Venn diagrams, and column notes (Loretta F, 2008) KWL charts are effective for introducing new topics, while history frames help students analyze historical events by breaking down their significance and related details Word maps facilitate the exploration of complex vocabulary, and zooming in and out organizers enable deeper understanding of concepts and individuals Inquiry charts assist in organizing research findings, and Venn diagrams provide a visual comparison of two ideas or subjects Lastly, column notes offer a straightforward method for organizing information by dividing paper into two sections with distinct headings This study emphasizes the use of these graphic organizers to enhance reading comprehension.
2.4.3.1 The maps for organizing, categorizing, classifying and outlining
Graphic organizers are valuable tools for students to identify main ideas and the hierarchical structure of supporting concepts They effectively illustrate relationships and categorization, making complex information more manageable For instance, when presented with a list of animals such as deer, dog, snake, cat, lizard, cow, iguana, alligator, and whale, organizing them into categories like mammals and reptiles simplifies recall and understanding Utilizing charts can enhance this organizational process, aiding students in visualizing and retaining information.
The first way to show a list of animals as follows:
Mammals Reptiles deer snake dog lizard cat Iguana
Figure 3: Chart sample: Classification of Mammals and Reptiles
Classification of information can vary based on criteria such as meat-eating versus plant-eating, tailored to the needs of the student or specific tasks The key is to establish a logical organization that demonstrates the student's comprehension of the material Using visual aids like webs can enhance understanding and retention of this information.
Additionally, and using the same parameters as above, there is another alternative to show these classifications using webs.
Figure 4: Web sample: Classification of Mammals and Reptiles
Source: Content Area Graphic Organizers: Language Arts, Margaret Cleveland
Mammal s whal dee e snak r e lizar d ca do t iguan g a alligato r co w
Graphic organizers are valuable tools for pinpointing the main ideas of a text along with their supporting details They facilitate the analysis of various forms of writing, including poems, paragraphs, stories, scientific concepts, and personal viewpoints, by clearly outlining the reasons behind each perspective.
Visual organizers such as star organizers, trees, charts, and webs are effective tools for illustrating a main idea along with its supporting details These graphics aid students in organizing information on specific subjects, enhancing their retention for test preparation An example of this is a web that outlines a main idea and its related details.
Figure 5: Main idea and details template
Source: Content Area Graphic Organizers: Social Studies, Margaret Cleveland
Previous studies Error! Bookmark not defined 2.6 Summary
This chapter provides a comprehensive overview of the research methodology, detailing the context, research questions, and approach It outlines the participants involved, the instruments used for data collection, and the intervention implemented Additionally, it describes the procedures followed for data collection and the analysis methods employed.
The study at Nong Cong 1 Upper Secondary School involved 25 classes with over 1,000 students, including 8 classes of 11th graders Despite studying English for at least seven years, these students exhibit low proficiency, particularly struggling with reading due to limited vocabulary Both students and teachers noted that students often read word-by-word, leading to slow reading rates and frequent attempts to translate texts into Vietnamese The students use "English 11" (Tieng Anh 11), the second book in a three-level series approved by the Ministry of Education and Training, which follows a theme-based curriculum emphasizing a learner-centered and communicative approach aimed at enhancing listening, speaking, reading, and writing skills with a focus on communicative competence.
3.2 Textbooks and materials for tests
The textbooks used as the official English materials for the students at this school are Tieng Anh 10, Tieng Anh 11 and Tieng Anh 12 - standard syllabus
The authors emphasize that their work is both theme-based and skill-based, incorporating two widely recognized teaching methodologies: the learner-centered approach and the communicative approach They highlight that task-based learning is considered the foremost strategy in this educational framework.
METHODOLOGY
Research context
The study was conducted at Nong Cong 1 Upper Secondary School, which has 25 classes and over 1,000 students, including 8 classes of 11th graders Despite studying English for at least seven years, these students exhibit low proficiency levels, particularly in reading, where they struggle with vocabulary comprehension Both students and teachers have noted that students often read word-by-word at a slow pace and tend to translate texts into Vietnamese The students use the English 11 textbook, part of a three-level curriculum approved by the Ministry of Education and Training, designed to enhance listening, speaking, reading, and writing skills through a learner-centered and communicative approach focused on developing communicative competence.
3.2 Textbooks and materials for tests
The textbooks used as the official English materials for the students at this school are Tieng Anh 10, Tieng Anh 11 and Tieng Anh 12 - standard syllabus
The textbooks are designed around theme-based and skill-based methodologies, incorporating popular teaching approaches such as learner-centered and communicative methods Task-based learning is highlighted as a leading methodology, focusing on themes like education, community, nature, environment, and recreation Within this framework, students are encouraged to engage in meaningful interactions through individual, pair, and group work However, based on the researcher’s experience, the tasks in these textbooks fall short of the authors' expectations, suggesting a gap between intended outcomes and actual implementation.
Task-based learning involves activities where learners use the target language for communicative purposes to achieve specific outcomes (Willis, 1996) However, the primary goal is not merely to create a genuine context for language use The main stages of task-based learning are often not clearly defined, leaving its implementation largely dependent on teachers In Vietnam, particularly among English teachers at Nong Cong 1 Upper School, task-based learning remains relatively unfamiliar As a result, many Vietnamese students may not be accustomed to this approach.
The research involves three assessments: a diagnostic test, a pre-test, and a post-test, along with five reading activities from the official textbook Tieng Anh 11 The purpose of the general test is to ensure that all students have comparable English proficiency levels prior to the intervention Following the diagnostic test, both the pre-test and post-test are derived from the Cambridge Preliminary English framework.
The author administered reading tests from the PET materials to both student groups to ensure consistent difficulty levels between the trial tests, thereby enhancing the reliability of the collected data.
The reading activities utilized in the experiment were sourced from the official textbooks "Tiếng Anh 11," including the student book and activity book, published by the Ministry of Education and Training These materials were employed in both main and optional lessons.
This study involved 40 English major students from two classes, comprising 26 females and 14 males, aged 17 years Conducted from January to May, the research focused on 11th-grade students, 75% of whom were from rural areas The selection of these students was based on the researcher’s direct teaching experience with them, allowing for a smoother execution of the research process Additionally, the students had completed one year at Nong Cong 1 High School and possessed a foundational proficiency in English.
Experimental Controlled Total number of participants
Table 3.3: Background information about the subject of the study
All participants had four years of English education in lower-secondary school before continuing their studies in upper-secondary school, where they focused on preparing for university entrance and final exams Despite this background, they encountered significant challenges in reading skills, as indicated by their poor performance on progress tests, particularly in reading comprehension.
In this study, participants were divided into two classes, 11B 5 (experimental group, N=20) and 11B 6 (control group), after taking a diagnostic test to confirm their English proficiency levels were comparable Both groups underwent reading comprehension lessons, with the experimental group receiving a 5-week reading training course utilizing Guided Oral strategies, while the control group participated in standard reading training.
This study aimed to evaluate the effectiveness of graphic organizers (GOs) on students' reading comprehension and to assess their attitudes towards this instructional method Two key research questions were formulated to guide the investigation.
1 What attitudes do 11 th graders hold to the use of graphic organizers in learning reading comprehension skill?
2 Can graphic organizers facilitate students’reading comprehension? If so, to what extent?
The study employed a mixed methodology, combining experimental and ethnographic approaches It involved two groups for research purposes, with data processed numerically based on the outcomes of specific activities Additionally, students were interviewed to assess their attitudes towards the technique, and this qualitative data was thoroughly analyzed Detailed findings will be provided in the following sections.
The research phrases were carefully planned and explained to the students, while the reading test lists were thoughtfully selected Additionally, pre-reading, during-reading, and post-reading activities were effectively implemented to enhance comprehension.
Secondly, Graphic organizers specifically used for reading activities were taken from different resources, especially from Content-Area Graphic Organizers, Language Arts by Margaret Cleveland
Next, three of the readings tests taken from PET (Cambridge Preliminary
In the diagnostic test, pretest, and post-test, materials from Cambridge University Press (2010) were utilized due to their consistent level of difficulty The topics selected for these assessments and the activities involving graphic organizers were tailored to align with the participants' English proficiency, as well as the interests and needs of young adults Key factors influencing the choice of reading materials included the participants' existing knowledge and engagement levels.
In the 11th grade of upper secondary education, students' proficiency in English necessitates readings that incorporate appropriate structures and vocabulary for their level in an L2 learning course Therefore, selected materials include brief descriptions, narrations, and short stories to enhance their understanding and engagement with the language.
- The content of the short story or brief narration had to be perceived by students as worth reading, which made communication relevant
- A reading had to be suitable for the analysis with an appropriate graphic organizer
In addition to this, the results of five reading activities in class during experimental period were documented, analyzed and compared to determine the effectiveness of GOs in reading
All participants in the study were Vietnamese individuals of the same age, residing in areas surrounding Nong Cong 1 High School, which ensured a uniform social and cultural background Additionally, their English proficiency was consistent, as indicated by their placement test scores Therefore, employing a mixed-method research approach was both appropriate and practical for this study.
The technique of using GOs for reading comprehension was applied in a period of 5 weeks This research was carried out in 12 weeks, starting on December
2016 to May 2017 Figure 11 below summarizes the various activities and the time that took place
Figure 11: Timeline of the research
14 th , 2016 Small talk Explanation about the research
General Test Phoning in Sick (with no use of graphic organizers)
Students selected from the two classes
Pre-test KEYPALS: Write about the world!
Control group and Experimental group
Teaching the use of graphic organizers for reading comprehension
Nature in danger Experimental group
Sources of Energy Experimental group
Reading Activity 3 Healthy Lifestyles and Longevity
To know the attitudes of the students from the experimental group to the use of graphic organizers for reading comprehension
Post-test How do I look (With the use of graphic organizers)
Control group and Experimental group
The study was conducted over a period of twelve weeks, beginning from December, 2016 to March, 2017 at Nong Cong 1 High School, Thanh Hoa The steps of the study was to:
1 Establish the theoretical background for the study before carrying out the research
2 Set up the methodological framework for the study
Participants
This research involved 40 English major students, comprising 26 females and 14 males, all in the second term of 11th grade from January to May The participants, aged 17, were predominantly from rural areas, with about 75% hailing from the countryside The decision to focus on 11th-grade students was based on the researcher’s direct teaching experience with them, which facilitated the research process Additionally, these students had completed one year at Nong Cong 1 High School and possessed a foundational proficiency in English.
Experimental Controlled Total number of participants
Table 3.3: Background information about the subject of the study
All participants had studied English for four years in lower-secondary school before continuing to upper-secondary school Despite an additional year of English instruction aimed at preparing for university entrance and final exams, they encountered significant challenges in reading skills The outcomes of regular progress tests were disheartening, with many students receiving low marks, particularly in reading comprehension.
In this study, participants were divided into two classes, 11B 5 (experimental group, N=20) and 11B 6 (control group), after administering a diagnostic test to ensure equal English proficiency Both groups underwent reading comprehension lessons, with the experimental group receiving a five-week training course utilizing Graphic Organizers (GOs), while the control group participated in standard reading training.
Research Questions
This study aims to evaluate the effectiveness of graphic organizers (GOs) on students' reading comprehension and to explore their attitudes towards this instructional method Two key research questions were formulated to guide the investigation: first, how do GOs impact students' reading comprehension skills, and second, what are the students' perceptions of using GOs in their reading instruction?
1 What attitudes do 11 th graders hold to the use of graphic organizers in learning reading comprehension skill?
2 Can graphic organizers facilitate students’reading comprehension? If so, to what extent?
Research Method
The study utilized a mixed methodology, combining experimental and ethnographic approaches It involved two groups, with data analyzed quantitatively based on the results of applied activities Additionally, qualitative insights were gathered by questioning students about their attitudes toward the technique, which will be detailed further in the following sections.
The research phrases were carefully planned and explained to the students, while the reading test lists were thoughtfully selected Additionally, pre-reading, during-reading, and post-reading activities were effectively implemented to enhance comprehension.
Secondly, Graphic organizers specifically used for reading activities were taken from different resources, especially from Content-Area Graphic Organizers, Language Arts by Margaret Cleveland
Next, three of the readings tests taken from PET (Cambridge Preliminary
The diagnostic test, pretest, and post-test utilized materials from Cambridge University Press (2010) due to their consistent level of difficulty The selection of topics for these tests and activities was based on the participants' English proficiency, interests of young and young-adult learners, and the specific needs of the research Key aspects guiding the choice of reading materials were carefully considered to enhance the effectiveness of using graphic organizers in the study.
In the context of an L2 learning course for 11th-grade students in upper secondary education, the readings were carefully selected to match their English proficiency level These materials featured concise descriptions, narratives, and short stories, ensuring that the vocabulary and structures were appropriate for their stage of knowledge.
- The content of the short story or brief narration had to be perceived by students as worth reading, which made communication relevant
- A reading had to be suitable for the analysis with an appropriate graphic organizer
In addition to this, the results of five reading activities in class during experimental period were documented, analyzed and compared to determine the effectiveness of GOs in reading
All participants in the study were Vietnamese individuals of the same age, residing in areas surrounding Nong Cong 1 High School, which ensured a uniform social and cultural background Additionally, their English proficiency levels were consistent, as indicated by their scores on a placement test Given these factors, the mixed-method research approach was deemed appropriate and practical for this study.
Timeline
The technique of using GOs for reading comprehension was applied in a period of 5 weeks This research was carried out in 12 weeks, starting on December
2016 to May 2017 Figure 11 below summarizes the various activities and the time that took place
Figure 11: Timeline of the research
14 th , 2016 Small talk Explanation about the research
General Test Phoning in Sick (with no use of graphic organizers)
Students selected from the two classes
Pre-test KEYPALS: Write about the world!
Control group and Experimental group
Teaching the use of graphic organizers for reading comprehension
Nature in danger Experimental group
Sources of Energy Experimental group
Reading Activity 3 Healthy Lifestyles and Longevity
To know the attitudes of the students from the experimental group to the use of graphic organizers for reading comprehension
Post-test How do I look (With the use of graphic organizers)
Control group and Experimental group
Procedures
The study was conducted over a period of twelve weeks, beginning from December, 2016 to March, 2017 at Nong Cong 1 High School, Thanh Hoa The steps of the study was to:
1 Establish the theoretical background for the study before carrying out the research
2 Set up the methodological framework for the study
3 Consider the score of the students in both classes in the previous terms and design general test for students to establish Control group and Experimental group with nearly the same level of English competence for each group
4 Introduce GOs and their usage to Experimental group during the reading lessons and use their performance in these lessons to determine the effectiveness of this instructional strategy
5 Deliver a survey questionnaire to investigate the students ’ attitudes toward the use of GOs in reading comprehension lessons after 6- week application
6 Collect the data to analyze
7 Draw conclusions, limitations, and recommendation for further study based on the findings
In the first week, a general test was conducted with 40 students to create two groups of equal proficiency: the control group (CG) and the experimental group (EG) Following this, both groups underwent a pretest to evaluate their reading comprehension skills, with scores recorded for analysis The test materials were carefully chosen to align with the study's scope and the students' proficiency levels.
Cambridge Preliminary Tests 1 (PET) often containing 230-270 words according to the standard for students at grade 11
In week 2, the experimental group was gradually introduced to graphic organizers (GOs) during a 45-minute reading comprehension lesson Each session focused on a different type of GO, aimed at enhancing students' understanding of the reading material Throughout the treatment phase, students learned to utilize five distinct types of GOs, with discussions led by the teacher highlighting their benefits and practical applications for academic success This dialogue increased students' awareness of the value of GOs, thereby boosting their motivation to learn Additionally, handouts containing tips and exercises were provided to support their learning process.
Experimental students They were collected from the textbooks Tieng Anh 11, new
Tieng Anh 11, which provided teaching tips and specific instructions
The Control group received regular reading teaching method; there was no application of GOs; students were only given reading exercises and practice
From weeks 3 to 8, the teacher effectively demonstrated and explained the GOs, allowing students to ask questions and practice under supervision Once students became familiar with the GOs, they transitioned to independent practice.
Finally, the results of the research reading lessons were collected, compared and analyzed between week 9 and week 12
Data collection yielded two sets of information: the first comprised responses from a four-item questionnaire, while the second included outcomes from reading activities conducted during lessons, alongside pretest and posttest results.
For the questionnaires, the teacher delivered instructions after 5 week- intervention of GOs and observed the students’ attitudes.
Data Collection Instruments
To collect essential data, a general English test along with a pre-test and post-test were administered The general test ensured that all students were at comparable English proficiency levels Meanwhile, the pre-test and post-test were employed to evaluate any improvements the group made following the experiment.
OF THE METHODOLOGY DURING THE APPLICATION
General test Pretest Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Q ues ti onn ai re s Post-Test
Figure 12: The Three Stages of collecting data
To assess the English proficiency of participants, a general English test was administered (refer to Appendix 1) This test featured 15 questions focused on evaluating reading comprehension skills Participants had 30 minutes to complete the test, with a maximum score of 10 points, awarded at 0.4 points for each correct answer.
3.7.2 Pre-test and post-test
The pre-test and post-test, detailed in Appendices 2 and 3, aimed to evaluate students' reading comprehension skills Participants completed a 25-question reading comprehension test within a 45-minute timeframe, ensuring that both tests were of equal difficulty to accurately measure any improvements During the test administration, no assistance or guidance was provided to the students.
The pre-test scores of the experimental and control groups showed no significant differences, indicating that both groups performed similarly on the test.
To assess research students' attitudes toward the use of graphic organizers (GOs) in reading lessons, questionnaires were created and distributed post-intervention These questions were provided in both English and Vietnamese to ensure comprehensive understanding among the participants.
After a 5-week intervention, a questionnaire was distributed to 20 students in the experimental group to assess their perceptions of graphic organizers and their impact on attitudes and academic performance The 4-item questionnaire, conducted by the researcher in the classroom, focused on gathering positive feedback regarding the use of graphic organizers The results indicated a favorable response from the students towards this educational tool.
Questionnaires are an effective tool for gathering insights into the attitudes of research participants They are widely favored due to their ease of preparation and ability to accommodate a large number of subjects.
Descriptive statistics play a crucial role in analyzing questionnaires that gauge students' attitudes toward the use of GOs, addressing the research questions outlined in section 3.4 The responses reveal identity patterns that help infer students' perspectives on this innovative approach To facilitate analysis, all survey data was converted into numerical values for comprehensive evaluation using descriptive statistics.
3.8 How to use Graphic Organizers in reading class
This article presents five effective types of graphic organizers designed to enhance reading lessons by helping students identify main ideas, organize information, list content, and compare characteristics Each organizer is accompanied by specific examples to illustrate its practical application in the classroom, ensuring educators can effectively facilitate learning and comprehension For detailed illustrations and additional resources, refer to Appendix 8 and 10.