INTRODUCTION
Rationales
English is now a global language, widely used for international communication across various fields such as economics, politics, science, and sports As a result, an increasing number of individuals recognize the significance of English and are dedicating more effort to learning this essential language.
In Vietnam, English is now a compulsory subject in schools, receiving significant attention in teaching and learning Educators focus on not just the language itself but also its practical application With proper guidance, students are encouraged to master the four essential language skills: reading, writing, listening, and speaking, which are crucial for effective communication in English Among these skills, reading is particularly vital as it enhances students' general knowledge and supports their future academic pursuits.
Reading comprehension is the ability to understand written text, which relies on the interaction between the words and the reader's prior knowledge This skill is crucial, as it transforms reading into a meaningful activity that conveys information Effective reading comprehension enables learners to acquire new knowledge and enhances their writing, speaking, and listening abilities Therefore, both learners and teachers of the English language should prioritize the development of this essential skill.
Students at Vinh University report difficulties in understanding reading materials, with many only engaging with required textbooks for exams, indicating a lack of motivation and negative attitudes towards reading This issue may stem from inadequate reading strategies, insufficient prior knowledge, and low engagement levels Additionally, the quiet classroom environment hinders interaction, which is crucial for enhancing reading comprehension Classroom interaction fosters communication between students and teachers, allowing for the exchange of knowledge and problem-solving related to reading With the rise of Communicative Language Teaching (CLT) in Vietnam, English learners now benefit from more interactive learning environments, highlighting the significance of classroom interactions in boosting learning motivation and improving reading skills.
Many students overlook the significance of interaction in their learning process and the effective application of related strategies This motivated me to select the topic "A Study on Student Interaction in Learning English Reading Comprehension at Vinh University" for my thesis The aim of this research is to enhance students' awareness of classroom interaction and to improve their reading comprehension skills.
Purpose of the study
The aims of the study are as follows:
- Deeply understanding the perception of interaction in reading class of students
- Deeply understand how the student interaction is applied in non-English major reading classes
- Applying more activities and reading strategies in interactive reading classes
- The study is the hope of the author to make some contributions to the improvement of teaching reading comprehension for non-English majors at Vinh University.
Scope of the study
This study examines student interaction in reading classes for non-English majors at Vinh University Due to time constraints, the research is limited to classroom interactions involving 20 teachers and approximately 100 pre-intermediate students from two classes.
Research questions
In order to meet the aims of the study, the following research questions are generated:
- What reading strategies have been used in non-English major classes at Vinh University?
- How do student interactions effect on reading comprehension in non-English major classes at Vinh University?
- What suggestions can be made to improve the teaching and learning of the reading skill via student interactions?
Research materials
The current teaching material for non-English major students is the third edition of "New Headway Pre-Intermediate" by Liz and John Soars This textbook effectively addresses the four key language skills: listening, speaking, reading, and writing, integrating both traditional and modern communicative teaching methods.
The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1:
Table 1.1 Distribution of time and units in 2 semesters
Time (50- minute lesson period/ week)
1 3 45 lesson periods per 15 weeks 1-5 NewHeadway
Pre-intermediate the third edition
The Organization of the study
This part will introduce the issues leading to the study, purpose, scope, and organization of the study.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Previous studies related to the topic
Classroom interaction involves both teachers and students actively participating in a collaborative effort, where each individual plays a role in shaping the direction and outcome of discussions According to Tsui (1995), this interaction is not a one-sided action performed by the teacher on students; rather, it is a collective engagement among students.
The article by Matheja Dagrin (2004) emphasizes the importance of classroom interaction and communication strategies in learning English as a foreign language It highlights how teachers can facilitate the development of interaction skills among students, while also encouraging learners to utilize diverse strategies to enhance their effectiveness as communicators in a foreign language setting.
In Vietnam, research on classroom interaction, particularly in English as a Foreign Language (EFL) settings, has been conducted, notably by Luu Trong Tuan and Nguyen Thi Kim Nhu in their 2010 article titled "Theoretical Review on Oral Interaction in EFL Classrooms." This study emphasizes the significance of oral interaction in EFL classrooms and explores its relationship with second language acquisition through three key hypotheses: the input hypothesis, the interaction hypothesis, and the output hypothesis.
In conclusion, the researchers discussed have made significant advancements in enhancing language teaching and learning, particularly in English skills However, the reading skill has received insufficient focus, highlighting the need for further exploration, which this thesis aims to address.
Classroom interaction
2.2.1 Classroom interaction as a general term
Interaction is defined as an action involving two or more entities that influence each other, emphasizing a two-way effect This concept necessitates at least two participating sides for interaction to occur Different scientific fields offer tailored definitions of interaction; for instance, in chemistry, it refers to the influence between two or more elements, while in physics, it denotes the fundamental forces through which elementary particles engage with one another.
Classroom interaction significantly enhances students' speaking and listening skills by encouraging them to share opinions and engage actively in class activities According to Sims (1999), interaction facilitates programs based on learners' input, promoting diverse forms of communication This interaction not only aids students in recognizing their preferred learning methods but also enables teachers to gain insights into the nature and frequency of student engagement in the classroom.
Classroom interaction plays a crucial role in facilitating information exchange among participants and preventing communication breakdowns (Ellis, 1990) It can be categorized into two main types: non-verbal and verbal interaction Non-verbal interaction includes cues such as head nodding, eye contact, and hand raising, while verbal interaction encompasses both written and oral forms Written interaction allows students to express their thoughts and opinions through writing, whereas oral interaction involves speaking in class, asking and answering questions, making comments, and engaging in discussions According to Robinson (1997), interaction is defined as "face-to-face" action that can be verbal, through written or spoken words, or non-verbal, expressed through touch, proximity, eye contact, facial expressions, and gestures.
In summary, despite varying opinions, it is evident that classroom interaction encompasses various activities where students engage and identify different forms of interaction, gaining insight into their underlying meanings This thesis will be grounded in the definitions discussed above.
Learning a new language is primarily aimed at enhancing communication, both spoken and written, making classroom interaction essential for achieving this goal Interaction allows students to share thoughts and feelings, significantly impacting their language acquisition As noted by Rivers (1987), students can expand their language skills through exposure to authentic materials and peer discussions, utilizing their full linguistic repertoire in real-life exchanges Wagner (1994) emphasizes that interaction within a student-centered environment is designed to positively influence behaviors toward educational objectives, fostering a conducive atmosphere for teaching and learning Joan Kelly (2000) highlights the critical role of interaction in second language acquisition, asserting that effective communication is the ultimate goal of language learning Consequently, establishing an interactive learning environment in English teaching is vital, as it is widely acknowledged that classroom interaction enhances students' language development and communicative competence by providing valuable practice opportunities.
Effective communication in the EFL classroom is crucial for successful learning, as interaction plays a pivotal role in mastering a foreign language According to Van Lier (1996, cited in Walsh, 2006), foreign language teachers must prioritize interaction to enhance their effectiveness in the second language acquisition (SLA) curriculum.
To enhance learning motivation in EFL classrooms, teachers must understand and effectively implement classroom interaction strategies Communication plays a crucial role in promoting learning by facilitating the negotiation of meaning among learners (Long, 1983, 1996, as cited in Walsh, 2011) The quality of this interaction is largely influenced by teachers during face-to-face communication, and an awareness of interactional processes can deepen both teachers' and students' understanding of language acquisition in formal settings (Walsh, 2006) It is essential for teachers to tailor activities to match the varying proficiency levels of their students, as what works for one group may not be effective for another In EFL classrooms, interaction is defined by the dynamic between teachers and students, functioning within sociolinguistic contexts where spoken language serves both social and pedagogical purposes Classroom language operates under specific discourse patterns (Cazden, 1988), extending beyond mere information exchange to fostering relationships Moreover, interactive language input is believed to enhance language acquisition (Ellis, 1984, 1990; Krashen, 1982).
Second Language Acquisition (SLA) researchers emphasize the significance of classroom interaction in language learning, particularly the impact of teacher talk Krashen (1980, 1989) highlights that meaningful teacher talk is essential for effective language acquisition Research has focused on identifying key characteristics of teacher talk that enhance comprehension, including syntactic complexity, speech rate, and utterance length.
In conclusion, classroom interaction plays a crucial role in language teaching and learning by fostering a communicative environment This collaborative approach not only enhances student learning but also serves as a vehicle for effective communication, promoting active motivation among learners.
Types of classroom interaction
Classroom interaction is a crucial feature of communicative language teaching
It can take place between the teacher and students, or between student and students
According to Angelo (1993), classroom interaction comprises teacher-student and student-student interaction, which is one of ten principles of effective teaching:
To foster an effective learning environment, it is essential to create an active atmosphere that engages students and captures their attention Connecting knowledge and helping students organize their information enhances their understanding Providing timely feedback and maintaining high expectations while offering support can significantly boost motivation Encouraging interaction between faculty and students, as well as among peers, further enriches the learning experience Additionally, teaching students to manage their time effectively will lead to greater participation and deeper knowledge acquisition in their lessons.
These are the most frequent ways of organizing classroom interaction, depending on who communicates with whom: a) Teacher – student interaction b) Student – student interaction c) Student-content interaction
2.3.1.1 Teacher – student / a group of students’ interaction
This interaction style involves the teacher addressing the entire class while prompting specific students or groups to respond It is commonly utilized to assess individual student performance Additionally, this approach can serve as a means for initiating informal discussions at the start of a lesson or transitioning students into more independent activities.
In the teacher-student interaction model, the teacher addresses the entire class simultaneously, taking on the role of a leader who determines the activities and processes in the classroom This interaction primarily serves to facilitate controlled practice of specific language structures or vocabulary, commonly known as a "drill."
Student interaction is a vital aspect of the learning process, primarily taking place among learners themselves In this dynamic, the teacher acts as a facilitator, while students engage as the primary participants This interaction can occur in various formats, such as group interactions, where students collaborate in larger teams, or pair interactions, which involve smaller, two-person discussions.
Pair work involves students completing assignments collaboratively in pairs, with the teacher acting as a consultant to provide assistance when needed Following the activity, the teacher brings the pairs together as a whole group for each pair to present their findings.
Effective communication among students in the classroom is crucial for knowledge construction Classes that promote student interaction foster a collaborative learning environment, allowing students to share responsibility for their learning, engage in discussions about differing perspectives, and influence the class dynamics For educators seeking to enhance student interactions, the pedagogy in action module on cooperative learning offers valuable strategies for structuring these interactions both inside and outside the classroom.
Classes with low student interaction are typically lecture-driven, featuring well-structured presentations that clearly convey material through minimal text and carefully selected images While instructors possess strong subject knowledge, their teaching methods often limit opportunities for student engagement and interaction.
A student-centered classroom emphasizes opportunities for peer discussions, allowing students to engage in small group conversations and participate in whole-class discussions The effectiveness of these interactions can be measured by the amount of time students spend talking to each other High-quality discussions arise from tasks that allow for multiple answers, fostering deeper thinking and potentially shifting the lesson's direction Successful discussions are marked by inclusive small group interactions that encourage all students to share their perspectives while providing ample time to listen to and reflect on the ideas of their classmates.
Well-structured and managed student-student interaction is crucial for cognitive development and educational achievement, as noted by Johnson (1995) Such interactions foster collaborative work, enhancing students' capacities while promoting social relationships This approach not only nurtures a sense of learning community but also reduces feelings of isolation within the classroom.
Student-student interaction, often referred to as "group work," involves collaboration among learners In this setting, the teacher acts as a consultant, guiding the groups as they engage in their tasks Following the group activities, each team presents their findings, serving as a valuable follow-up to the collaborative effort.
In this interaction model, students engage in groups of more than two, with the most extreme case being a presentation to the entire class Even during group presentations, where multiple students contribute, the primary mode of interaction remains student-to-student, as typically only one student presents at a time.
Classroom interaction significantly enhances students' attitudes and achievement, as noted by Sutton (1999) Increased engagement fosters greater motivation and attention among learners According to Moore (1989), interaction within groups is a vital resource for effective learning In group work activities, students first complete tasks individually before collaborating to share information and opinions During this process, the teacher monitors the groups and provides assistance as needed Each group member takes turns presenting topics while others listen, offer feedback, and ask questions, further enriching the learning experience.
Two effective methods for enhancing student interaction in large classes are pair work and group work, which allow more students to actively use the foreign language Research indicates that students engage in a wider range of language functions during these collaborative activities compared to other interaction forms (Long et al 1976 in Nunan 1991, p.51) Additionally, students find these methods enjoyable and conducive to communication, as they feel more relaxed (Phillips 1983 in Hatch 1992, p.93) Such collaborative work fosters independent learning and encourages students to take responsibility for their education, simulating real-life communication scenarios However, it is important not to overlook whole-class organization, as it remains essential for guided and controlled activities.
Teaching and learning activities promoting interaction
Interactive activities are essential for fostering communication and listening skills among students and within the community These activities serve meaningful purposes, such as gathering information, overcoming barriers, and enhancing cultural understanding Even when lessons target reading or writing skills, incorporating interactive elements is crucial Research on second language acquisition (SLA) indicates that students learn more effectively in active learning environments that involve related tasks, compared to traditional teacher-led instruction.
To enhance classroom interaction, teachers must recognize the importance of collaborative work Effective planning for pair and group activities is essential for maximizing student engagement Additionally, students should be aware that such activities can significantly aid their language acquisition To optimize the benefits of these interactive experiences, several key considerations should be kept in mind.
Minimize teacher talk to enhance student engagement, but provide clear explanations through demonstrations or repetition when necessary Encourage independent participation in activities, as increased collaboration in pairs or small groups leads to greater success in the classroom.
To enhance comfort and engagement in an EFL classroom, teachers should implement lively, interactive, and enjoyable activities Such dynamic interactions foster significant social, cultural, and linguistic learning By incorporating interactive activities, students gain ample opportunities to communicate and collaborate with their peers, enriching their overall learning experience.
In short, interaction mostly makes contribution to the effective learning if
Effective teaching involves leveraging the existing knowledge and experiences that students bring to the classroom, as highlighted by Head and Taylor (1997) Encouraging learners to explore and assess new concepts independently fosters deeper understanding, rather than simply dictating what they should learn.
The role of the teacher in classroom interaction
In a traditional classroom, the teacher primarily fills the role of knowledge provider, but this dynamic shifts in a communicative classroom setting Here, the teacher adopts various roles tailored to specific classroom situations, reflecting a more interactive and adaptable approach to education According to Littlewood (1981, p 92), these diverse roles enhance the learning experience by fostering communication and engagement among students.
-A general overseer of learning, who coordinates the activities so that they form a coherent progression from lesser to greater communicative ability
- A classroom manager, who is responsible for grouping activities into lessons and for their overall organization
- A language instructor, who presents new language, controls, evaluates and corrects learners‘ performance
- In free communicative activities he will act as a consultant or adviser, helping where necessary He may move around the classroom and monitor student‘s progress, strengths and weaknesses
- Sometimes he will participate in an activity as a ‗co-communicator‘ with the learners He may encourage learners without taking their main role
The roles of a consultant and co-communicator significantly enhance classroom interaction, yet they rely on additional roles, such as assessor and observer, to effectively organize and manage activities These interconnected roles, as highlighted by Harmer (2001), are essential for fostering a collaborative learning environment.
Definitions of reading, reading comprehension, and reading strategy
Reading is a fundamental cultural practice that everyone, regardless of age, gender, or social class, should embrace While the prevalence of reading in daily life is undeniable, many people may not fully grasp the concept of reading comprehension The multitude of definitions surrounding reading can lead to confusion, and it is important to recognize that no single definition will satisfy everyone's understanding.
According to Harmer (1989), the reading process is primarily driven by the eyes and the brain, where the eyes focus on messages and the brain interprets their meanings The speed of reading is largely influenced by the mechanical aspects of visual perception, allowing the reader to control their reading pace.
Smith (1985) asserts that reading involves comprehending the author's thoughts, highlighting a key challenge: understanding written texts relies heavily on context The reader's ability to grasp the intended meaning is enhanced when they share a similar context with the author Ultimately, this understanding is largely influenced by the reader's reading proficiency.
Reading is an active and fluent process that requires both the reader and the text to collaborate in constructing meaning, as highlighted by Anderson (1999) According to Nunan (2003), this process involves integrating information from the text with the reader's background knowledge, ultimately aiming for comprehension.
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer, as noted by Goodman (1988) This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming information Simplifying this concept, Nuttall (1996) relates reading to communication, stating that it involves extracting the writer's intended message from the text He emphasizes the interactive relationship between texts and readers during the reading process.
―text is full of meaning like a jug of water; the reader‘s mind soaks it up like sponge‖
Reading is an active skill that demands consistent practice and engagement To enhance reading effectiveness, individuals must connect the text's language with their own understanding, ensuring the language aligns with their comprehension level Students should immerse themselves in the text's world, moving away from traditional comprehension checks, and instead actively negotiate meaning both independently and collaboratively This engagement not only maintains their interest in the activity but can also be driven by their fascination with the text itself.
In conclusion, while the opinions presented differ, they all emphasize the essential nature of reading as a process that requires readers to grasp the author's intent rather than just the words themselves Reading is an interactive experience where readers engage with the text, utilizing their knowledge to construct and create meaning.
Comprehension is recognized as an acquired skill that is focused on the understanding of input Oxford English Dictionary (2010) defines comprehension as
Comprehension refers to the mental process of understanding and grasping information, as outlined by Brown (2007) as the act of receiving language through listening or reading It involves the ability to analyze information and develop a cohesive understanding of the content According to Lin (2010), effective comprehension requires the use of interactive strategies to derive meaningful insights Reading comprehension specifically entails the ability to read, process, and understand text, which is influenced by individual traits and skills, such as the capacity to make inferences Difficulties in word recognition can hinder comprehension, as students may expend too much cognitive effort on decoding words rather than understanding the overall meaning To enhance reading comprehension, strategies such as expanding vocabulary and refining reading techniques are essential.
Reading comprehension, as defined by Tompkins (2011), is the understanding of a text that arises from the interaction between written words and external knowledge This complex process relies on four essential language skills: listening, speaking, reading, and writing Proficient reading requires quick and effortless word recognition (Adams, 1994) and is influenced by an individual's cognitive development, which involves the construction of thought processes Learning can occur through formal education or direct experiences, and successful comprehension is often determined by factors such as prior knowledge, well-developed language skills, and the ability to make inferences (Tompkins, 2011).
Anderson and Pearson (1984) emphasize that students enhance their comprehension by critically evaluating the ideas in a text, effectively linking new information to their existing knowledge The interactive model of reading suggests that comprehension is constructed through the interplay of various knowledge sources influenced by the written material This process involves relating incoming information to what is already stored in memory, allowing readers to integrate new insights into their knowledge base (Lee and VanPatten, 1995, p 191).
Reading comprehension, as defined by Grellet (1981), involves effectively extracting necessary information from a written text, emphasizing the reader's ability to understand based on their background knowledge Similarly, Swan (1975) suggests that a proficient student can read accurately and efficiently, maximizing information retrieval with minimal effort This ability is demonstrated through various methods, such as summarizing the text and answering questions, showcasing the student's understanding of the material.
Reading comprehension involves recognizing the visual elements of a text and understanding the underlying meanings It goes beyond merely reading the words; it requires readers to grasp the writer's intentions and perspectives By engaging with the text, readers can effectively master the vocabulary and structures presented in real-life contexts.
Reading strategies are defined as processes that readers control, characterized by metacognition, intentionality, flexibility, and reasoning (Schumm, 2006) Additionally, they are seen as deliberate and goal-directed efforts to enhance a reader's ability to decode text, comprehend words, and construct meaning (Afflerbach, Pearson, & Paris, 2008).
Reading is an interactive process that involves both top-down and bottom-up processing, making it essential for students to employ effective reading strategies to enhance comprehension According to Barnett (1989), a strategy refers to the mental operations that readers intentionally use to understand a text Thus, achieving reading comprehension necessitates the integration and application of various strategies and skills.
Oxford (1990) identifies six essential reading strategies that enhance learning and boost motivation in reading comprehension These strategies include predicting, skimming, scanning, inferring, guessing the meanings of unfamiliar words, and self-monitoring By mastering these techniques, learners can significantly improve their reading skills and comprehension.
METHODOLOGY
Research method
Interactive teaching and learning, distinct from traditional methods, was applied in English reading instruction for EFL learners at VU A survey involving second-year students and English teachers assessed the current state of reading classes, the implementation of interactive reading lessons, and perceptions of classroom interaction The study aimed to offer suggestions for enhancing English reading instruction through interactive methods, employing both quantitative and qualitative research approaches.
This research employs both qualitative and quantitative analysis to address its questions Qualitative methods are utilized to explore the attitudes of teachers and students, while quantitative analysis focuses on comparing the test scores of two groups.
Research instruments
The research consists of questionnaires, interviews, and tests The questionnaires investigate the current situation of teaching and learning reading for EFL students at VU
The interviews provided valuable insights into enhancing classroom interaction for teaching reading, revealing the current realities and offering additional suggestions to improve English reading instruction through interactive methods.
The test was designed to find an answer to the question: ―How does student interaction affect reading comprehension in EFL class at VU?
Context of the study
At VU, non-English major students are required to take English as a compulsory subject, but they must first pass a placement test Achieving a minimum score of 5 points (50%) allows them to enroll in any desired English class Students must then complete 7 credits of English, which equates to 105 sessions of 50 minutes each.
At the conclusion of each semester, students must take a written test focusing on grammar, vocabulary, reading, and writing skills Additionally, students are required to complete at least one midterm test during the semester, with the number of tests varying by teacher, to earn marks necessary for eligibility to participate in the final exam.
Participants
The study aimed to explore classroom interactions, focusing specifically on student engagement within the classroom Participants included both EFL teachers and students at VU, while ensuring anonymity by not identifying any individuals by name.
There are 20 teachers responsible for instructing non-major English students, most of whom have completed a Master's degree in applied linguistics and English teaching methodology.
A study was conducted involving twenty teachers from Vietnam, all trained at institutions such as the College of Foreign Languages, Vietnam National University-Hanoi, and Vinh University These educators, who teach non-English major students at VU, range in age from 31 to 60 and possess a minimum of five years of English teaching experience Notably, 50% of the teachers have over ten years of experience, while 30% are highly experienced, with more than fifteen years in the field The purpose of the questionnaire was to identify strategies to enhance classroom interaction.
The teaching staff comprises two Ph.D holders, fourteen teachers with M.A degrees (60%), and the remaining 30% hold B.A degrees while pursuing M.A studies Each teacher is responsible for instructing 3 to 4 classes, with each class consisting of 40 to 50 students All educators are required to adhere to the "New Headway" textbook in their curriculum.
Pre-Intermediate the third edition‖ by Liz and John Soars in 105 periods in the training program
Table 3.1.Teachers’ background information 3.4.2 Students
A study involving 100 second-year students from diverse majors, including Financing and Banking, Accounting, Information Technology, Business Administration, Math, Literature, and Law, revealed that their English proficiency levels are generally low and inconsistent While most participants have studied English for seven years, many have only three years of high school instruction focused primarily on written English Additionally, some students have not received any English education in high school, having instead learned languages such as French or Russian Consequently, these students often resort to self-study or enroll in short English courses at foreign language centers prior to taking placement tests.
Most of the learners have already learned English However, their time of learning English is quite different Their background information is described in the table 3.3
The data indicates that the minimum duration of English learning is under three years, while the maximum exceeds ten years Some students have not studied English at all, as they were taught French or Russian during secondary and high school Additionally, the diversity in their major fields contributes to significant gaps in knowledge and varying learning attitudes among the students.
Instruments for data collection
In this study, to get information for the research, main tools, namely questionnaire and interviews for teachers and students, class observation and the test were applied
The research utilized a combination of open-ended and close-ended questionnaires to gather data Respondents received a structured set of questions or statements, which they answered before returning to the researcher This questionnaire aimed to assess perceptions regarding the importance of reading comprehension and classroom interaction.
The study utilized two questionnaires, one for teachers and one for students, designed to gather comprehensive data The first part of the questionnaires focused on the backgrounds of both students and teachers, including their places of residence, years of experience in learning or teaching English, and the students' major areas of study The second part aimed to assess students' attitudes towards English reading comprehension, emphasizing their interactions in learning and teaching this skill, as well as their expectations regarding the methodologies and materials used by teachers to enhance their English knowledge.
To facilitate accurate comprehension among students when responding to questions, all materials were provided in Vietnamese This approach allowed students to articulate their thoughts clearly and comfortably in their native language.
To validate the findings from the questionnaires and assess the effectiveness of classroom interaction in teaching English reading skills to second-year EFL students at VU, the researcher conducted classroom observations These observations took place in non-English major classes at VU, where the researcher meticulously recorded the methods and communicative activities employed by teachers during instruction.
The interviews are designed to validate the findings from the questionnaires and observations, providing the researcher with quick and direct insights Consequently, in addition to classroom observations and questionnaires, the researcher will conduct interviews with both students and teachers.
The researcher developed an interview checklist consisting of five questions for three randomly selected English teachers These interviews were conducted following the observation of their reading lessons, with the teachers expressing their willingness to participate.
An interview checklist consisting of five questions was utilized to engage five randomly selected students from the experimental class To foster a relaxed atmosphere and ensure reliable responses, the interviews were conducted informally These discussions took place either after observing reading classes or during break times, allowing for a comfortable interaction between the interviewer and the students.
The final achievement test conducted by the researcher aimed to evaluate the effectiveness of classroom interaction in teaching reading The study involved two classes: Class NN1(35), which utilized a controlled method with limited interaction, and Class NN1(37), which emphasized increased student interaction.
At the end of the first semester, the students were asked to do the same test to compare the results
The assessment featured four distinct reading comprehension exercises, presented in a multiple-choice format Each item included a target word accompanied by four answer options, where only one was correct and the remaining three served as distractors.
Data collection
The study at VU focused on investigating the impact of classroom interaction on teaching reading To achieve this, a survey was conducted, and the process of creating and distributing the questionnaire was outlined systematically.
- Studying available documents and choosing the most appropriate data
- Revising questionnaires in terms of language as well as instructions so as to make it clear and reader-friendly
- Distributing questionnaires to 2 nd -year students at VU
- Gathering findings from respondents, analyzing and interpreting the data
Twenty copies of questionnaire for teacher were distributed to the teacher at
VU with the rate of return of 100% Questionnaire for student was issued to the students of 2 classes with the return rate of 100%
An insightful interview was conducted in a workshop format, where three English teachers and the researcher engaged in a discussion about the identified problem They addressed four key questions from the interview questionnaire, with notes taken for later data analysis Additionally, the researcher interviewed five students after the lesson to gather further insights.
At the end of the semester, an achievement test was conducted for two classes, one utilizing traditional teaching methods with limited student interaction and the other promoting greater student engagement in the classroom.
Data analysis
The data analysis process involved several key steps: initially, the researcher gathered relevant previous studies on the topic Next, a comprehensive list of questionnaires and interview questions was developed Following this, the collected data was systematically organized and analyzed, leading to significant findings and discussions based on the various data types Ultimately, the researcher provided conclusions and implications derived from the research.
Summary
This chapter outlines the research methodology, including the introduction to the research approach, participant characteristics, and study methods It details the data collection process, highlighting the instruments and procedures employed The chapter concludes with an explanation of the data analysis techniques utilized.
FINDINGS AND DISCUSSIONS
The reality of teaching and learning reading skills in EFL classes at Vinh
4.1.1 The teachers’ and students’ attitudes toward the importance of teaching and learning reading skills
The article explores the attitudes of teachers and learners regarding reading comprehension, specifically focusing on the significance of reading skills for EFL students A questionnaire was administered to both teachers and students to gauge their perspectives on the importance of reading comprehension The subsequent charts illustrate the findings from this survey.
Chart 4.1 Teachers’ and students’ attitude toward the importance of reading skills
The survey results indicate that a significant majority of both teachers and students hold positive views on the importance of reading skills, with 70% of teachers and 58% of students recognizing reading as very important Additionally, a similar proportion of teachers (20%) and students (30%) believe that reading is as essential as other language skills However, a minority of teachers (10%) and students (15%) perceive reading as not very important, and 5% of learners feel that reading is unnecessary Notably, no teachers regarded reading as unimportant.
Reading is essential in our lives, as it serves as a foundation for learning The adage "first we learn to read, and then we read to learn" highlights its significance in academic success Effective reading comprehension involves grasping the context of individual sentences and understanding broader concepts within longer texts We engage in reading comprehension daily, whether it's browsing the newspaper, searching for job opportunities, exploring travel brochures, or following appliance manuals Encountering various written materials allows us to seek information or enjoy leisure reading Ultimately, reading enriches our vocabulary, provides relaxation, nurtures our spirit, and keeps us updated with new knowledge.
For EFL learners, reading is essential for language acquisition, as it enhances their vocabulary and overall language skills By engaging with diverse texts, students can effectively incorporate new words into their speaking and writing, while also improving their listening comprehension At VU, EFL learners face limited opportunities to practice spoken English, particularly after graduation, as they primarily use the language for reading, research, and translation Therefore, strong reading competence is crucial for their future success Recognizing this, both teachers and students at VU prioritize the development of reading skills to enhance their language proficiency.
A small percentage of informants (5%) view English as merely a compulsory subject, lacking awareness of its significance for reading in their academic and professional futures This lack of motivation leads to negative attitudes toward English, particularly in reading, which they deem unimportant Consequently, these students concentrate primarily on grammatical structures and vocabulary, often limiting their reading to required textbooks solely to prepare for routine exams.
As an English teacher, I recognize the vital role that reading skills play in language acquisition, as they are interconnected with writing, listening, and speaking abilities Firstly, reading enhances writing skills; for instance, students can summarize or continue narratives, such as writing resumes or character descriptions Secondly, reading supports listening comprehension, allowing students to engage with stories or plays through both reading and listening, which enriches their understanding, as noted by Rivers and Temperly (1978) Lastly, reading materials are essential for fostering speaking skills, providing a foundation for oral presentations and discussions, enabling students to share their insights and engage in debates based on what they have read.
In conclusion, strong reading skills are foundational for mastering other language abilities such as writing, speaking, and listening Understanding the connections between these skills is crucial for student success As Swan (1992) noted, while knowledge of a foreign language is essential, it is not the sole determinant of comprehension; even proficient speakers and writers can struggle with understanding, and difficulties can arise in one's native language as well Therefore, prioritizing comprehension instruction in the reading process is vital, and English teachers must emphasize this to help students develop effective reading habits.
A recent survey revealed that 62 students at VU found their reading lessons uninteresting, highlighting a significant concern regarding student engagement in these classes.
38 students evaluated it exciting The following chart accounts for their evaluation:
Chart 4.2: The reasons of students’ evaluation about the reading lessons
From the figures in Chart 4.2 we can clearly see the reasons why students at
A recent evaluation of reading lessons at VU revealed that among 38 students who found these lessons engaging, 34.2% attributed their interest to opportunities for speaking English in class, while only 18.4% cited gaining new knowledge from reading texts Additionally, 21.1% of learners appreciated the variety of interesting topics, and 26.3% enjoyed the numerous exercises available Conversely, students who deemed the reading lessons uninteresting highlighted a lack of engaging activities and interaction opportunities, with 37.1% and 32.2% expressing these concerns, respectively Furthermore, 16.1% of students felt that reading classes consumed too much time, a sentiment echoed by 9 students who noted limited chances for interaction.
The above result gives us quite clear information why students do not like the reading class In fact, as I have presented in the context of study, English classes at
Teaching reading in large classes with over 50 students presents significant challenges, particularly when students possess varying and often low levels of English proficiency Many learners exhibit negative attitudes towards reading, struggling to comprehend texts and expressing a dislike for the activity Teachers face difficulties in creating engaging lessons due to time constraints To address these issues, educators should incorporate more dynamic reading activities beyond the textbook and teach effective reading strategies to enhance student interest and encourage classroom interaction Additionally, fostering a positive attitude towards English reading is crucial Students should invest time in preparing reading materials before class, such as researching unfamiliar topics and vocabulary For instance, in the unit on "The Market Places," students should familiarize themselves with the three articles on global markets Adequate preparation allows teachers to allocate more time for interactive activities rather than merely explaining texts.
The survey investigated the opinions of students and teachers regarding the reading texts in the third edition of the course book New Headway Pre-Intermediate Responses revealed a divergence of views, highlighting the differing perspectives between educators and learners on the effectiveness and relevance of the reading materials.
Both teachers and students expressed similar opinions regarding the difficulty of the texts, with 35% of teachers and 38% of students finding them challenging Conversely, 30% of teachers and 27% of students deemed the texts suitable for their level Notably, there was a significant disparity in the attitudes towards the reading materials, as 25% of teachers described the texts as 'interesting,' while only 10% found them 'boring.' Among students, a comparable number also viewed the texts positively.
‗boring‘ is almost equivalent (19% and 16% respectively)
Non-English major students at VU exhibit varying levels of English proficiency, background knowledge, and attitudes toward the language, leading to diverse evaluations of reading texts The course book, New Headway Pre-Intermediate (third edition), is designed for students with similar English levels and covers the four skills of listening, speaking, reading, and writing comprehensively across twelve chapters, each addressing distinct topics like "The Market Place" and "Fame." While these texts offer valuable language and cultural insights, many teachers and students find them challenging due to the wide range of vocabulary and complex grammatical structures presented in each unit, particularly in unit 11, which features confusable verbs.
The article highlights the focus of "What if…" language on the second conditional, the modal verb "might," and the structures of "so," "such," "so many," and "so much." Additionally, interviews with teachers and students revealed concerns about the repetitiveness of reading activities in the book, particularly with true-false statements in units 3, 6, 7, 10, and 11, and wh-questions across units 1 through 12 This repetition has led to some educators and learners finding the reading texts dull and unengaging.
While textbooks can simplify the teaching and learning process, both teachers and students must prepare thoroughly for each class To enhance learning, educators should provide additional reading materials relevant to the lesson For instance, when covering the text "Drama Queen," it would be beneficial for teachers to share short stories about Hollywood film stars.
4.1.2 Reading strategies used in EFL classes at VU
Interaction pattern in the reading classes at VU
4.2.1 Teachers and students’ perception of classroom interaction in English reading class
The article explores the perspectives of teachers and students on classroom interaction, aiming to assess their evaluations of this dynamic within the teaching and learning process.
Chart 4.3 Teachers and students’ perception of interaction
Chart 4.3 indicates that a significant majority of students believe classroom interaction plays a crucial role in enhancing English reading skills When asked about the importance of this interaction, approximately 40% identified it as vital for improving reading abilities.
A significant 32% of students view classroom interaction as "very important," while another 32% consider it "important," highlighting its relevance compared to just 18% who find it "not very important." Only 10 students believe interaction is "not important at all." Among teachers, all but one recognize the importance of classroom interaction, emphasizing its role in enhancing students' communicative competence Following classroom observations, interviews with selected teachers revealed a consensus on the value of interaction, as it fosters a student-centered approach, makes lessons more engaging, and boosts motivation for both students and teachers in the learning process.
The important of interaction in learning also is presented in the students and teachers‘ description for learning reading comprehension situations When be asked
To enhance the effectiveness of reading lessons, interaction with peers is crucial, as 44% of students and 55% of teachers believe that collaboration fosters better learning Conversely, around 25% of both teachers and students feel that learners primarily require teacher assistance when facing challenges The majority of informants argue that self-study is insufficient for mastering English, with only 10% of students and 1 teacher supporting the idea that memorization of vocabulary and grammar can lead to proficiency In contrast, a significant number of teachers (15%) and students (18%) emphasize the importance of completing numerous exercises to achieve better English learning outcomes.
Interaction is crucial for effective learning and teaching of English, as students find reading classes more engaging when they collaborate However, some teachers believe that to foster student motivation through interactive methods, they must meticulously prepare lessons that incorporate various activities to encourage participation This preparation often requires a significant investment of time to develop games and interactive exercises.
The next question is ―Which type of classroom interaction do you like during reading lessons?‖
Chart 4.4.The classroom interaction teachers and students prefer
The analysis of classroom interaction types reveals that individual work is the most prevalent method among teachers (30%) and students (38%), followed by whole class engagement (25% for teachers and 27% for students) during reading lessons at VU Informants noted a limited use of group work and pair work, with teachers providing insights into this trend Teacher A highlighted students' shyness as a barrier to participation, while Teacher B pointed out that students lack the habit of group collaboration, leading to prolonged task completion Teacher C further noted that students' fear of making mistakes hinders their willingness to share opinions in a group setting.
The findings from the survey of teachers regarding their perceptions of interaction patterns in reading classes reveal which classroom interaction methods they find most effective The results are summarized in the table below, highlighting the preferred interaction patterns that enhance learning outcomes in reading instruction.
Table 4.3 Teachers and students’ perception of interaction patterns
According to the data presented, 60% of teachers valued the student-student interaction pattern for its effectiveness in enhancing collaborative and cooperative learning among students Meanwhile, 30% of teachers recognized the importance of teacher-student interaction, which plays a crucial role in facilitating student learning In contrast, only 10% of teachers found the student-content interaction significant in the classroom.
A recent study reveals that 54% of students prefer interacting with teachers, while 38% enjoy engaging with classmates Notably, only 8 students expressed a preference for working independently with texts, indicating a general desire for collaboration in the classroom The data suggests that most students thrive in an active learning environment, where participation in activities helps them feel more relaxed and confident This supportive atmosphere encourages them to express their ideas, construct sentences, and discuss relevant topics without the fear of making mistakes.
In the pre-reading stage, teachers often initiate teacher-student interactions to motivate learners by introducing key vocabulary and grammatical structures while enhancing skills like speaking and listening However, student-student interactions frequently dominate classroom dynamics, as they provide opportunities for students to build confidence in their communicative competence through idea exchange and presentations For instance, promoting student-student interaction allows learners to practice using new words effectively.
Student-student interaction significantly enhances learning effectiveness, allowing learners to efficiently allocate resources for processing information Many students recognize the value of collaboration, as evidenced by their feedback indicating that their knowledge improves when engaging with teachers or more knowledgeable peers.
4.2.2 Interaction pattern in the reading classes at VU
Observations of five reading classes for second-year non-English major students at VU reveal that verbal interaction patterns can be categorized into three main groups: Teacher-student, Student-student, and Student-content.
Chart: 4.5 Common interaction patterns in reading classes
The analysis of classroom interaction patterns in reading classes at VU reveals that while three stages—pre-reading, while-reading, and post-reading—are utilized, teachers predominantly emphasize the while-reading stage According to survey data and teacher interviews, the most common pre-reading activities are providing guiding questions for individual and whole-class responses, chosen by 30% and 35% of teachers, respectively These activities are favored for their simplicity and efficiency, as they require minimal time and effort In contrast, only 15% and 20% of teachers opted for pair or group discussions on the text topic, indicating a limited use of collaborative learning strategies during the pre-reading phase.
Table 4.4 The activities teachers usually use in Pre-reading stage
Observations of reading classes indicate that teachers prioritize the while-reading stage, dedicating more time and fostering greater classroom interaction during this phase An example of this can be seen in my lesson notes from an observation of the while-reading stage in Class A, which focused on the reading text "London: The World in One City" from Chapter 6.
At the pre-reading stage, you often Number teachers Percentage
Give guiding questions for students to answer individually 6 30
Ask students to work in pair to discuss the topic of the texts 3 15
Ask students to work in group to discuss the topic of the texts 4 20
Give guiding questions for the whole class to answer 7 35
Read introduction to the article on this page Choose T or F
Ask students to the introduction to the article and choose
T or F sentenses Check the answers with whole class
Students read through the text
Each student gives one answer
Teacher-student Student-content Individual
Work in groups to answer the questions about your texts
Devide students into 4 groups of 12, ask them to read four texts
Monitor to help them with vocabularies
Group A and B read text 1&2, group C and D read text 3 & 4
Discus answers in their groups
Student-student Student-content Teacher-student
Work with a partner from the other group
Compare the communities, using the answer to exercise 4
Tell students to give their answer of their groups Check the answers with whole class
Students of each group go to the blackboard to write down their answers
Teacher-student to whole class
Table 4.5 An observed reading class process at VU
The chart illustrates the application of classroom interaction techniques in a reading class, highlighting the use of various interaction patterns, including teacher-student, student-student, and student-content Notably, the teacher-student interaction with the whole class is the most frequently employed method, while group work is favored over pair work in this particular classroom setting.
Interaction‘s effect on English reading classes
Incorporating interactive techniques in reading instruction has significantly increased student engagement, as evidenced by feedback from five randomly selected students in the experimental class Despite being a novel approach for them, these students expressed positive opinions about the effectiveness of classroom interaction during reading lessons.
Student A claim: ―I am very excited about this new teaching method I have chance to exchange opinion with other students I can learn a lot of from them”
Student B said: ―I see that the class room atmosphere changed a lot with new teaching reading method I feel really relaxed and comfortable when learning”
Student C considered: ―I feel English is more interesting when learning in interactive atmosphere I haven‟t thought that English is a boring subject anymore‖
Students expressed a positive outlook on classroom interaction, noting an increased emphasis on both individual participation and group work They appreciated the variety of activities presented by the teacher, which provided ample practice opportunities This engaging classroom environment contributed to a more enjoyable learning experience, ultimately enhancing their overall learning outcomes.
For over two months, classroom interaction has been integrated into reading lessons, allowing students to assess its effectiveness in enhancing their reading skills A survey revealed that 63% of students found these interactive tasks beneficial, while 37% disagreed, indicating a divide in perceptions of this teaching approach The feedback highlights the reasons behind the perceived ineffectiveness of the interaction technique in reading classes.
Student E stated: “I can improve my communicate skills in interactive reading class However I am shy when speaking in front others because my speaking skill is not very good.”
Student F expressed the need to meticulously prepare lessons before class, a practice they hadn't engaged in previously, due to finding some activity requirements too challenging.
In short, what mainly cause many difficulties for the students when they engaged in interaction are multi-level class and interactive requirements
4.3.2.1 Results of the test scores of the two groups
At the end of the semester, the researcher conducted a post-test in two classes to compare student performance The results from this assessment provided valuable insights and a deeper understanding of the data collected.
The reading comprehension test comprised four types of exercises: multiple-choice, true-false statements, wh-questions, and matching It included 25 questions, with each correct answer worth 0.4 points, and final scores rounded to the nearest 0.5 Scores were presented using a 10-point and letter grading system, where an A corresponds to a score of 8.5 The test duration was 30 minutes, and students were prohibited from discussing answers during the assessment.
- 10), B (7.0 – 8.4), C (5.5 – 6.9), D (4.0 – 5.4), F (< 4) F is which does not meet the requirement mark
The analysis of test results from two classes aims to address the research question: "How does student interaction affect reading comprehension in EFL classes at VU?" To this end, scores from 100 test takers were compiled and are presented in Table 4 (see appendix).
Thanks to the test scores of the two classes above, the researcher cumulated the frequency of each mark as follows:
From the valid percentage gained in Table 4.4, the author tried to present them in charts so that is easier to see the differences between two classes:
Score Frequency Valid percent (%) Score Frequency Valid percent (%)
Chart 4.6 Frequency of mark distribution
The chart illustrates the distribution of grades between two classes, revealing that the experimental class has a higher percentage of A and B marks at 48%, compared to 32% in the control class Notably, the A marks in the experimental class are more than double those in the control class, with 22% versus 10% Conversely, the control class shows a higher percentage of C marks at 48%, compared to 38% in the experimental class, and D marks are also slightly higher in the control class at 14%, compared to 12% in the experimental class.
In the experimental class, only 2% of students failed to meet the requirements, compared to 6% in the controlled class Overall, the test results indicate that students in the interactive reading class performed better than those taught with traditional methods.
From the results of Table 4.5 we can calculate the mean of two classes as follows:
Table 4.7 The statistic parameters of the two classes
Class Cases Number of test Total score
The data indicates that the experimental class achieved a mean score of 6.71, surpassing the controlled class's score of 6.22 This suggests that students in the experimental class demonstrated superior reading abilities.
Suggestions for promoting interaction and communication in teaching and
Classroom interactive activities are essential for fostering communication among learners, as they promote speaking and listening skills while serving real purposes such as information exchange and breaking down barriers Engaging in these interactions enriches students' linguistic resources and boosts their confidence in using English Even when lessons focus on developing reading skills, integrating interactive activities can transform the English classroom into an active, safe, and enjoyable environment tailored to students' needs However, designing lessons that facilitate meaningful interactions in EFL classrooms at VU presents challenges, including incorporating diverse interaction forms, meeting lesson objectives, ensuring student participation, and fostering an inclusive atmosphere where all learners can engage and benefit from both teacher and peer interactions.
According to a recent questionnaire, 62% of students found reading lessons uninteresting, with 37.1% citing a lack of engaging activities and 32.3% attributing the issue to limited opportunities This indicates that the lessons are perceived as boring and insufficiently motivating Aliteracy, defined as the ability to read without the motivation to do so, is a prevalent issue at the VU Consequently, it is essential for teachers to enhance students' reading skills and foster a desire to engage with reading.
To enhance students' reading skills, teachers should employ various reading strategies and foster a positive reading habit A study revealed that many students struggle with vocabulary, indicating a lack of essential terms related to their reading topics and insufficient background knowledge Engaging in extensive reading outside the classroom can significantly improve their vocabulary and overall understanding As Nuttall (1996) suggests, immersing oneself in a language through reading is one of the best ways to gain proficiency Therefore, teachers must provide relevant materials from diverse sources and guide students on effective reading techniques.
To enhance student engagement in reading classrooms, it is crucial to raise their awareness of their significant role in the learning process Students should actively participate in reading tasks, engage in pair or group work, and seek assistance from peers and teachers when encountering difficulties Teachers can motivate students by incorporating reading performance into their mid-term grades and by diversifying reading activities and tasks across lessons This approach not only prevents boredom but also fosters greater motivation for students to participate in reading activities.
To organize effective reading class activities, teachers must provide clear instructions to prevent student confusion and boost confidence It's essential for teachers to ensure complete silence before delivering instructions and to articulate precisely what is expected from students Additionally, teachers should specify the duration for each activity and verify understanding by asking a few students to repeat the instructions before starting the task.
To foster students' reading interest and enhance interaction, it is crucial to make learning enjoyable in the classroom Teachers should focus on creating a lively and relaxed environment through engaging activities such as games, role plays, and puzzles A comfortable atmosphere encourages greater learning, as students are more likely to absorb information when they feel at ease An active and cooperative classroom promotes significant learning opportunities, including social, cultural, and linguistic skills Additionally, teachers should monitor student progress and provide helpful prompts to support their learning journey With the guidance of teachers, students can overcome challenges and gain the confidence to actively participate in classroom activities.
In my experimental reading class, I implemented engaging warm-up activities centered around the text "Blind Date" to boost student interest and interaction during subsequent reading stages These activities were systematically organized in a table format for clarity and effectiveness.
Teacher activities Student activities Interaction patterns
1 Ask students to look at the star signs on p10 and answer the question ―what is you star sign‖, check that the students know all the star signs, and can pnonouce them
1 Look at the picture, pronounce the words, say their star sign with class
2 Tell students find out people who have the same star sign and make groups then give names of groups as their star signs
Make 12 groups of from 4 to 6 (Students work in these group during class)
3 Ask students in each groups to work in pair and interview each other charecteristics
Students take turn to interview and write down each other charecteristics
4 Give handout of each star sign‘s charecteristics for 12 groups and ask them to
Give interview results to each other and disscuss in
Teacher-students Student-students discuss the similarity and differences between given charecterictics and their personal charecterictics whole groups
5 Ask students to discuss the question ―Do you think it‘s interesting or necessary to know the star sign of your boyfriend/girlfriend?‖
Discuss in their group, group leader presents their answers and explain the reasons
Table 4.8 Sample activities in warm-up step used in ‘Blind date’
4.4.2 Diversifying appropriate interaction patterns in each type of reading tasks
Identifying reading tasks is crucial in the teaching and learning process, as familiarity with various task types helps students feel prepared for reading exams Common reading tasks include true-false statements, WH-questions, short answer questions, matching exercises, and multiple-choice questions Each task serves a distinct purpose, requiring teachers to employ diverse teaching methods By providing engaging activities tailored to each task type, teachers can enhance student interest in reading and promote active participation in the classroom.
The reading exercises in the New Headway Pre-Intermediate third edition focus on enhancing language skills, particularly reading comprehension, rather than preparing for reading tests These tasks not only help learners expand their vocabulary, grammatical understanding, and cultural knowledge but also improve their communication skills Common reading tasks include wh- questions, short answer questions, and true-false statements Selecting suitable activities and classroom interaction patterns is essential for boosting student interest and enhancing learning outcomes Wh- question tasks effectively assess student responses, fostering interaction between teachers and students as well as among students themselves After assigning tasks, teachers encourage individual and pair work, while monitoring progress and providing assistance This dynamic interaction between students and content allows for real-time feedback, enabling teachers to correct answers and reinforce learning.
Other sample reading activities taken from my reading comprehension text
Blind Date at while-reading stage with the reading task wh-question
Teacher activities Student activities Interaction patterns
1 Ask students to read through the questions and about Matt
Read and answer the questions
2 Ask students to work in pairs Teacher monitors and helps them when whey want
Discuss their answer in pair then in groups
Teacher-students Student-student Student-students
3 Ask students discuss their answers as a class, teachers give feedbacks
Discuss their answer in frond of class
Table 4.9 Sample activities at while-reading stage
4.4.3 Diversifying appropriate interaction patterns to student’s English proficiency
To effectively teach English reading skills, it's essential to maximize student talk time through engaging activities These interactive exercises not only enhance comprehension but also enable teachers to assess students' understanding of the texts By tailoring these activities to the appropriate class level, educators can ensure that they are both effective and beneficial for all students.
In the context of teaching second-year EFL students at VU using the New Headway Pre-Intermediate textbook, it is essential for teachers to tailor activities to the Pre-Intermediate level (CEFR A2) While minimizing teacher talk, educators should effectively explain concepts through demonstrations, varied explanations, and repetition It's important to move forward once the majority of students grasp the idea, providing unobtrusive assistance as needed A key indicator of class success is the degree of student independence; the more they engage in collaborative work, the more effective the learning experience Regardless of their proficiency level, students are capable individuals who may struggle with English language skills, and it is the teacher's role to support them and recognize their potential Activities that are either too simplistic or overly complex can lead to disengagement, making it crucial to find a balance that maintains student interest and reduces stress.
In conclusion, interactive classroom activities create valuable opportunities for students to engage in language use with their peers To effectively motivate student participation, it is crucial to offer appropriate activities and interaction patterns that cater to their needs.
In the Blind Date exercise, students often struggle with "Why" questions due to their limited vocabulary, making it challenging to express their ideas clearly To address this, I tailored activities to match the varying English proficiency levels in my pre-intermediate class, which includes some students with advanced skills and others at the elementary level By grouping students into diverse teams of five, I ensured that tasks were appropriate for each level, fostering peer learning and promoting independence in their collaborative work.
Teacher activities Student activities Interaction patterns
1 Ask students to read about three girls in pairs
Give students handouts explaining which star sign get on with which one
Read the text and the handouts teacher has given and discuss
Explain some words related to characteristics, hobies, appearance
Learn the unfamiliar words first, then read and discuss
2 Ask students to have a class discussion, monitor and help them when they want
Discuss their answers in groups and whole class
3 Ask students to write down their information
Imagine that if Matt were there, who would he choose?
One student of each group reads their information
Discuss who would Matt choose?
Table 4.10 Sample activities at post-reading stage depending on students’ levels
The activities mentioned create valuable opportunities for interaction and communication in English reading classes However, the effectiveness of these activities can vary; the best choices for teachers depend on their individual teaching styles and personalities.