B ackground to the s tu d y
As Vietnam approaches the twenty-first century, the integration into the WTO presents significant challenges, compelling all economic sectors to adapt to international standards This shift impacts both state and private companies, particularly in their labor selection, emphasizing the need for English proficiency In response, vocational schools across the country are enhancing their teaching methods and focusing on improving students' English communication skills to produce high-quality workers Notably, Viet Hung Industrial College is among the institutions making substantial changes to its training curricula to meet these evolving demands.
Viet-Han Industrial College (VIC), located in Ha Tay province, evolved from a technical vocational school established in 2005 Like many vocational colleges in Vietnam, VIC aims to produce skilled workers to support the country's industrialization and modernization efforts Over the past two years, the college has successfully trained thousands of students in diverse fields, including Accounting, Information Technology, and Tourism, in addition to traditional areas such as Mechanics, Welding, and Industrial Equipment Repairing and Assembling.
Each year, thousands of VIC graduates enter various sectors, including national and local resorts, state and joint-venture companies, and enterprises across Ha Tay province and beyond Many graduates also seek opportunities abroad or pursue further university studies A common requirement for all VIC graduates, regardless of whether they work in state-owned or joint-venture businesses, is proficiency in foreign languages, particularly English Unfortunately, a significant number of graduates struggle with English, hindering their job prospects Consequently, many students find it necessary to enroll in external English courses to enhance their language skills after graduation.
VIC authorities have recognized the need for educational improvement and are implementing specific innovations to enhance English teaching and learning at their institution This initiative is reflected in the school's curriculum, which allocates 10 periods for each English unit, and encourages the teaching staff to adapt their methods In light of this, the author of this study aims to modify her teaching techniques by utilizing Headway reading texts (John and Liz Soars, 2000).
At VIC, the focus on English listening and speaking skills often overshadows the importance of reading skills, which are crucial for vocabulary development and grammar consolidation Despite being essential for overall language proficiency, reading comprehension presents significant challenges for many VIC students This aligns with observations made by researchers such as Gambrell, Palmer, Coding, and Mazzoni (1996) and Allen, highlighting the need to prioritize reading skills in the learning environment.
(2000); Parker et al (2002); Routman, (2003) and others.
The author of this thesis investigates the reasons behind her students' poor reading comprehension by analyzing data from participant background questionnaires The findings reveal that students' difficulties stem from various factors, including their background knowledge, aptitude, attitude, and learning methods Additionally, teaching materials and teachers' methods and experience contribute to these challenges Due to time constraints and personal circumstances, the thesis focuses primarily on the teacher's instructional methods in reading classes By considering the unique characteristics of her students, the researcher explores teaching approaches that could enhance their reading abilities, ultimately identifying the Teacher Reading Aloud approach as the most suitable for her situation.
Based on the findings o f several earlier researchers (Anderson, Hiebert, Scott
Research by Wilkinson (1985), Dhaif (1990), Amer (1997), and Wan (2000) highlights the benefits of Teacher Reading Aloud (TRA), indicating that this method enhances children's enjoyment of reading and their understanding of the reading process The author of this study aims to apply TRA with her VIC students in reading classes to determine if they experience similar advantages It is anticipated that VIC second-year students, who have a comparable level of English proficiency, will embrace this innovative teaching technique and improve their reading comprehension skills.
A im s and research questions
A im s o f the stu d y
This study investigates the impact of Teacher Reading Aloud on reading comprehension among second-year English non-major students at VIC The researcher aims to identify which sub-group of students benefits most from this method and which types of texts enhance their reading comprehension abilities Additionally, the experiment evaluates students' attitudes toward this instructional approach following the training.
R esearch Q uestio ns
In order to reach the research aim s, two research questions are posed-
1 How does the Teacher Reading Aloud affect the reading comprehension o f the second year students at VIC?
2 Do the students appreciate the Teacher Reading Aloud?
Scope o f the s tu d y
This study examines two groups of second-year VIC students during their second term, involving a total of 43 participants from classes 30T1 and 30T2 The students are divided into experimental and control groups, with the experiment conducted over a period of two and a half months, from early March to mid-May.
S ign ifican ce o f the stu d y
It is hoped that the results o f this experiment help to improve the reading teacher's teaching methods and the students' reading comprehension.
Furthermore, the findings o f this study probably support the idea that Teacher Reading Aloud is possible for not only children but also for adult students in pre intermediate level.
Besides, the results o f the experiment would show that Teacher Reading Aloud is possible with other types o f text (not with only stories)
Finally, some model lesson plans are designed at the service o f reading teachers at VIC and other vocational institutions as well.
O rganization o f the t h e s is
The thesis is divided into five chapters:
Chapter 1, titled "Introduction," outlines the study's background, highlighting the current situation at VIC and the specific needs of its students It articulates the aims and research questions guiding the investigation, defines the scope of the study, and emphasizes its significance Additionally, this chapter organizes the overall structure of the thesis.
C h apter 7 , ‘lite ra tu re R eview ’ This chapter discusses tw o m ain issues related to the TRA:
Firstly, various definitions o f the terms ‘reading aloud’ and ‘teacher reading aloud’ are presented.
Secondly, there is the discussion on the role o f TRA in language teaching, the implementation o f TRA in language teaching found in the third section.
Chapter 3, titled 'Methodology,' offers a comprehensive overview of the experimental procedures, detailing the study subjects, variables, data collection methods, and data analysis techniques utilized in the research.
C h a p te r 4, ‘Results and Discussion’, reports and discusses the results o f the collected
Chapter 5, ‘Implications and Conclusion', proposes some implications basing on the results o f the study as well as model reading aloud lesson plans.
The final sections are References and the Appendices
This chapter explores key aspects of Teacher Reading Aloud (TRA), beginning with clear definitions of 'reading aloud' and 'teacher reading aloud.' It then examines the significant role TRA plays in language teaching, followed by a discussion on the effective implementation of TRA within language education.
D efinitions o f the te r m s
Throughout the history o f teaching methodology development, the definition of
"Reading aloud," also known as "oral reading," has garnered significant interest from linguists, educators, and teachers, particularly in the context of literacy education for elementary school children While this technique is widely accepted among first language instructors, there is a lack of consensus among scholars and language teachers regarding its definition and application as a teaching method for second or foreign languages This divergence in perspectives highlights the ongoing discussions surrounding the role of reading aloud in language instruction.
Teacher Read-Aloud (TRA) is a valuable instructional technique where educators read texts aloud to students, ranging from individuals to whole classes This method provides students with exposure to rich vocabulary and complex concepts that they may not yet be ready to tackle on their own TRA also enables teachers to model effective reading strategies, including questioning, making predictions, and connecting ideas, which encourages students to engage critically with the material By participating in TRA, students enhance their comprehension skills and lay the groundwork for becoming successful independent readers.
Hoffman, Roser, and Battle (1993) emphasize that the Transactional Reading Approach (TRA) goes beyond merely having the teacher read a text aloud to students; it serves as a model of fluent reading This method not only showcases effective reading skills but also actively engages students in the comprehension process.
Elster (1994) emphasizes that the Teacher Reading Aloud (TRA) goes beyond mere verbal communication and page-turning; it serves as a vital instructional strategy By reading texts that exceed the students' current instructional level, teachers aim to enhance background knowledge and language skills, ultimately fostering reading development.
In summary, the various definitions and explanations of Teacher Reading Aloud (TRA) highlight its significance as an effective teaching technique This method merits further research due to its valuable contributions to language instruction The following section will explore the roles of TRA in enhancing language teaching practices.
R oles o f T each er R eading A loud in language teach in g
R oles o f Teacher Reading A loud in enhancing literacy for native-speaking
Reading is the cornerstone of primary education, as it focuses on teaching students to recognize and articulate language symbols accurately Literacy, defined by the ability to read and write, is essential for academic success, as all subjects rely on reading skills As Trelease (2001) states, reading is "the heart of education," with knowledge in nearly every subject stemming from it Ultimately, success in school is rooted in strong reading abilities.
“being read to at all grade levels” This assumption lends reasons for the discussion of the importance and benefits o f TRA to native-speaking children in enhancing their literacy.
Reading aloud to children is a well-established practice that significantly enhances their literacy development Numerous research studies, including findings from the "Commission on Reading," demonstrate that this technique supports young children in their journey to becoming proficient readers.
Anderson, Hiebert, Scott & Wilkinson (1985, cited from Andersen, 2001) state that reading aloud to children is the “single most important activity for building the knowledge required for eventual success in reading ”
Reading aloud to children significantly enhances their literacy skills, including reading, writing, speaking, and listening, as highlighted by Trelease (2001) The act of listening to a teacher read not only supports a child's reading development but also fosters vocabulary growth and comprehension of language patterns.
Reading aloud to children is crucial for their language development, as it helps them understand the connection between printed and spoken words (Polette, 2005) Routman (2003) emphasizes that daily reading is essential; without it, children may lack the rich language exposure necessary for advancing their reading and writing skills, leading to stagnation or regression in their learning Even short daily sessions of reading aloud can significantly enhance children's language abilities and foster a lifelong love for literature and learning.
Listening to fluent reading enhances children's speech and reading fluency, allowing them to focus on the story's flow rather than struggling with word decoding (Rath & Kennedy, 2004) Initially, children often read in a choppy manner, concentrating on each word, as they have yet to develop fluency By listening to a fluent reader, children can absorb the expression, rhythm, and pace, which serves as a model for connecting words into meaningful statements (Rath & Kennedy, 2004).
Calkins (2001) emphasizes that children's attention reflects their ability to focus on specific information while disregarding distractions, with attention span developing over time Reading to children enhances their concentration and helps them practice focusing, which is crucial for their cognitive development As teachers read more complex and detailed books, children's attention spans gradually increase, fostering their journey towards becoming independent readers Therefore, integrating reading aloud into formal instruction is essential for nurturing this vital skill.
Sharing their ideas about the attitude o f the children listeners while being read to, in their study Vacca, & Gove (1987) conclude that reading aloud to children not only
Encouraging children's reading skills not only enhances their ability to read but also ignites their passion for learning Experts like Trelease (2001), Fox (2001), and Gambrell et al (1996) support the idea that fostering curiosity and interest is key to motivating children to read independently By sharing captivating stories, educators can help children link reading with enjoyment When teachers demonstrate enthusiasm for the narrative elements, such as the pictures and characters, it inspires similar excitement in their students.
With regards to TRA, Richards et al, (1992) propose that reading aloud by teacher helps build a child’s vocabulary, attention span which is regarded as the first stage in learning.
Richardson (2000) emphasizes the importance of teacher guidance in the Transactional Reading Approach (TRA), stating that it helps children derive meaning from texts and enhances their enjoyment of stories Additionally, he highlights that teacher-led reading aloud not only models expressive and enthusiastic reading but also conveys the joy of reading, encouraging listeners to become active readers themselves.
Reading aloud to native-speaking children is a highly effective strategy for improving literacy skills This practice not only fosters a love for reading but also introduces children to various literary genres and enriches their background knowledge for understanding new concepts and events (Morrow, 2003; Trelease, 2001).
Reading aloud to children is crucial for enhancing their reading skills and fostering a love for reading in first language acquisition (Elley, 1998) However, this effective technique has not yet been widely adopted in second or foreign language learning contexts As noted by May (1986, cited from Dhaif, 1990), the potential benefits of this method in these settings remain largely untapped.
Recent studies on reading methods highlight the significant benefits of reading aloud to native-speaking children However, there is a lack of empirical evidence to support the effectiveness of this technique for non-native speakers.
While non-native speakers may undergo similar reading processes as children learning their first language, the TRA technique has not been widely recognized as beneficial for reading comprehension among EFL students There is a lack of consensus among theorists and EFL teachers regarding the application of this teaching method in EFL contexts The following section will explore the significance of reading aloud in EFL learning environments.
R oles o f Teacher Reading A loud in enhancing students’ reading
co m p reh en sio n in L2 lea rn in g situ a tio n s
2.2.2.1 Controversies about Teacher Reading Aloud
Numerous studies highlight the significance of reading aloud to native-speaking children as a means to enhance reading skills and foster a love for reading (Elley, 1998) However, this practice has faced criticism from EFL teachers and methodology experts, particularly within the framework of communicative language teaching (CLT) This section will explore the debates surrounding the use of reading aloud by teachers in EFL reading classes.
The literature on developing reading skills in a foreign language has largely overlooked the importance of reading aloud, especially in the context of Communicative Language Teaching (CLT) According to D Haif (1990), there has been a significant focus on silent reading, while reading aloud has been largely neglected This perspective has been supported by experts in psycholinguistics and foreign language pedagogy, who advocate that silent reading is the most effective method for teaching reading comprehension Consequently, there is a prevailing consensus among theorists and linguists that reading should primarily be a silent activity, with reading lessons dedicated to silent practice.
Teachers should prioritize maximizing silent reading time for students, as consistent practice is essential for developing reading skills and achieving a satisfactory reading speed.
(English Language Curriculum, 1995, cited in Kailani, 1998).
Reading aloud often receives little attention and faces criticism in educational settings Waller and Mackinnon (1989) argue that it is of minor importance compared to the ability to comprehend quickly, while Hill and Dobbyn (1985) view it as a mere time-filler that offers minimal benefits to students Additionally, Greenall (1981) suggests that reading aloud lacks value as a long-term objective for English language learners.
Dwyer (1989, cited in Hoffman, 1993) raises several objections to the practice of reading aloud in educational settings She argues that it hinders reading speed by requiring students to concentrate on individual words, which can lead to a loss of overall comprehension and meaning Furthermore, she points out that reading aloud in a foreign language classroom is time-consuming and does not contribute effectively to the learning process, ultimately detracting from the true essence of reading.
Davies (2000) emphasizes the importance of silent reading practice in reading lessons, asserting that reading comprehension should focus on direct understanding rather than reading aloud He argues that effective reading comprehension work should primarily involve silent reading techniques.
Reading aloud in EFL classrooms in Vietnam is often discouraged due to its negative impact on students' reading comprehension According to Nguyen Thi Bich Diep (2007) and Lam Thi Hoa (2001), teachers' reading aloud can contribute to students' limited understanding of texts Amer (1997) supports this view, suggesting that unplanned reading aloud does not enhance reading comprehension skills.
In fact, reading aloud and silent reading are two aspects o f the reading skills They are mutually dependent in terms o f functions According to Fisher et al (2004) and Holley
Reading Aloud emphasizes the surface structure of reading, focusing on language form and reading mechanics, which are crucial for understanding text meaning In contrast, Silent Reading engages with the deep structure, requiring students to recognize word configurations and comprehend entire sentences Without sufficient practice in reading aloud, students may struggle with individual words, hindering their ability to grasp the overall meaning of the text and leading to an overemphasis on specific details instead of the complete discourse.
While silent reading techniques like skimming, scanning, and detailed reading are valuable, this article emphasizes the unique benefits of reading aloud for beginning EFL students in second language learning classrooms The following section will outline how reading aloud can enhance language acquisition and comprehension skills.
2.2.2.2 Benefits of reading aloud to EFL students
In the initial phases of reading acquisition, non-native speakers undergo processes akin to those of children learning to read in their first language Research indicates that Teacher Oral Reading (TOR) significantly enhances the reading abilities of EFL students, providing them with benefits comparable to those experienced by native-speaking children.
Reading aloud by the teacher can, in fact, be equally important for the EFL/ESL readers, especially at the early stage o f learning the language According to D haif
Reading aloud by teachers significantly aids EFL readers in identifying meaningful phrases instead of reading word by word This approach encourages students to view reading as a continuous and meaningful process that involves constructing larger semantic units, rather than merely focusing on graphic cues Additionally, the effective use of punctuation, stress, and intonation by the teacher is crucial in enhancing the reading comprehension skills of beginning readers.
Reading aloud to students enhances their short-term memory, aiding comprehension as they try to remember earlier sections of a book and previously read materials (Brownell, 2000; Teale, 2003).
Reading aloud to students builds a “bond shared experience" between the reader - a skilled reader— the teacher and the listeners— the students (Holston, 2006; Elley,
Research highlights key aspects of teacher-student interactions during read-aloud sessions, emphasizing the active roles of both parties Teachers engage by asking questions, illustrating concepts, directing the flow, and guiding students, while students respond and participate actively in the dialogue This reciprocal engagement fosters a dynamic learning environment (Elley, 1998; Hoffman, Roser & Battle, 1993).
Reading books aloud to students fosters a desire to learn to read and encourages self-selection of reading materials (Serafini & Giorgis, 2003) Teachers play a crucial role as guides, helping students engage more deeply with texts than they might independently This practice benefits English as a Foreign Language (EFL) students similarly to native-speaking children, enhancing their listening and reading skills, expanding their vocabulary, and cultivating a love for reading.
The development of teaching methodologies often sparks controversy, and this holds true for the use of Teacher Reading Aloud (TRA) in English as a Foreign Language (EFL) settings Research indicates that reading aloud by teachers significantly aids EFL beginners in enhancing their reading comprehension skills (Dhaif, 1990; Amer, 1997) In the context of this study, the participants are English non-major college students who have not yet developed strong reading abilities Furthermore, the absence of effective teaching methods is a primary factor contributing to their poor reading skills Consequently, this research aims to implement TRA as an experimental teaching approach to evaluate its impact on the reading classes of second-year students at VIC.
Im plem entation o f TR A in previous studies
Im plem entation o f TRA in LI learning situations
Research highlights the significance of Teacher Read-Alouds (TRA) for native-speaking children, yet there is a lack of studies focused on effective read-aloud techniques Jim Trelease's handbook on read-alouds emphasizes the importance of TRA but lacks a clear instructional model, making it challenging to identify specific procedures for its implementation As a result, the application of TRA in first language reading classes varies across different studies.
The interactive reading model, as outlined by Mason, Peterman, and Kerr (1989) and referenced in Rosenhouse (1997), is the most widely used approach for implementing the Transactional Reading Approach (TRA) In this model, teachers are encouraged to foster an environment where children actively ask questions, engage with the content, and connect the story to their personal experiences throughout all three stages of TRA: before, during, and after reading.
A study by Rosenhouse et al (1997) investigated the impact of teachers reading stories aloud on the reading achievement of first-grade children in Israel The reading teachers implemented an interactive reading model three months prior to the experiment The results from combined pre- and post-tests, including measures of decoding, reading comprehension, and storytelling, showed that the experimental groups significantly outperformed the control group The study concluded that the interactive reading approach, characterized by teacher support before, during, and after read-aloud sessions, effectively enhanced children's reading skills and interest in reading These findings suggest that using read-aloud story series can motivate voluntary reading, thereby improving children's reading comprehension and other related skills.
Sipe (1998) explores the impact of teacher-led reading aloud on children's literary understanding through oral responses during the Transactional Reading Approach (TRA) of picture storybooks, without utilizing the interactive reading model In his study with 39 second-grade American students, the teacher initiated lessons by introducing the book's title and author, while engaging the children by adopting character voices and emphasizing sound effects She fostered an open dialogue by encouraging students to speak freely during the reading, maintaining a supportive and accepting atmosphere This approach allowed her to explore conversational tangents, especially when children connected the story to their personal experiences At the conclusion of each story, she invited comments, questions, and reflections from the children, enhancing their engagement and comprehension.
Observational Field Notes revealed that children's oral interactions with the teacher and the text significantly enhance their literary understanding The researcher concluded that the Teacher-Read Aloud (TRA) method positively influences how children construct their literary comprehension through oral responses Additionally, it is recommended that future research explore the effects of different reading text styles within TRA on learners' development of literary understanding.
Research indicates that the most effective read-alouds in first language learning occur when children actively engage in the reading comprehension process, rather than simply listening to the teacher read aloud (Dickinson, 2001).
Research indicates that simply encouraging children to speak during Teacher-Read Aloud (TRA) sessions is inadequate for enhancing their literacy skills This realization has generated significant interest in the practice of reading aloud to native-speaking children, leading to an influx of studies focused on how teachers implement reading aloud in English as a Foreign Language (EFL) classrooms The following section will explore the methods and effectiveness of teacher-led reading aloud in EFL settings.
Im plem entation o f reading aloud in second language learning situations
The technique of reading aloud has been underexplored in second language learning, yet it holds significant value for early-stage EFL learners Recognizing the crucial role of teachers in this process, several studies have investigated how teachers' reading aloud impacts EFL students' reading comprehension.
Research by May (1986, cited in Kailani, 1998) demonstrated that reading aloud in English significantly enhances reading comprehension among Spanish-speaking children, benefiting non-native speakers regardless of their linguistic proficiency Similarly, Santos' study (1987, cited in Dhaif, 1990) focused on the impact of reading aloud narrative prose on ESL learners, finding a notable positive effect on their reading comprehension skills, especially in terms of relating, interpreting, and drawing conclusions from the text Both studies highlight the necessity for further research into the effects of the reading aloud technique on adult learners and individuals from diverse cultural backgrounds.
Dhaif (1990) studied 140 Arabic-speaking first-year students to assess whether teacher-led reading of narrative passages improves comprehension compared to silent reading Unlike previous studies that focused solely on oral reading, Dhaif's approach engaged students by having them follow along silently while the teacher read aloud, incorporating random checks to maintain attention The study found that students demonstrated better comprehension when the teacher read aloud, as proper interpretation of punctuation, stress, and intonation enhanced understanding Additionally, 77% of participants favored this method, leading Dhaif to conclude that reading aloud not only boosts comprehension skills but also increases motivation to learn.
In a study by Amer (1997), the effects of a teacher reading aloud on sixth-grade male students' reading comprehension were investigated Seventy-five students, who had been studying English as a Foreign Language (EFL) for six years, participated in the experiment at an intermediate school in Cairo The researcher trained the teacher to read the entire story aloud meaningfully, discussing key vocabulary beforehand During the reading, students followed along silently, with the teacher pausing at random spots to engage them After the reading session, students answered comprehension questions The control group, in contrast, read the text silently without any oral support from the teacher Results from pre- and post-tests indicated that the experimental group significantly outperformed the control group, suggesting that teacher reading aloud positively impacts EFL students' reading comprehension Amer emphasized the importance of integrating this practice into the EFL teaching process and called for further research across different age groups and text types.
In conclusion, while research on the effectiveness of teacher-led read-aloud sessions is limited, existing studies in both first and second language contexts show promising results in enhancing students' reading comprehension and motivation The methods for delivering effective read-alouds vary across different situations, necessitating a tailored approach The present study aims to identify the most effective strategies for implementing teacher read-alouds, which will be explored in the following section.
S uggested activities for im plem enting T eacher R eading A loud
The implementation of Teacher Read Aloud (TRA) in English as a Foreign Language (EFL) settings typically involves a teacher-led approach, where discussions occur before, during, and after the reading session However, research indicates that students can greatly benefit from peer interactions alongside teacher input To enhance this experience, cooperative learning can be effectively integrated with various instructional strategies (Jacobs & Gallo, 2002) Jacob (2002) proposes a model that combines cooperative learning with TRA, featuring 12 activities—11 of which promote collaborative engagement among students These activities are categorized into three phases: three for pre-reading, four for during reading, and five for post-reading Additionally, some activities may overlap between phases, allowing for flexibility in their application Overall, these strategies can be adapted in numerous ways to enrich the reading aloud experience.
2003) A brief introduction o f 12 activities will be presented in the section below, and the steps for chosen activities will be provided in the section 3, chapter 3.
Before diving into a reading assignment, educators frequently seek to boost student engagement and comprehension by initiating discussions about the material To facilitate this process, here are three effective cooperative learning activities designed to stimulate interest and enhance understanding prior to reading.
Cooperative learning involves students working in pairs or small groups of four to discuss a topic related to an upcoming reading This technique fosters engaging discussions that enhance students' interest and knowledge about the subject matter they are about to explore.
K-W-L is used before the teacher' reading aloud to activate students' prior knowledge and their prediction or expectation about the upcoming reading by asking them to list in column K (what I know) and W (what I want to know) The last L column (what I learned) will be filled by students after the teacher has finished reading.
Before reading, students collaborate in groups to discuss key vocabulary, which enhances their background knowledge This preparatory activity supports their understanding of the text the teacher will read aloud, ultimately improving their reading comprehension skills.
A read aloud session is meant to be interactive The four cooperative learning activities in this sub-section provide ways to involve students during read aloud session.
To enhance student comprehension during read-aloud sessions, teachers should regularly pause to encourage students to summarize the material covered This technique not only helps students follow the narrative but also reinforces their understanding of the text.
Summarizing key points from a text helps students grasp the overarching themes of a story or non-fiction material One effective pair activity is Tell/Check, where partners share insights and verify understanding Other engaging variations include Tell/Question, where one partner poses a question about the other's summary, and Tell/Disagree, which encourages critical thinking by allowing one partner to express disagreement with the other's perspective.
Prediction is an effective strategy for enhancing reading comprehension during fiction read-alouds Teachers can pause the story at various points, from the title to just before or after the ending, prompting students to predict future events or alter the narrative Initially, students individually write their predictions and the reasoning behind them They then share their thoughts with a partner, before switching partners to discuss their first partner's predictions and rationales with another group member This collaborative approach encourages critical thinking and engagement with the text.
This activity encourages students to create a Flow Chart, allowing them to individually jot down key events from the reading material up to the teacher's stopping point Known as a Story Map, this technique enhances comprehension and aids students in effectively constructing or retelling the content after the teacher concludes the reading aloud.
Jigsaw is a popular cooperative learning strategy that can be applied to both reading and listening activities In this approach, each member of a home team focuses on a different aspect of the same text or story, fostering positive interdependence among group members This technique not only encourages active listening but also enhances student engagement, as each participant contributes unique insights to the discussion.
After a teacher finishes reading, there are five engaging activities for students to enhance their understanding First, students can create their own questions about the book, promoting critical thinking The second activity encourages students to showcase their dramatic and musical talents, fostering creativity The third task involves researching information related to the story, deepening their comprehension Lastly, the fifth activity stands out as an individual task, allowing students to reflect independently on the material.
Activity 8: Question-and-Answer Pairs
A successful read-aloud session relies heavily on a diverse range of questions In pairs, students create questions based on what they've heard and discuss their answers They then exchange questions with their partner to answer each other's inquiries and compare their responses The goal is for students to collaboratively arrive at a more accurate answer, demonstrating that teamwork often leads to better outcomes.
Students frequently struggle with formulating effective questions, highlighting the need for teachers to demonstrate various questioning techniques By guiding students in breaking down questions into their essential components, educators can enhance their understanding of question construction This improved skill set not only aids students in crafting better questions but also enhances their ability to provide accurate answers.
Activity 9: Role play, song, chant and rap
After the teacher concludes the reading, students gather in groups to brainstorm creative methods for expressing the content they’ve absorbed They explore incorporating movement through role play, utilizing music with songs, and integrating rhythm via raps or chants to effectively convey the key themes and ideas from the text.
In this activity, groups work together to collect and piece together information in order to retell the story that the teacher has read aloud.
In this engaging classroom activity, the teacher prepares a cartoon version of a story by cutting it into individual frames, which are distributed face down to each group As the teacher reads the story aloud, stopping at key moments, students must identify and present frames that correspond to the narrative, explaining their connections Once the reading concludes, groups collaborate to arrange their frames in the correct sequence Finally, selected students join another group to listen as members articulate the order of their frames, emphasizing understanding over mere recounting.
Activity 12: Silent reading by students
Im plem entation o f Teacher Reading A loud in the present s tu d y
The researcher emphasizes that there are various methods for implementing Transactional Reading Activities (TRA), which can vary based on the specific student group and the teacher's instructional goals Considering the characteristics of the students and other relevant factors, the researcher identified the most suitable approach for TRA within the context of the current study A proposed teaching sequence for effectively implementing TRA is outlined for educators.
Preparation: This phase was the teacher’s preparation for read-aloud lesson.
Prior to implementing the TRA, two engaging activities—Circle of Speakers and group Brainstorming or semantic mapping—were selected to capture students' interest in reading These activities aimed to enhance students' background knowledge, ultimately facilitating better comprehension of the material.
In this study, Teacher-Read Aloud (TRA) was characterized by a two-way interaction, where students actively contributed input to both their teacher and peers This approach emphasized that TRA involved teachers reading aloud alongside students, rather than merely to them According to the Mid-Atlantic Association for Cooperation in Education (MAAC1E), this collaborative method enhances engagement and comprehension in the classroom.
In 1998, it became evident that students should be able to follow along with stories or texts during read-aloud sessions led by their teachers To enhance comprehension, teachers can periodically pause to ask students to summarize what they have heard Consequently, the Tell/Check activity was selected to complement the TRA approach.
The teacher engages students by reading the text or story with expressive intonation, varying volume and pace to enhance understanding While this approach requires enthusiasm and skill, it does not necessitate the teacher to be a professional actor.
While teacher is reading aloud, she asked students to mark every teacher’s pauses, stress and intonation.
At some points, she might stop and ask students to recap what they have heard (applied the teaching techniques: Tell/Comment, Tell/Check, Question and Answer)
A fter a few minutes, the teacher resumed her reading.
A fter TRA: In this phase, two following activities seem to be most appropriate
Silent reading by students: When the read aloud session was over, students individually read the whole text in silence once before making and answering comprehensive questions.
Students engaged in comprehension activities by answering questions created by the textbook authors or the teacher Additionally, they formulated their own questions and encouraged their peers to respond, fostering collaborative learning.
This section outlines the recommended teaching sequence for a read-aloud lesson, with a comprehensive description of each activity in the various phases provided in Chapter 3, Section 3.6.2.
T ypes o f reading texts used for read-aloud le sso n s
Previous studies indicate that the reading materials used in read-aloud lessons include various types of literary texts, such as stories, narratives, and picture stories These studies demonstrate that teachers reading aloud literary texts positively impacts students' reading comprehension and motivates them to engage in reading Consequently, it is assumed that literary texts are effective and suitable materials for read-aloud sessions.
A survey conducted by Andersen (2000) explored teachers' practices of reading aloud to students, including the types of books chosen, timing, session duration, and student engagement The findings revealed that the majority of students enjoy these read-aloud sessions, believing they enhance their learning and reading skills By listening to their teachers' modeled reading, students develop word attack strategies, inflection, and expression through exposure to diverse materials, ranging from informational texts to narratives.
Davies (2001) emphasizes the importance of exposing students to both nonfiction and fiction Listening to teachers read nonfiction enhances students' reading comprehension skills, enabling them to better understand newspaper articles, follow complex directions, and tackle challenging texts This exposure also contributes to improved performance on vocabulary-intensive tests.
According to Wan (2000), similar to Davies, reading a variety of texts, including stories, poems, and factual materials to children enhances their vocabulary, attention span, and knowledge base, ultimately improving their fluency in speaking, reading, and writing.
The researcher is confident in applying the Textual Response Approach (TRA) within her current educational setting For second-year students at VIC, the formal course book utilized is New Headway Pre-intermediate According to Grellet's classification of textual types, the eight reading texts selected for the experiment from this book encompass two primary categories: literary texts, which feature short stories and narratives, and journalistic texts, comprising articles from newspapers and magazines.
In conclusion, the researcher chose to utilize all reading texts from the New Headway Pre-intermediate course book for the experiment applying the TRA teaching approach in reading comprehension classes This decision is supported by studies indicating that TRA enhances reading comprehension when applied to literary texts, such as stories and poems (Amer, 1997; May, 1986; Santos, 1987) Additionally, research shows that listening to teachers read nonfiction materials, including narratives, descriptive texts, and newspaper articles, also improves students' reading and comprehension skills (Andersen, 2000; Davies, 2001) Further details regarding the training materials used in the experiment will be provided in section 3.5.1.
This chapter provides a critical analysis of the existing literature on two key topics: the importance of reading aloud in language teaching and the significance of literary texts in English as a Foreign Language (EFL) settings.
This chapter explores the concept of reading aloud, highlighting its definition and significance in both first language and EFL contexts It examines the teacher's role in implementing reading aloud strategies in various language settings Additionally, the researcher presents recommended activities designed to enhance reading aloud practices, along with selected activities for conducting the experiment.
Therefore, the chapter Literature Review has provided the theoretical basis to the present study, which will be further presented in the next chapters.
This chapter offers a comprehensive overview of the study's methodology, beginning with an introduction to the research questions It then provides an in-depth description of the study subjects, followed by an examination of the variables involved The chapter continues with a detailed account of the data collection procedures and analysis methods used Finally, it concludes with a presentation of the coding scheme applied to the data.
On the basic o f the statement o f problem, the review o f literature, and the objectives o f the study, the present study aims to answer the following research questions.
1 How does the teacher reading aloud affect the reading comprehension of the second year students at VIC?
2 Do the students appreciate the Teacher Reading Aloud?
The study involved 43 second-year English non-major students specializing in tourism from two classes at VIC, who had completed three terms of English After analyzing the questionnaire data on the participants' backgrounds and pretest results, the researcher divided the students into two groups: experimental and control Each group consisted of an equal number of high, average, and low-performing students, allowing the researcher to assess the impact of the experimental teaching approach on different sub-groups This arrangement also aimed to control for variables such as sex, age, and background knowledge that could influence the research outcomes.
The control group comprised 23 students aged 17 to 22, including 8 males and 15 females All participants had studied English for a minimum of three years during secondary school, with a primary emphasis on vocabulary and grammar Based on the pretest results, the control group demonstrated specific proficiency levels.
“good” students (score: 16), 18 “average” students (10-15) and 3 “weak” students (6-
The experimental group consisted of 20 students, comprising 7 males and 13 females, aged between 18 and 21 Notably, 90% of these students had prior experience learning English before enrolling in college In terms of academic performance, the group included 2 "good" students, 15 "average" students, and 3 "weak" students.
The detailed information relating to the participants o f the experiment is presented in table 3.1 below.
Demographic factors Control group Experimental group
Sex 8 males, 15 females 7 males, 13 females
Mean = 17,45 (range 18y-21 y) English learning experience No = 2 (8,6%)
Yes = 19 (98%) Length o f time learning English Mean = 2.91 y Mean = 3.1 y
Table 3.1: Background information o f informants before the experiment
In this study, independent variable is the teacher reading aloud.
The dependent variables are the students' reading comprehension proficiency and their attitudes toward the teacher reading aloud.
In order to seek the answers to the research questions in the present study, the following data collection instruments were employed:
Tests were used to measure students' reading proficiency before experiment and to collect data for the first question “How does the teacher reading aloud affect students’ reading comprehension?”
Questionnaire was used to collect data on the subjects’ background information and to collect data to answer the second research question: “Do the students appreciate the Teacher Reading Aloud?”
Tests serve as effective tools for gathering data in experiments, as noted by Seliger and Shohamy (1989), who emphasize their role in assessing subjects' knowledge in specific disciplines Brown (1995) further highlights that tests can yield valuable insights into students' general ability levels, identify specific language challenges, and evaluate achievements from prior educational programs Consequently, this study employed two distinct assessments—a pretest and a posttest—to evaluate students' reading comprehension (refer to Appendices 1 and 2).
The research aimed to investigate the impact of teachers reading aloud on students' reading skills It was anticipated that the insights gained from these read-aloud sessions would enhance students' silent reading abilities, ultimately enabling them to complete reading tasks more successfully.
To achieve the objectives of the assessments, both the pre-test and post-test were designed in alignment with the format of progress tests and reading tasks from the "New Headway Pre-Intermediate" course book by Liz and John Soars (2000) Each test comprises three reading passages, each exceeding 200 words, carefully selected from textbooks that match the instructional level of the students' course materials In total, the pre- and post-tests include 30 questions aimed at evaluating reading comprehension, featuring familiar multiple-choice formats Students are allotted 30 minutes to complete the tests.
Passage I: The reading passage is a short story Followed by this reading passage, there are 10 comprehension questions.
Passage 2: a journalistic text (a newspaper article) Followed by this reading passage, there are 10 comprehension questions.
The content o f the pre and posttest are described as follows: