INTRODUCTION
Rationale
English is recognized as the global lingua franca, facilitating communication among individuals from diverse countries Its prevalence in both social and professional contexts has made English proficiency a key criterion for evaluating job candidates worldwide In Vietnam, acknowledging the significance of English, a national initiative aimed at enhancing English education was launched over a decade ago Consequently, English has become a mandatory subject in school curricula, leading to heightened focus on effective teaching practices As a result, English teachers are increasingly expected to enhance their students' language skills.
To effectively use English, language learners need ample exposure and practice across various skills, with reading being a crucial component Reading serves not only as a tool for social interaction and vocabulary acquisition but also plays a vital role in the overall learning process.
Reading is a vital component in mastering a foreign language like English, as it facilitates knowledge acquisition and information exchange (Pathan & Al-Delsi, 2013; Dlugosz, 2000) According to Watkins (2017), reading serves as "a crucial source" of comprehensible input, with ample exposure to such input being essential for success Proficient reading skills not only enhance the reading process for students but also enable them to gain knowledge from diverse English materials Furthermore, strong reading abilities can significantly improve overall language skills.
Enhanced vocabulary knowledge and exposure to the target language significantly improve students' vocabulary retention, increasing the likelihood that they will use newly learned words in speaking and writing Quality reading materials serve as models for both writing and speaking, introduce new topics, and stimulate discussions, providing opportunities for further language study Consequently, it is accurate to state that learners "read to learn" (Burns, 1988, p.1).
Though important, reading is a complex and multifaceted activity (Demirửz,
Reading is a complex skill that integrates attention, memory, perceptual processes, and comprehension (Kern, 1989) To enhance students' reading abilities, English teachers must provide ample practice opportunities (Pathan & Al-Delsi, 2013) In Vietnam, particularly at the secondary school level, reading has garnered significant attention from both teachers and students However, many students report a lack of enjoyment in reading English (Sùentürk, 2015) Various teaching methods have been implemented to overcome challenges in reading instruction, with diversifying reading activities being a common approach among English teachers Nevertheless, research on the effectiveness of this specific technique and its impact on students' attitudes towards reading remains limited, particularly in the context of secondary schools.
At my school, students frequently express that reading is challenging and uninteresting, which leads to a lack of motivation To address this issue, I have implemented diverse reading activities within the curriculum to enhance student engagement However, there is a lack of statistical data on the effectiveness of this approach Consequently, I aim to explore the impact of these diversified reading techniques on the learning outcomes of my secondary students.
3 attitudes towards its application, I decided to conduct this research, titled
This action research study focuses on diversifying reading activities in the English 8 textbook at a secondary school in Hanoi The findings aim to enhance the understanding of diversification techniques in teaching reading and their potential impact on 8th-grade students Additionally, the research seeks to provide valuable suggestions for improving the teaching and learning of reading at the school.
Aims of the study and research questions
This study investigates the challenges faced by 8th grade students in learning to read, examining how diverse reading activities can enhance the teaching and learning process It also explores how students' attitudes toward reading improve through the application of these techniques The research aims to answer specific questions related to these objectives.
(1) What are the 8 th grade students‟ problems in learning reading?
(2) How does diversifying reading activities help improve the teaching and learning of reading?
(3) What are the 8 th grade students‟ attitudes towards the diversification of reading activities?
Scope of the study
This study examines the attitudes of 8th-grade students in Hanoi towards learning to read in English, highlighting their challenges and perceptions of varied reading activities introduced by their teacher To enhance English reading skills, the teacher diversified activities in the English textbook to make lessons more engaging and foster a love for reading among students The thesis will offer an overview of the current state of English reading instruction and learning for these students.
This article explores strategies to enhance student motivation during reading lessons in secondary schools It emphasizes the importance of making reading engaging and enjoyable to foster effective reading skills Based on research findings, the article suggests practical approaches to create a stimulating reading environment that captivates students' interest and promotes their development as proficient readers.
This study utilized an action research framework, as detailed in subsequent sections of the thesis It involved the collection of both qualitative and quantitative data through classroom observations and student questionnaires.
Questionnaires were developed to explore 8th graders' challenges in learning to read, their attitudes towards reading before the introduction of diverse reading activities, and their perceptions of the effectiveness of these activities afterward Pre-questionnaires were administered prior to the implementation of diversified reading strategies, while post-questionnaires were distributed after six weeks of their application Both sets of questionnaires were translated into Vietnamese, and explanations were provided to ensure students comprehended all survey items.
Class observation served as a valuable tool for the teacher to assess students' responses to varied reading activities and the overall classroom environment Additionally, the teacher documented key insights for each reading lesson, highlighting crucial factors to consider when implementing diversified reading strategies.
Significance of the study
The study aimed to enhance English teachers' understanding of diversification techniques in reading instruction, examining their effects on students of similar age groups, potential challenges, and key considerations for effective implementation in reading lessons.
Design of the study
The study is structured into three main parts: Part I introduces the rationale, aims, scope, methods, and design Part II, Development, includes three chapters: Chapter 1 reviews the literature to establish the theoretical background and relevant concepts, Chapter 2 details the methodology employed, and Chapter 3 discusses the major findings Finally, Part III, Conclusion, summarizes the key findings, offers suggestions for applying diversification techniques in reading activities for grade 8 students, acknowledges the study's limitations, and proposes directions for future research.
LITERATURE REVIEW
Theoretical background of reading
2.1.1 Definitions of reading and reading comprehension
Reading is defined by various researchers, including Goodman and Burke (1973), who describe it as a "psycholinguistic process" where the reader, as a language user, reconstructs a message encoded by the writer in a graphic format.
In Goodman‟s view, the primary goal of reading is to understand the text Similarly, William (1984) defined reading as a process of reconstructing information from written texts
Reading is a mechanical process where messages are received visually and processed cognitively to grasp their intended meaning (Harmer, 1989) Similarly, Smith (1985) emphasizes that reading involves understanding the writer's thoughts, while Aebersold and Field (1997) describe it as the act of interpreting a text to derive its meaning.
Nunan (2003) defined reading as a fluent process of readers combining information from a text and their own background knowledge to build meaning
According to this author, meaning rests neither in the readers nor in the texts but derives from the integration of a reader‟s background knowledge and the text
Reading can be defined in various ways, but fundamentally, it involves the reader's engagement with written texts and their interpretation of the conveyed messages.
To enhance their reading skills, students must recognize their current reading abilities and identify strategies for improving comprehension (Aebersold & Field, 1997) Reading comprehension is crucial in the teaching process, and various authors have offered definitions of the term While many definitions share similarities, this research highlights three of the most commonly cited ones.
Reading comprehension involves efficiently extracting necessary information from a text (Grellet, 1981) Richard and Thomas (1987) emphasize that understanding written material depends on the interaction between authors and readers, with readers' background knowledge playing a crucial role Snow (2002) defines reading comprehension as the simultaneous process of extracting and constructing meaning through engagement with written language, highlighting three key elements: the reader's characteristics, the text itself, and the broader socio-cultural context in which comprehension occurs Snow's model illustrates these components in understanding reading comprehension.
Figure 2 1– A model for thinking about reading comprehension (Snow, 2002, p.12)
Reading comprehension is a process where readers engage with written text and interpret its meaning through their unique perspectives, shaped by their personal experiences and background knowledge.
Although reading is defined similarly, there exist several types of reading, which are categorized based on the manner, purposes or strategies
Reading can be categorized into two primary types: reading aloud and silent reading Reading aloud involves learners vocalizing the text, which can be conducted in pairs, groups, or as a class activity, and while it is less commonly used, it can be effective in educational settings According to Doff (1988), reading aloud serves as a means to share essential information, although it is not widely practiced outside the classroom This method has both benefits and limitations; for instance, Natal (1966) argues that it is crucial for beginners as it helps them connect sounds with spelling and enables teachers to assess pronunciation Additionally, reading aloud can help maintain classroom order, as students must listen attentively to continue the reading.
Greenwood (1985) criticizes the technique of reading aloud, arguing that it distracts students and hinders their ability to focus on the text's meaning He points out that the effort to pronounce words correctly can detract from comprehension, and emphasizes that teachers should consider various factors before implementing this method in the classroom.
Silent reading is considered the fastest and most efficient reading method (Lewis, 1985) According to Doff (1988), it involves comprehending written text, allowing students to engage with material at their own pace.
Silent reading is an effective method in my teaching context, allowing participants to progress at their own pace If they encounter difficulties with a sentence, they can easily revisit it for better comprehension Consequently, this approach is predominantly utilized during the while-reading stage of the research.
Reading typically occurs when individuals have a specific reason or purpose Grellet (1981) identifies two primary motivations for reading: for pleasure and for information Meanwhile, Nutgall (2000) distinguishes between two main types of reading: intensive and extensive These concepts of intensive and extensive reading are elaborated on in the following sections.
Intensive reading is the activity of reading short texts to extract specific information; therefore, intensive reading is more of reading for details (Grellet,
Intensive reading, as defined by Nutgall (1982) and supported by Watkins (2017), refers to the detailed examination of a text, typically conducted with the close guidance of a teacher or specific tasks This method encourages students to focus deeply on the material, enhancing their comprehension and engagement with the content.
Intensive reading (IR) aims to achieve a deep and thorough understanding of a text, focusing on both its meaning and the way that meaning is conveyed This approach involves reading short texts to extract specific information, emphasizing detailed comprehension Typically, students engage with these texts under close teacher guidance, which helps them grasp the context, develop essential reading skills like identifying main ideas and recognizing text connectors, and enhance their vocabulary and grammar knowledge IR is particularly relevant for the careful reading of shorter, more challenging foreign language texts, with the goal of achieving complete and detailed understanding Additionally, it plays a significant role in teaching reading by addressing its component skills, as students study texts intensively to practice distinguishing the main ideas.
10 from the detail, finding pronoun referents, or guessing the meaning of unknown words
Extensive reading (ER) focuses on general understanding and personal enjoyment, allowing readers to engage with longer texts at their own pace without the pressures of testing (Carrell and Carson, 1997; Watkins, 2017) It emphasizes the overall meaning of the material, with texts chosen for their appeal and relevance to the reader's life (Davis, 1995) ER encourages comfortable comprehension, fostering a love for reading and enhancing language skills (Grellet, 1981).
Extensive reading (ER) is a method that focuses on understanding main ideas and general information, ultimately leading to detailed comprehension through practice It involves reading large volumes of material with an emphasis on overall meaning rather than the specifics of individual words or sentences Typically conducted silently and outside the classroom, ER allows students to utilize their language knowledge for personal interests, reinforcing previously learned language structures and vocabulary This approach enables students to explore topics they enjoy without the pressure of time or the need for complete understanding Consequently, ER is an effective strategy for improving language skills, enhancing areas such as spelling, vocabulary, grammar, and text structure, while also fostering a positive attitude towards reading and increasing enjoyment.
Teaching and learning reading
2.2.1 The importance of reading in foreign language learning
Teaching and learning reading in a second or foreign language is crucial, as it is considered one of the most essential skills (Paran, 1996) Mastering reading remains challenging due to the need for strong English grammar, a rich vocabulary, and effective reading techniques According to Richard (1993), regular exposure to new vocabulary and grammatical structures through reading significantly enhances students' understanding of the target language.
Reading is a powerful tool for language learners, enabling them to gain not only proficiency in the target language but also valuable cultural insights According to Richard (1993), this cultural knowledge enhances their understanding of the lifestyles, behaviors, thoughts, and experiences of native speakers, fostering a deeper connection to the language.
In summary, reading is the process of interpreting the meaning of a text through its written form It can be categorized by various aspects such as methods, purposes, and strategies, typically progressing through three stages: pre-reading, during reading, and post-reading Reading plays a crucial role in language mastery and enables students to expand their understanding of the world.
2.2.2 Factors in teaching and learning reading
Teachers are essential in language classes, especially during reading lessons, where they act as organizers, managers, counselors, and instructional experts Their multifaceted role significantly impacts students' learning experiences and outcomes.
A teacher plays a crucial role in fostering students' reading skills by providing guidance and encouragement in a supportive, anxiety-free environment This atmosphere allows students to explore new reading styles, practice mastering strategies, and develop their abilities under time constraints Additionally, the teacher serves as a model reader, demonstrating effective reading practices that inspire and motivate students.
Demonstrating your identity as a reader involves carrying books, referencing them during lessons, sharing intriguing excerpts, discussing your current reads, and treating books with affection Additionally, a teacher's role includes supplying appropriate texts and creating engaging activities that capture students' attention on those texts.
Students play a crucial role in the success of the reading teaching process As highlighted by Nuttall (2003), active participation in reading is essential for maximizing learning outcomes Additionally, students should embrace the possibility of making mistakes, as these experiences provide valuable learning opportunities Effective comprehension monitoring is vital, enabling students to understand how texts function and how to engage with them Finally, fostering a sense of responsibility in learning is important; attempting to cheat not only wastes time but also hinders personal development.
Reading texts are essential for language learners, as they facilitate the acquisition of new grammar, phonetics, and vocabulary in the target language Additionally, the information gained from these texts enhances students' background knowledge Consequently, teachers must focus on key aspects of reading, including language content, vocabulary, and grammatical structures, while also considering various reading activities Although selecting appropriate texts requires time, effort, and expertise, it is crucial for effective reading instruction (Buck, 2001).
According to the Cambridge Online Dictionary, "diversification" is the process of incorporating a variety of different types or elements In this study, diversification is understood more broadly as the process of selecting, deleting, differentiating, supplementing, simplifying, reordering, and replacing teaching activities This aligns with Tomlinson's (2001) definition of adaptation, leading to the conclusion that "diversification" and "adaptation" are synonymous and can be used interchangeably in this thesis.
In teaching, diversification is essential and highly appreciated because even learners of the same age “aren‟t all alike when it comes to learning” (Tomlinson,
In 2001, it was noted that teachers frequently rely on published materials rather than creating their own To effectively address the diverse needs of students across different teaching contexts, educators often need to diversify these materials (Tomlinson, 2014) Suggested techniques for material diversification include adding, deleting, simplifying, reordering, and replacing content.
Adding can involve either extending an activity or expanding the material, which means supplying more of the same type of content to create a quantitative change or incorporating different elements to achieve a qualitative change in the materials (Tomlinson, 2014, p.91).
This type of adaptation refers to the quantitative deletion (subtracting) or qualitative deletion (abridging) of the material
Simplifying as, as explained by Tomlinson (2014), is to reward instructions or text, or simplify a complete activity to make it easier for students to learn
Reordering is the change of activities‟ order to “make more pedagogic sense” (Tomlinson, 2014, p.92)
Teachers can enhance student learning by substituting book activities with more effective alternatives Depending on the specific goals of a class or lesson, they may even opt to completely redesign the entire activity.
In this study, the teacher as well as researcher applied the suggestions of Tomlinson to the teaching of reading by adapting the reading activities in the textbook
Reading activities in the textbook were modified to better align with students' abilities while still meeting the objectives of the reading lessons Some activities were simplified, added, or removed to enhance their suitability for the class.
Recent research by Kasim and Raisha (2017) investigated the challenges faced by EFL learners in reading, involving 50 tertiary students Their study identified key issues such as insufficient vocabulary, difficulties with linguistic complexity, language inaccessibility, and poor reading skills To address these challenges, they recommended that students engage in more reading to encounter new vocabulary and utilize games for vocabulary acquisition Additionally, teachers should recognize their students' reading comprehension difficulties and provide support by introducing effective reading techniques and encouraging consistent practice These findings align with similar issues highlighted by other researchers, including Satriani.
(2007) who claimed that the difficulties in reading were caused by linguistic aspects (such as grammar and meanings) together with the lack of reading interest
(Fakhrudin, 2005) and time to cognitively process the text (Qarqez & Radzuwan,
2017) Among those aspects, limited vocabulary or the lack of “word recognition skills” (Spencer, Robin & Hay, 1998) and lack of background knowledge are supposed the most affecting factors (Gabb, 2000)
Research has highlighted challenges faced by EFL learners in reading, prompting a search for more effective teaching methods In Vietnam, a study by Hong (2008) examined the role of pre-reading activities for second-year English majors at a military university The findings indicated that these activities significantly enhanced student motivation, activated prior knowledge, and equipped learners with essential language skills and background information, making reading texts more accessible.
METHODOLOGY
Action research framework
Action research emerged several decades ago and has been practiced by a number of teachers in their own classrooms As defined by Cohen and Manion
Action research, as defined by Kemmis and McTaggart (1988), involves small-scale interventions in real-world settings, focusing on the effects of these interventions It is characterized as a collaborative and self-reflective inquiry conducted by participants in social contexts, aimed at enhancing the rationality and fairness of their social or educational practices, as well as deepening their understanding of these practices and the environments in which they occur.
There are some different kinds of action research, in this study, the term
Action research in language classes, as defined by Kemmis, McTaggart, and Nixon (2014), emphasizes qualitative and interpretative inquiry conducted by teachers to enhance their practices, prioritizing their self-understanding and judgments This aligns with Borg's (1965) perspective that focuses on teachers addressing specific challenges within their classrooms, aiming primarily at their professional development rather than acquiring general educational knowledge Ultimately, the unique characteristic of action research lies in its execution by classroom teachers rather than professional researchers, with the goal of implementing meaningful changes in their own teaching environments (McNiff & Whitehead, 2006).
According to Kemmis, McTaggart and Nixon (2014), Kurt Lewin (1946) is
Action research, often referred to as the "father of action research" by Kemmis, McTaggart, and Nixon (2014), is characterized by a cyclical process involving planning a change, implementing the plan, observing the outcomes, and refining the plan based on the observations According to Kemmis and McTaggart (1988), this process typically consists of four key stages: planning, action, observation, and reflection, with each cycle leading to a revised plan for the next iteration However, Kemmis, McTaggart, and Nixon (2014) later refined their theory, acknowledging that the stages often overlap in practice, resulting in what they described as an action research spiral.
Figure 3 1 The action research spiral (Kemmis, McTaggart & Nixon, 2014, p.19)
Action research is a systematic process that unfolds in several stages, beginning with planning, which includes analyzing the problem and designing a plan The second stage involves implementing this plan, followed by observation, where researchers monitor and evaluate the actions taken Finally, at the end of each cycle, reflection occurs, allowing for a thorough assessment of the planning, acting, and observing processes.
24 observing is reported Based on the information collected, revised plan will be proposed and new cycle begins
In this study, the researcher employed the action research framework established by Kemmis, McTaggart, and Nixon (2014), which involves a cyclical process of planning, implementing, observing, and reflecting, followed by re-planning However, due to time constraints, only the initial cycle of the action research was fully completed.
In the planning stage, the researcher meticulously outlined the reading activities to be utilized in each lesson, ensuring a structured approach Following this plan, students engaged in reading lessons under the teacher's guidance, where the researcher facilitated the class, provided instructions, and encouraged interaction while offering constructive feedback Observational notes were taken to document students' responses to the varied reading activities, noting both the benefits and any challenges encountered In the reflection stage, students completed a survey to provide feedback on the diversification technique The researcher then analyzed the collected data, assessing the advantages and difficulties of the implementation, and made recommendations for plan revisions.
3.1.3 Reasons to choose action research
As the research was conducted in my own classes with my own students and
In my dual role as both practitioner and researcher, I found action research to be the most effective method for enhancing my teaching practices This approach offers valuable opportunities for precise feedback, enabling me to gain a deeper understanding of my teaching methods and the contexts in which they are applied Ultimately, this will equip me with the insights needed to improve my educational strategies.
25 make decisions on what works best and what needs improvement in my own classrooms.
Context of the study and the material used
The study was conducted in a secondary school in the capital city of Vietnam which followed the national curriculum in which English is a compulsory subject for students from grade 6
The study was conducted in a class of 50 students with varying levels of English proficiency, ranging from advanced to slow learners After several weeks of instruction, the English teacher developed a tailored teaching plan to accommodate the diverse needs of the students.
Eighth-grade students utilized the English textbooks published by the Vietnam Education Publishing House, specifically "Tieng Anh 8," which is divided into two parts for each semester The curriculum emphasizes various topics and reading skills, starting from the first semester During the research period, students engaged with six units, specifically from unit 4 to unit 9.
Table 3 1 The topics and focused reading skills in grade 8 English textbook
1 Leisure activities - Reading for general and specific information about the possible effects of spending too much time on the computer
2 Life in the countryside - Reading for specific information about an unusual lifestyle in the countryside: Mongolian nomadic life
3 Peoples in Vietnam - Reading for specific information about an ethnic group
- Reading for specific information about family customs and traditions
5 Festivals in Vietnam - Reading for specific information about two festivals in Vietnam
6 Folk tales - Reading for specific information about a fairy tale
7 Pollution - Reading for general and specific information about water pollution
- Reading for specific information about and English-speaking country
9 Natural disasters - Reading for specific information about how to prepare for a natural disaster
10 Communication - Reading for specific information about future way of communication
11 Science and technology - Reading for specific information about future roles of science and technology
12 Life on other planets - Reading for specific information about life on another planet
Participants of the research
The study was carried out over twelve weeks at a secondary school in Hanoi, spanning the latter half of the first semester and the first half of the second semester of the academic year The research involved 50 eighth-grade students, comprising both male and female participants, all of whom were enrolled in the same program.
27 curriculum since they entered the school For those students, English was a compulsory subject They followed the same English textbook from grade 6 until the time the research was conducted
The class consisted of students with varying levels of English proficiency, ranging from advanced to average and slower learners Their reading speed, comprehension abilities, and reading skills differed significantly Consequently, after several weeks of instruction, the teacher needed to develop a tailored teaching plan to better meet the diverse needs of the students and enhance their learning experience.
Procedures
In the initial stages of her action research, the researcher identified and analyzed a significant problem: the varying levels of proficiency among her students, which impacted their performance in lessons Notably, some students displayed a lack of engagement during reading activities, particularly with specific question types To gain deeper insights into their challenges with reading lessons and textbook activities, the researcher created a pre-questionnaire aimed at gathering information about the students' difficulties and attitudes towards reading skills The responses from this questionnaire proved valuable, enabling the teacher to develop more effective teaching plans tailored to her students' needs.
After addressing the challenges faced by students, the teacher and researcher developed a revised teaching plan that incorporated new activities, reassigned some tasks as homework, and modified existing ones This approach aimed to familiarize students with various types of reading activities, ultimately enhancing the accessibility and motivation of the lessons.
The lesson plans outlined in the appendix of this thesis feature a detailed weekly schedule with a variety of engaging reading activities, designed to appeal to the majority of students in the class.
Table 3 2 The diversified reading activities
7 - Choose the correct words to fill in the given sentences
- Check and review students‟ understanding of word forms
- Review the strategies to read for main ideas and for detail questions
- Change some questions into multiple choice type with 3 options for students to choose
Questions include both main idea and detail questions
- Give students some key expressions and the paraphrased ones picked up from the reading text and ask them to match the key expressions with the paraphrased ones
- Prepare students for the reading activities
- Make the reading activities more accessible to students (all of them can give their answers so students may become more motivated), thus save class time
- Provide students with some knowledge about paraphrasing, raise students‟ awareness of paraphrased expressions
- Ask students to work in groups and scan the text again to pick up the ideas and put the ideas into the correct parts
(effects, causes, solutions) of the diagram Tell students that they can paraphrase the ideas with their own words
- Give students a sample presentation to follow The sample presentation has number of given words/ phrases/ expressions from the
- Give students an opportunity to practice scanning skills
- Encourage students to paraphrase ideas
- Make students familiar with the gap-filling activity
29 text Ask students to choose suitable words/phrases to fill in each blank
- Prepare a summary of the reading with some gaps, ask students to choose a word from the text to fill in each blank to complete the summary
- Ask students to draw a mind-map of the interesting information about the two countries they learnt from the text (Homework)
- Distribute a note of the paraphrased expressions in the text and ask students to match each expression its equivalent expression (Homework)
- Get students familiar with the gap- filling and summarizing activities
- Provide more reading activities to improve comprehension and to help students review the vocabulary and grammatical structures they have learnt
- Make students familiar with the paraphrased expressions
- Improve their skills of guessing the word/phrase meanings in context
8 - Recall the reading strategies for reading for specific information
- Give students some statements about Scotland and ask students to scan the text and decide whether the statements are true or false
- Change the reading activity into multiple choice question type for students to choose
- Provide a sample presentation template for students to fill with the information from the text
- Ask students to draw a mind-map of the interesting information about the
- Review the previously learnt knowledge
- Get students familiar with scanning and skimming skills
- Provide students with some background knowledges about Scotland
- Get students familiar with scanning and skimming skills and information filling activity
- Get students familiar with the gap- filling and summarizing activities
- Provide more reading activities to
30 countries they learnt from the text (homework)
- Distribute a note of the paraphrased expressions in the text and ask students to match each expression its equivalent expression/synonym
(Homework) improve comprehension and to help students review the vocabulary and grammatical structures they have learnt
- Make students familiar with the paraphrased expressions/synonyms
- Improve their skills of guessing the word/phrase meanings in context
Incorporate essential keywords and phrases alongside relevant images that illustrate their meanings Encourage students to swiftly locate these words within the text and determine which images best represent each word or phrase This interactive approach enhances comprehension and visual learning.
- Prepare students for the reading activities, make the reading activities more accessible for students and save class time
- Improve students‟ skills of guessing the word/phrase meanings in context
- Show the full answers for each question with some gaps, ask Ss to read the text again and look for the information to fill in the gaps
Distribute a worksheet summarizing effective strategies for disaster protection, encouraging students to revisit the texts, check off what they identified, and contribute additional insights.
- Distribute a worksheet with multiple choice questions, ask ss to decide the correct answers for each question by reading the text again
- Pick up some sentences with
- Get students familiar with the gap- filling activity
- Vary the reading activity and make it more accessible and interesting for students to do
- Get students familiar with scanning and skimming skills, check students‟ comprehension of the text
- Get students familiar with scanning and skimming skills, check students‟ comprehension of the text
- Review the lexical items that
31 key grammatical structures from the text and design a completion exercise for students to review them
- Distribute a note of the paraphrased expressions in the text and ask students to match each expression its equivalent expression (Homework) students learnt in the previous lessons
- Make students familiar with the paraphrased expressions/synonyms
Following the lesson plans, the teacher implemented various reading activities in her classroom, closely observing student reactions and engagement to gather insights on the benefits and drawbacks of diversified reading approaches Additionally, a post-questionnaire was created to collect students' feedback regarding their experiences with these varied reading activities.
After gathering relevant information, the teacher gained insights into the advantages and disadvantages of using diversification techniques in her classroom She adjusted her teaching plans and noted key considerations for effectively diversifying reading activities in her current and future classes.
Data collection instruments and analysis
The study utilized questionnaires for students and classroom observations to gather data on teaching methods It consisted of two phases: the first phase lasted six weeks, during which the teacher adhered strictly to the textbook activities In the second phase, an intervention was introduced, involving the diversification of reading activities Pre- and post-questionnaires were administered to collect data for analysis before and after the intervention.
During the observation period, the teacher documented student reactions to reading instruction and the effects of diverse teaching techniques in a diary This record provides valuable insights into the learning process and the impact of varied instructional methods.
Utilizing questionnaires enables researchers to gather quantitative data that can be easily summarized, analyzed, and reported This method allows informants to articulate their attitudes regarding the teaching activities employed by educators in developing reading skills In this study, both pre and post questionnaires served as the primary instruments for data collection.
After six weeks of traditional teaching, a pre-questionnaire was administered to students to assess their attitudes towards reading in foreign language acquisition, their views on reading skills, and the challenges they encountered Following this, a post-questionnaire with eight items was conducted to evaluate students' perceptions of diversified reading activities and their effectiveness The data gathered aimed to inform the researcher on the potential implementation of varied reading activities in the curriculum.
Observation was done by the teacher students throughout the research period
A comprehensive checklist was created to assess student behavior during reading lessons, focusing on their adherence to the teacher's instructions, engagement in pair or group work, participation in class activities, and willingness to share answers with peers Additionally, the teacher's evaluation sheet gathered insights on the classroom atmosphere and included space for essential notes This approach facilitates a thorough evaluation of student behavior in the learning environment.
33 and class atmosphere were done with five-point scales with five points meant the most positive evaluation and one point is the most negative
At the conclusion of the research period, the data gathered from questionnaires were analyzed and organized using Microsoft Excel The findings were primarily presented as percentages and mean scores, which served as the foundation for the researcher’s discussions, comparisons, and conclusions drawn from the collected data.
The researcher utilized Microsoft Excel to summarize and analyze quantitative data collected through observation, employing a five-point scale to evaluate students' behaviors and classroom atmosphere The mean scores for each criterion were illustrated in a chart, clearly displaying the differences observed before and after the intervention Additionally, qualitative data, including significant notes on classroom events and teacher management strategies, were compiled into a concise written report.
Combining the two data collection instruments is anticipated to enhance the reliability of the research findings by providing a more comprehensive dataset, ultimately leading to more dependable judgments.
FINDINGS AND DISCUSSIONS
Data collected from the pre - questionnaires
4.1.1 Students’ attitudes toward the importance of reading skill and its benefits
The chart illustrates students' perceptions of the significance of reading skills in learning English The survey reveals that 56% of students view reading as very important, while 26% consider it moderately important Conversely, a minority of students believe reading is slightly important (18%) or not important at all (4%).
Figure 4 1 Students’ attitudes toward the importance of reading skill
The information revealed from the figures above confirms that basically, students were all aware of the importance of reading skill in the process of acquiring a new language like English
Students identified five key benefits of reading: it enhances their language skills, expands their knowledge of the world, enriches their vocabulary and grammar, and provides entertainment.
The importance of reading skill
Very importantModerately importantSlightly importantNot important
Figure 4 2 Students’ attitudes toward the benefits of learning reading skill
A significant 88% of surveyed students recognized reading as an effective way to expand their vocabulary, enhancing their overall language proficiency Additionally, many participants acknowledged that reading contributed to their understanding of grammar and improved other language skills while broadening their knowledge of the world Conversely, only a small number of students viewed reading primarily as a source of entertainment.
4.1.2 Students’ interest in reading and reading lessons
Despite the findings indicating that many students recognize the importance and benefits of reading skills, a considerable number do not find reading enjoyable In response to the question regarding their interest in reading, over half of the surveyed students expressed a lack of interest This trend is visually represented in the accompanying pie chart.
Broaden knowledge of the world
The benefits of learning reading skill
Figure 4 3 Students’ interest in reading
The data indicates that only 38% of students expressed an interest in reading, while 40% found it unappealing, and 22% reported that they did not find reading interesting at all This lack of enthusiasm may contribute to students' disinterest in their reading lessons, as illustrated in the accompanying chart.
Students’ interest in reading lessons
A limited number of students expressed interest in reading lessons, while many others felt the opposite The responses to the question, "To what extent are you interested in reading lessons?" reveal this disparity in student engagement, as illustrated in the accompanying figure.
Figure 4 4 Students’ interest in reading lessons
Strongly interested Moderately interested Slightly interested Not interested
Students’ interest in reading lessons
Strongly interested Moderately interested Slightly interested Not interested
More than half of the students expressed a lack of interest in reading lessons, with 42% finding them not really interesting and 16% not interesting at all Only 18% reported being truly interested, while 24% felt the lessons were moderately engaging This limited interest may stem from the students' perception of reading as a challenging skill to master Further insights into their views on the difficulty of reading will be discussed below.
4.1.3 Students’ opinions on the difficulty level of the reading skill, reading essons and individual reading activities in the textbook
Students’ opinions on the difficulty level of the reading skill
Data analysis revealed that reading skill was challenging to a number of students Most of them reported that reading was difficult while only a small number had contradicting opinions
Figure 4 5 Students’ opinions on the difficulty level of reading skill
Statistics reveal that only 20% of students find reading easy, while a significant 80% consider it either very or moderately challenging This limited reading ability may contribute to a decreased interest in learning to read.
Students’ opinions on the difficulty level of reading lessons
Students’ opinions on the difficulty level of reading skill
Very difficult Moderately difficult Slightly difficult Not difficult
Regarding students‟ attitudes towards the difficulty level of the reading exercises in the textbooks, survey results showed that more perceived them as difficult than those who did not
Figure 4 6 Students’ opinions on the difficulty level of reading lessons
The data indicates that a greater number of students perceive reading activities as challenging compared to those who experience minimal or no difficulties Consequently, implementing a variety of engaging activities is crucial to prevent ongoing feelings of demotivation among students in their reading endeavors.
Students’ opinions on the difficulty level of the reading activities in the textbook
In the questionnaire, students also showed their opinions concerning the difficulty level of individual reading activities in the textbook, which are presented in the following table
Students’ opinions on the difficulty level of reading lessons
Very difficult Moderately difficult Slightly difficult Not difficult N/A
Table 4 1 Students’ opinions on the difficulty level of the reading activities in the textbook
4 Matching sub- headings to parts of a text
5 Picking up word(s) in the text to fill in the blank of the given sentences or paragraph
6 Writing the questions for the given answers
7 Guessing the meanings of the words in context
8 Looking for the paragraph that carries a specific detail
40 have similar meaning to the given words or phrases
Statistics reveal that the majority of students found tasks such as completing mind maps, matching sub-headings to text sections, and formulating questions for given answers to be the most challenging Additionally, guessing word meanings from context and matching information ranked as the second most difficult tasks Multiple-choice questions, including True/False items, and answering open-ended questions were perceived as moderately difficult by many students Notably, very few students reported that reading was not difficult This insight enables the teacher to better understand student preferences and challenges, guiding her decisions on how to enhance their learning experience.
Students’ demand for help in reading lessons
According to statistics, it is also known that a number of students needed help, though to different extent, from their teacher and/or their classmates when learning reading
Table 4 2 Students’ demand for help in reading lessons
Frequency level of demand for help
Approximately 42% of students frequently required help from their teacher or peers, while 28% always and 24% sometimes sought assistance Only three students managed to complete all reading exercises independently, highlighting that reading remains a significant challenge for many learners.
4.1.4 Students’ problems in learning reading skill
The table below gives information about students‟ problems in learning to read in English
Table 4 3 Students’ difficulties in learning reading
Misinterpretation of sentence meanings due to words that have many shades of meaning 38 76
Lack of time to read 37 74
Problems in distinguishing main ideas and specific details 33 66
Over 60% of students reported encountering difficulties while learning to read, with the most prevalent issues being a lack of vocabulary knowledge (84%) and limited reading skills, including understanding paraphrases (80%) Additionally, more than two-thirds of students faced challenges related to grammar, polysemy comprehension, slow reading speed, and insufficient time to read.
42 problems experienced by students included unfamiliar topics for reading (72%) or failure to distinguish between main ideas and specific details (66%)
The pre-questionnaire data indicated that many students faced challenges in learning to read, primarily due to insufficient background knowledge and reading skills This highlights the necessity to reevaluate teaching methods and offer additional support to enhance the enjoyment, motivation, and effectiveness of reading skill development for students.
Data collected from observation
The chart below illustrates data collected from observations conducted by students and the teacher, highlighting key aspects such as students' adherence to instructions, collaboration in pair and group work, participation in class activities, the overall class atmosphere, and levels of attention before and after implementing diversification techniques in reading activities The evaluation scale ranges from 1 to 5, with 5 indicating the most positive assessment and 1 representing the most negative.
Figure 4 7 Evaluation of students’ behaviour and class atmosphere
Active participation in pair and group work participation in all class activities willingness to share the answers class atmosphere students' attention
Evaluation of students’ behaviour and class atmosphere
The data gathered from teacher observation sheets indicated a significant improvement in student engagement following the diversification of reading activities Students demonstrated better adherence to instructions, increased participation in pair and group work, and a greater willingness to share their answers with the class, reflecting enhanced confidence Additionally, the overall classroom atmosphere became more vibrant, leading to heightened attentiveness during reading lessons.
The teacher observed that students showed a greater interest in activities that allowed them to choose answers rather than those requiring them to write responses independently Additionally, multiple-choice questions generated more excitement among students, as evidenced by their increased participation and eagerness to raise their hands to answer this type of question compared to others.
Visual aids such as images, tangible objects, and videos significantly enhance student engagement during vocabulary introduction and reading lessons When teachers incorporate these teaching aids, students display increased attentiveness Additionally, interactive activities like quizzes, games, and surveys further promote active participation among learners.
To enhance student engagement during reading activities, the teacher implemented effective strategies such as maintaining good control and organization of classroom tasks, including individual, pair, and group work The research indicated that timely assistance and encouragement from the teacher significantly increased student focus and involvement in reading lessons The findings suggest that the more support and motivation the teacher provided, the more actively students participated in the reading activities.
The researcher observed that students demonstrated increased confidence and improved learning effectiveness during reading lessons when they understood the meanings of a greater number of words This highlights the importance of vocabulary comprehension in enhancing students' overall learning experience.
44 lexical items is crucial to reading comprehension Therefore, it is advisable that teachers ask students to prepare the new words before the lessons
The observation process revealed that students responded positively to diverse activities, demonstrating interest, excitement, and a willingness to participate This shift contributed to a more positive classroom atmosphere Consequently, it can be concluded that diversifying reading activities significantly enhanced students' learning motivation and confidence, ultimately transforming their attitudes toward learning.
Data collected from the post - questionnaires
4.3.1 Students’ attitudes towards diversifying reading activities
Students’ opinions on the usefulness of diversifying reading activities
Students‟ attitudes toward the usefulness of diversifying reading activities were illustrated in the following chart
Figure 4 8 Students’ opinions on the usefulness of diversifying reading activities
According to the chart, a significant majority of students believe that diversifying reading activities is advantageous, with 60% rating it as very useful and 36% considering it useful Only a small fraction, 4%, found it slightly useful, while no students viewed it as unhelpful.
Students' attitudes toward the usefulness of diversifying reading activities
Very useful Moderately useful Slightly useful Not useful
45 useless This shows that in general, most students agreed on the usefulness of diversifying reading activities
4.3.2 Students’ interest in reading and reading lessons after the diversification of reading activities
The data collected showed that a number of students found the reading lessons more interesting to them after reading activities were diversified Specific information is presented in the following chart
Figure 4 9 Students’ interest in reading and reading lessons after the diversification
The chart indicates that 74% of students expressed a strong interest in reading lessons when diverse reading activities were implemented, while 22% reported moderate interest and only 4% showed little interest This marks a significant increase in student engagement compared to the previous data, where only 42% of students demonstrated moderate to strong interest in reading lessons, as revealed in the pre-questionnaire results.
Strongly interested Moderately interested Slightly interested Not interested
Students’ interest in reading and reading lessons with diversified reading activities interest in reading interest in reading lessons
Following the implementation of the diversification technique, student interest in reading significantly increased, with 48% expressing moderate interest and 24% showing strong interest, compared to only 24% and 18% prior to the intervention Additionally, the percentage of students who disliked reading or found it only slightly interesting decreased from 58% to 36%.
A survey of students revealed that 82% found diversified reading activities more suitable for their reading abilities compared to traditional methods, despite 18% expressing skepticism Additionally, 80% of the students reported that the reading texts were easier to learn, highlighting the effectiveness of the new approach in enhancing their reading experience.
The findings indicate that a significantly larger number of students found reading and reading lessons to be interesting, suggesting a positive shift in their attitudes towards both Additionally, the diversification of reading texts has enhanced accessibility, making these lessons more engaging for students.
4.3.3 Students’ opinions on the benefits of diversifying reading activities
A recent survey revealed that most students hold positive views on the advantages of diversifying reading activities implemented by their teachers The findings, illustrated in the accompanying chart, highlight the favorable attitudes of students toward varied reading approaches in the classroom.
Table 4 4 Students’ attitudes about the benefits of diversifying reading activities
Benefits of diversifying reading activities Number of responses
Percentage (%) improve vocabulary knowledge 46 92 improve grammatical knowledge 44 88 improve background knowledge about the reading topic
44 88 be able to guess word meanings basing on the 32 64
Improving reading skills involves learning equivalent expressions and understanding various types of reading questions By adopting effective reading strategies, individuals can enhance their reading speed and save time, making it easier to comprehend texts This approach allows for more precise completion of reading exercises, ultimately raising interest in reading As a result, learners often feel more confident and less stressed in their reading journey.
The data indicates that over 60% of students found diversifying reading activities in textbooks beneficial, with 92% reporting improvements in vocabulary knowledge and familiarity with various reading tasks Additionally, 88% of students noted that this diversification enriched their grammatical understanding and background knowledge while reducing stress Furthermore, 82% of students felt more confident in tackling reading tasks, and the introduction of new reading strategies and equivalent expressions contributed to an increased interest in reading for 86% of students.
A recent survey revealed that 82% of students felt that diversifying reading activities significantly enhanced their comprehension of texts Additionally, 78% reported a decrease in the time required to complete reading tasks, indicating an improvement in reading speed Approximately 70% of students also noted that these varied activities helped them develop individual reading skills, such as inferring word meanings from context and understanding equivalent expressions, which had previously posed challenges Consequently, there was a noticeable reduction in students' demand for assistance.
48 teacher and their classmates also decreased with only 42% needed frequent help, compared to the figures of 70% in the previous time
In conclusion, diversifying reading activities significantly enhanced students' learning experiences and reading skills By introducing a variety of engaging tasks, the texts became more accessible, reducing challenges and saving time spent on reading This approach not only improved comprehension and reading abilities but also fostered greater motivation among students, ultimately facilitating a more effective learning process.
4.3.4 Students’ opinions on the usefulness of diversified reading activities
Students‟ opinions on the usefulness of diversified reading activities are presented in the following table
Table 4 5 Students’ opinions on the usefulness of diversified reading activities
No Diversified activities Response (%) Mean
3 Providing some background knowledge about the reading topics
5 Changing open-ended questions into multiple- choice questions
49 questions into gap-filling exercises
7 Changing open-ended questions into True/ False questions
8 Changing the type of question which requires students to write a full question for a given answer into choosing/ filling the correct question word to complete a question
9 Finding the words/ expressions that have similar meaning to the given words/ phrases
10 Translating the texts/ difficult sentences in the texts into Vietnamese
11 Completing a sample presentation by filling the right information from the text into the gaps
12 Completing a mind-map based on given information
The survey results indicate that students found the translation of text into their mother tongue and the clarification of difficult vocabulary and grammar structures to be the most beneficial activities Additionally, reviewing reading strategies and modifying challenging question types, such as transforming open-ended questions into more familiar formats like matching and gap-filling, were also viewed positively by a significant number of students However, while activities like completing a sample presentation and converting open-ended questions into gap-filling exercises were considered useful, they were ranked lower in effectiveness compared to other methods according to the students' feedback.
The data indicates that the adapted reading activities were generally engaging and beneficial for most students, albeit to varying degrees This finding supports the idea that diversifying reading activities is both sensible and advantageous.
Summary
This study utilized observations and student questionnaires as the primary data collection methods, with results presented through various charts and tables The analysis revealed that students held positive views on diversifying their reading materials, indicating that such diversification aids their learning process and enhances their motivation to engage with reading Additionally, observational data highlighted crucial factors for teachers to consider, including the selection of suitable activities, the necessity for vocabulary explanations, and the demand for individual support and encouragement to maximize the effectiveness of class sessions.
