INTRODUCTION
Background of the Study
In today's globalized world, effective communication is vital to prevent misunderstandings among individuals from diverse backgrounds English has emerged as the dominant global language, with approximately 1.75 billion people using it for communication, predominantly as a second language The number of non-native English speakers significantly surpasses that of native speakers, highlighting its widespread adoption Furthermore, a substantial portion of the world's literature, academic resources, and media is produced in English, with around 80% of online content stored in this language.
Therefore, it comes as no surprise that a great number of people have chosen
English is a crucial language to master, as it provides access to a wealth of knowledge and information Additionally, proficiency in English opens doors to promising job opportunities, making it a vital skill in the business world This growing importance is a key factor in the increasing popularity of the English language.
Recognizing the significance of English, Vietnam has actively worked to enhance the English proficiency of its citizens Since the economic reforms initiated by the Vietnamese Communist Party in 1986, the demand for English has surged Between 1982 and 2002, English became a mandatory subject in senior secondary schools and optional in junior secondary schools Following 2002, it was established as a compulsory subject at both junior and senior secondary levels, while primary students could opt to learn it To further improve English language education, the Vietnamese Ministry of Education approved the National Project for “Teaching and Learning Foreign Languages in the National Formal Educational System from 2008 to 2020.” These initiatives highlight the growing importance and prevalence of English in Vietnam's educational framework.
Many changes have also been made to language education policy at primary level in Vietnam, which has considerably influenced English language teaching In
1996, a pilot program for English teaching at primary level was introduced after the Ministry of Education and Training issued the Note No 6627/TH (Nguyen &
Since 2007, English education in primary schools has expanded nationwide, reaching both urban and rural areas In 2003, a new optional English program was introduced, replacing the pilot program from 1996, allowing students to learn a foreign language for two 40-minute periods each week from Grades 3 to 5 Starting in 2006, English became a compulsory subject, with students attending four periods per week.
Significant efforts have been undertaken to improve English teaching and learning in Vietnam, particularly focusing on reading skills Reading is a crucial component of second language acquisition, as it offers learners valuable linguistic input, including vocabulary and concepts, which in turn supports the development of other skills, especially writing (Smith, 2004, as cited in Erliana).
In recent years, there has been a significant focus on enhancing reading comprehension among Vietnamese learners (Hoang, 2010), particularly at the primary level where both reading and writing skills are prioritized from the early stages of education (Nguyen & Nguyen, 2007).
Despite the emphasis on reading comprehension in the English syllabus and classroom time in Vietnam, teaching English to Vietnamese learners, especially young ones, remains a challenge (Nguyen & Nguyen, 2007) Many Vietnamese learners struggle with understanding English texts (Ho, 2016; Tran & Duong, 2018), and preservice teachers often lack effective techniques and strategies for teaching young learners (Tran & Nguyen, 2017).
(2018) concluded that inadequate vocabulary was the main factor hindering
Vietnamese learners’ reading comprehension Tran and Duong (2018) also found out that lack of background knowledge was another problem encountered by
Vietnamese students when they comprehend English texts Motivation to read is believed to be another factor that can affect learners’ reading comprehension
In recent decades, numerous studies have focused on improving learners' reading comprehension, with a notable approach being the instruction of reading comprehension strategies Research indicates that teaching these strategies can significantly enhance students' reading skills.
Research by Hilden and Pressley (2002) emphasizes the importance of teaching reading comprehension strategies in primary education One effective approach is the KWL strategy, which has demonstrated significant benefits for learners' reading comprehension across various levels and countries (Amaliani, 2017; Hamdan, 2014; Mardiana, 2016; Riswanto, Risnawati).
Previous studies on the KWL strategy's effectiveness in enhancing reading comprehension have shown mixed results, with some limitations in research design and data analysis (Mardiana, 2016; Riswanto et al., 2014; Setiawan & Suhartono, 2014) Research specifically addressing the KWL strategy within the Vietnamese primary school context is scarce, with only one notable study examining its impact on primary students (Burns, 1994, as cited in El-Koumy, 2004) This lack of comprehensive research highlights the need for further investigation, particularly given the differences in learning characteristics between young and adult learners Therefore, this study aims to explore the effectiveness of the KWL strategy on reading comprehension among fifth-grade students at VStar School in Ho Chi Minh City, contributing valuable insights to the existing literature.
The Statement of the Problem
As mentioned earlier, despite the emphasis of the English curriculum and class time on reading comprehension instruction, Vietnamese students still experience many difficulties in comprehending reading texts Moreover,
Vietnamese teachers face challenges in teaching reading comprehension to young language learners (Nguyen & Nguyen, 2007) This study aimed to investigate the effectiveness of the KWL strategy in enhancing learners' reading comprehension skills It seeks to contribute to the limited research on reading comprehension instruction in Vietnam, particularly at the primary school level The research focused on the impact of the KWL strategy on fifth graders at VStar School in Ho Chi Minh City Ultimately, the study aims to determine if there is a significant improvement in students' reading comprehension after implementing the KWL strategy.
Research Questions
The study explored the impact of the KWL strategy on reading comprehension among fifth-grade students at VStar School in Vietnam To ensure accurate results, the researchers controlled for extraneous variables such as students' exposure to English, their attitudes towards reading in English, their exposure to English outside the classroom, and their familiarity with common reading topics The research was guided by specific questions aimed at uncovering the effectiveness of the KWL strategy in enhancing reading skills.
1 To what extent are Vietnamese fifth-grade students at VStar different regarding the amount of exposure to English, attitudes towards reading English, amount of exposure to English outside classroom setting and degree of familiarity with some popular reading topics?
2 To what extent does the KWL strategy affect the reading comprehension of
Vietnamese fifth-grade students at VStar School?
Significance of the Study
This study examines the impact of the KWL strategy on enhancing reading comprehension among fifth graders at VStar School Despite numerous initiatives aimed at improving English language instruction and reading skills, many educators continue to face challenges in effectively teaching English.
This study addresses the challenges faced by Vietnamese learners in reading comprehension and offers English teachers effective recommendations for teaching through the KWL strategy By applying this method, EFL learners, particularly students at VStar School, can activate their background knowledge and enhance their motivation to read, leading to improved comprehension Additionally, this research contributes to the limited empirical studies at the primary school level, serving as a valuable reference for future researchers.
Definitions of Terms
According to Ulmer, Timothy, Bercaw, Gilbert, Holleman, and Hunting (2002), reading comprehension has evolved from merely recognizing words and decoding phonetics to a dynamic interaction involving the reader, the text, and the reader's prior knowledge This study defines reading comprehension as an interactive process that encompasses the relationship between the reader, the text, and the reader’s background knowledge.
The KWL strategy, created by Ogle in 1986, is a three-step reading approach designed to enhance comprehension It consists of three stages: the 'K' stage involves brainstorming what the reader already knows about a topic, the 'W' stage focuses on identifying what the reader wants to learn, and the 'L' stage encourages reflection on what has been learned after engaging with the material This method effectively promotes active reading and deeper understanding.
Learned from the reading text.
Scope of the Study
This study examined the impact of the KWL strategy on reading comprehension among fifth-grade students at VStar School in Ho Chi Minh City The focus on fifth graders was due to the developmental readiness of younger primary students, such as first through fourth graders, who may not effectively utilize the KWL strategy Additionally, the research specifically targeted reading comprehension, excluding other skills from its scope.
Summary of the Chapter
This chapter outlines the study's background, emphasizing the significance of the English language and the current state of English language teaching in Vietnam, particularly in primary schools It further examines the role of reading within the English curriculum in Vietnam and identifies challenges faced in developing English reading skills The researcher also presents proposed solutions to address these issues.
KWL strategy as a measure to improve learners’ reading comprehension
Furthermore, the purpose of the study, the research question, the significance of the study and finally the definitions of terms were presented.
Organization of the Study
The study is structured into five chapters, beginning with an introduction that outlines the research background, problem statement, and significance of the study It also includes the research questions, definitions of key terms, the scope of the study, a chapter summary, and the overall organization of the thesis.
The second chapter explores the impact of the KWL strategy on enhancing learners' reading comprehension It defines key concepts such as reading and reading comprehension, examines the connections between schemata and reading comprehension, and discusses the role of metacognition in this process Additionally, the chapter outlines the KWL strategy and its effects on learners' comprehension skills, presenting a conceptual framework along with a concise summary of the findings.
Chapter three outlines the study's methodology, detailing the research question, hypothesis, and study design It also describes the population and sample, data collection instruments, and assesses the research's reliability and validity Additionally, it covers the research procedures and the methods used for data analysis.
Chapter 4 presented the findings of the research by analyzing the questionnaire data, and the pretest and posttest scores Then, the in-depth discussion of the data was included
In chapter 5, the main findings of the study, conclusions of the study, limitations of the research and recommendations for further research were included.
LITERATURE REVIEW
Reading and Reading Comprehension
This section clarifies the distinction between reading and reading comprehension According to Richards, Platt, and Platt (1992), reading can be defined in two ways: first, as the act of vocalizing a written text, regardless of understanding its content, and second, as silently perceiving the text to grasp its meaning The Oxford Learner’s Dictionaries also define reading as the process of engaging with written or printed words, either aloud or silently In summary, reading involves recognizing words and decoding phonetics, whether spoken or silent.
The central aspect of reading is comprehension (Samaikonsum, 2012)
Reading comprehension involves various levels, beginning with basic word recognition and grouping, as described by Wagner and Bond (1966) At a more advanced level, it requires readers to discern connections between sentences and paragraphs, ultimately grasping the overall meaning of the text This complex cognitive psycholinguistic process is not instantaneous but evolves continuously as readers engage with the material As they navigate through the text, their understanding is dynamically adjusted (Amaliani, 2017), reflecting the multifaceted nature of cognitive processing in reading.
Readers engage with text by integrating their prior knowledge with new information presented in the reading material, creating meaningful connections between what they already understand and the content they encounter.
Reading comprehension is defined as the cognitive process through which readers extract meaning from a text, as noted by Urquhart and Weir (1998) This interactive process involves a dynamic relationship between the reader, the text, and the reader's prior knowledge, emphasizing that understanding requires the integration of these three elements.
Reading comprehension is influenced by various factors beyond background knowledge, such as the learner's vocabulary and metacognitive strategies (Koda, 2007) Additionally, attitudes towards reading, awareness of comprehension strategies, and familiarity with different types of texts play a crucial role (Trehearne & Doctorow, 2005) Moreover, the extent of exposure to the target language significantly impacts reading skills (Chesterfield et al.).
Research indicates that a learner's background knowledge and metacognitive strategies are vital for effective text comprehension (Chavez, 1983; Ellis, 2002) Specifically, Adams and Bruce (1982) and Anderson (2003) emphasize that reading involves linking text ideas with the reader's existing knowledge, making background knowledge a key factor in understanding written material Furthermore, numerous studies highlight the importance of learning strategies, particularly metacognitive strategies, in both general learning and language acquisition (Çakıcı, 2017) Consequently, this article will explore the roles of schemata and metacognition in depth.
Schemata Theory and Reading Comprehension
Recent studies highlight the significance of background knowledge in enhancing reading comprehension for learners in English as a Foreign Language (EFL) settings, as noted by researchers such as Al-Jahwari and Al-Humaidi (2015) and Anderson et al This growing body of research underscores the critical connection between a learner's prior knowledge and their ability to understand and engage with texts effectively.
& Goetz, 1997; Asmari & Javid, 2018) According to Khanam, Zahid, and Mondol
In the reading process, learners often face information gaps that can be bridged by shared assumptions between the writer and the reader Research indicates that a greater number of shared schemata enhances the reader's comprehension of the text.
Schemata are defined as high levels of mental structures that are composed of readers’ interlocking pieces of knowledge linked to their daily events (Nassaji,
Schema theory, rooted in Goodman’s psycholinguistic model, posits that understanding a written text involves an interactive process between the text and the reader's prior knowledge Rather than carrying meaning independently, a text guides readers to derive meaning using their existing knowledge Rummelhart (1980) describes schemata as the framework that enables readers to interpret texts in diverse ways Furthermore, schemata consist of hypotheses that readers continually test during reading, ultimately leading to a comprehensive understanding of the text.
Schemata can be categorized into three types: linguistic schemata, formal schemata, and content schemata Linguistic schemata encompass readers' knowledge of vocabulary and grammar, serving as a crucial foundation for decoding and understanding texts Formal schemata refer to readers' familiarity with the organizational structures of various text genres, which aids in comprehension by allowing identification of text types Content schemata involve pre-existing knowledge about a text's subject matter, influencing how individuals interpret information based on their unique social, cultural, and experiential backgrounds This knowledge evolves over time as readers encounter new experiences, impacting their comprehension of texts Recent studies indicate that content schemata have a more significant correlation with reading comprehension compared to linguistic and formal schemata.
Research indicates that readers who are familiar with the content of a text tend to achieve significantly better comprehension This highlights the strong relationship between schemata—particularly linguistic, formal, and content schemata—and reading comprehension.
Research has demonstrated a significant link between schemata and reading comprehension, suggesting that activating readers' background knowledge enhances their understanding of texts Numerous studies highlight the crucial role that the activation of schemata plays in improving reading comprehension (Asmari & Javid, 2018; Floyd).
Schemata activation is the process of evoking readers' background knowledge through textual stimuli, such as titles, headings, or specific phrases, which enhances their reading experience (Li & Cheng, 1997, as cited in An, 2013) This activation can occur in two main ways: a single stimulus may strongly suggest one specific schema, as when the term "ao dai" triggers the concept of Vietnam for those familiar with its traditional dress Alternatively, a single stimulus can also activate multiple schemata, a more common occurrence that enriches the reader's understanding and interpretation of the text.
A single word or phrase can evoke multiple interpretations, making it essential for writers to employ more than one stimulus to effectively engage their readers' intended schemas For instance, the term "salad bowl" may connote various concepts such as "diet," "America," and "food."
“cooking” and so on The more stimuli are added, the fewer schemata are evoked
In particular, besides “a salad bowl”, if other stimuli like “low-carb” and
Incorporating "exercises" into the text significantly enhances the likelihood of activating the schema related to "a diet." This activation allows readers to leverage their prior knowledge and experiences, facilitating better predictions about the content presented.
Understanding students' background knowledge is crucial for English language teachers to enhance reading comprehension Research highlights the importance of schemata in this process As Chen (2003) states, the greater the awareness teachers have of their students' prior knowledge, the more effectively they can implement strategies to activate their schemata, ultimately improving comprehension skills.
Metacognition and Metacognitive Strategies
Metacognitive strategy is a crucial factor in understanding reading texts, alongside schemata Introduced by Flavell in 1976, metacognition encompasses the awareness and regulation of cognitive processes aimed at enhancing comprehension It involves a conscious understanding of mental activities, including planning, controlling, repairing, revising, summarizing, and assessing one's understanding.
Metacognitive strategies empower learners to manage and control their learning processes effectively These strategies, such as planning, organizing, and evaluating, allow individuals to monitor their cognitive activities and enhance their overall learning experience.
In 1994, metacognitive strategies were categorized into three main groups: planning, monitoring, and evaluating Planning strategies involve learners organizing their learning process by directing attention and practicing self-management Monitoring strategies focus on learners checking, verifying, or correcting their comprehension while engaged in a learning task Finally, evaluating strategies entail assessing the outcomes of their learning against established standards Overall, metacognitive strategies reflect learners' awareness of their own learning processes through effective planning, monitoring, and evaluation.
Metacognition and Reading Comprehension
In language learning settings, metacognitive strategies have been investigated by many researchers (Çakıcı, 2017) Interestingly, a mass of research on metacognition has been carried out in relation to reading comprehension
In the 1980s, research highlighted the crucial role of metacognition in enhancing learners' reading abilities, indicating that effective readers utilize metacognitive strategies for planning, monitoring, and evaluating their reading processes, unlike ineffective readers Studies have identified various metacognitive strategies that proficient readers employ to improve comprehension, such as connecting new ideas to prior knowledge, deliberately choosing thinking strategies, and assessing their understanding Key strategies suggested by Dirkes (1985) and Devine (1993) include preparing to approach the text, checking for comprehension, and revising as needed Carrell et al (1998) further outlined specific strategies like setting reading purposes, assessing materials, correcting misunderstandings, and self-questioning Mokhtari and Reichard (2002) classified these metacognitive reading strategies into three categories: Global Reading Strategies (GLOB), Problem Solving Strategies (PROB), and others, emphasizing the importance of metacognition in reading proficiency.
Support Strategies (SUP) encompass Global Reading Strategies and Problem Solving Strategies that enhance reading comprehension Global Reading Strategies involve organized techniques such as setting a purpose and utilizing graphs and figures to help readers take control of their reading experience Problem Solving Strategies consist of conscious techniques like adjusting reading speed, inferring meanings of unfamiliar vocabulary from context, and re-reading to address comprehension challenges Additionally, Support Strategies include practical techniques like using dictionaries, taking notes, and underlining key terms to facilitate understanding and improve overall reading skills.
Research indicates that reading strategies alone are not inherently effective; rather, a reader's metacognitive awareness plays a crucial role in enhancing comprehension When readers recognize what is essential for effective reading, they are more likely to navigate reading tasks successfully Conversely, a lack of awareness regarding necessary reading skills can lead to increased challenges and difficulties during the reading process.
A strong connection exists between schemata, metacognition, and reading comprehension, highlighting the importance of background knowledge and metacognitive strategies in constructing meaning from texts (Anderson, 2003; Çakıcı, 2017) Teachers play a crucial role in facilitating the use of these strategies to activate learners' prior knowledge and enhance their metacognitive skills, ultimately improving reading comprehension Reading strategy instruction, particularly the KWL strategy, is an effective approach for achieving these goals, as it effectively activates learners' schemata and fosters metacognitive awareness (Duke & Pearson, 2002; Erliana, 2017).
The KWL Strategy
Extensive research has highlighted the effectiveness of metacognitive strategies in enhancing reading comprehension, with the KWL strategy, developed by Ogle (1986), standing out for its emphasis on valuing readers' background knowledge Numerous studies (Amaliani, 2017; Mardiana, 2016; Riswanto et al., 2014; Setiawan & Suhartono, 2014; Tran, 2016; Utami et al., 2014) have demonstrated the positive impact of the KWL strategy on learners' reading comprehension According to Shepard (2000), this strategy fosters metacognition, enabling learners to be consciously aware of their cognitive processes and exert control over their learning, ultimately leading to improved student performance.
The KWL technique is a structured approach to learning that involves three key stages: identifying what I Know about a topic, determining what I Want to learn, and reflecting on what I have Learned after engaging with the material This method enhances comprehension and retention by encouraging active participation in the learning process.
Ogle (1986) outlined a structured approach for implementing the KWL strategy in the classroom, beginning with the creation of a KWL chart that features three columns: K (What I Know), W (What I Want to Know), and L (What I Learned) The teacher initiates the process by asking students to brainstorm their existing knowledge about the topic, recording relevant words or phrases in the K column, which facilitates connections between prior knowledge and new information Next, students articulate their questions regarding the topic, which the teacher documents in the W column, promoting purpose-driven reading and enhancing metacognitive awareness Following this, students read the text and fill in the L column with insights gained, fostering self-evaluation of their learning The session concludes with a discussion of the L column, where the teacher may recommend additional resources to address any unresolved questions listed in the W column.
When students understand their responsibilities within the KWL strategy during reading, teachers can transition away from using it as a direct instructional tool, empowering learners to independently apply the strategy for their own learning.
The KWL Strategy and Reading Comprehension
The KWL strategy significantly enhances reading classes for both students and teachers by activating prior knowledge, setting reading purposes, and enabling self-assessment (Conner, 2003, as cited in El-Koumy, 2004) This approach keeps students engaged and focused, leading to a sense of accomplishment as they fill in the L column (Shepard, 2000) Developed by Ogle (1986), the KWL model promotes active reading of expository texts while encouraging teachers to acknowledge students' existing knowledge By brainstorming ideas during the K step, teachers can assess prior knowledge and tailor their instruction to improve comprehension, often through targeted questioning to stimulate students' thoughts.
The KWL strategy, which emphasizes schemata and metacognition, is considered vital for enhancing reading comprehension (Anderson, 2003; Çakıcı, 2017) By activating background knowledge during the K stage (What I Know), setting reading purposes in the W stage (What I Want to know), and reflecting on learned content in the L stage (What I have Learned), this approach significantly fosters learners' metacognitive skills Consequently, the KWL strategy is believed to lead to notable improvements in learners’ reading comprehension.
Research on Impact of the KWL Strategy on Learners’ Reading
Recent research has extensively examined the KWL strategy's impact on learners, particularly in Asia, with a focus on Indonesia (Mardiana, 2016; Riswanto et al., 2014; Setiawan & Suhartono, 2014) Most studies concentrated on its effects on reading comprehension (Amaliani, 2017; Hamdan, 2014; Riswanto et al., 2014; Setiawan & Suhartono, 2014; Utami et al., 2014) Additionally, some research explored how the KWL strategy influenced learners' attitudes and character development related to reading comprehension (Mardiana, 2016; Tran, 2016).
Research has shown that the KWL strategy positively influences students' character and attitudes towards reading comprehension Mardiana (2016) found significant improvements in participants' character traits, particularly in self-motivation, while other aspects such as self-awareness, emotional management, empathy, and social skills also benefited Additionally, Tran (2016) conducted a survey revealing that students held positive attitudes towards both the KWL strategy and reading classes, highlighting its effectiveness in enhancing their learning experience.
Although limited research has focused on the KWL strategy's influence on learners' character and attitudes, numerous studies have investigated its effect on enhancing reading comprehension among students.
A significant study by Setiawan and Suhartono (2014) investigated the effectiveness of the KWL strategy in enhancing reading comprehension of descriptive texts among 20 Indonesian seventh-grade students facing challenges in grasping the gist, details, and word interpretation Utilizing a pre-experimental one-group pretest-posttest design, the research revealed notable improvements in students' reading comprehension following the KWL technique The effect size analysis highlighted the strategy's high effectiveness; however, the study lacked clarity regarding the duration between pretest and posttest, the treatment's application period, and test construction, which raises questions about the findings' reliability Furthermore, the absence of a non-treatment control group poses a threat to the internal validity, as extreme pretest scores could lead to regression towards the mean, potentially skewing results (Fraenkel & Wallen, 2009).
A study by Riswanto et al (2014) in Indonesia investigated the impact of the KWL strategy on reading comprehension among 40 eighth-grade students using a quasi-experimental design with a non-equivalent group pretest-posttest approach Participants were divided into an experimental group, which utilized the KWL strategy, and a control group Data collected through a multiple-choice reading comprehension test were analyzed using the t-test formula, revealing that the experimental group outperformed the control group, indicating that the KWL technique improved reading comprehension However, the study lacked clarity on the instructional methods used for the control group, raising concerns that the experimental group's superior performance might stem from inadequate teaching in the control group rather than the effectiveness of the KWL strategy Consequently, the reliability of the study's findings is questionable.
A study conducted by Mardiana (2016) in Indonesia utilized a quasi-experimental method involving 74 seventh-grade students with low reading achievement The research aimed to investigate the effects of the KWL strategy on improving students' reading comprehension skills.
The researcher utilized three data collection instruments: tests, questionnaires, and observations Data analysis was conducted using paired-samples and independent-samples t-tests Consistent with prior studies, the findings revealed that students demonstrated improved reading comprehension scores after instruction using the technique, with the experimental group outperforming the control group Additionally, the experimental group exhibited significant advancements across all reading comprehension facets, including main ideas, details, vocabulary, conclusions, and generic structures.
Mardiana (2016) did not include the analysis of data from the questionnaire and prove how the data supported the findings
In a quasi-experimental study using a pretest-posttest design, Amaliani (2017) investigated the effects of the KWL strategy on reading comprehension of descriptive texts among 44 Indonesian eighth-grade students The participants were divided into an experimental group and a control group, yielding results that aligned with the findings of Riswanto, Risnawati, and others.
A study by Lismayanti (2014) demonstrated that the KWL technique significantly enhanced participants' understanding of descriptive texts, with the experimental group achieving higher scores compared to the control group.
Research involving high school students has been conducted to examine the impact of the KWL strategy on reading comprehension Hamdan (2014) studied 50 tenth-grade male students in Jordan, while Utami et al (2014) focused on eleventh-grade students in Indonesia Hamdan employed a pretest-posttest design, analyzing data from reading comprehension test scores to assess the strategy's effectiveness.
In 2014, a posttest-only design was utilized, relying on primary data from test scores alongside supplementary data obtained through observation and interviews Although there were variations in the samples and research methodologies, both Hamdan (2014) and Utami et al contributed valuable insights to the study.
Research by Hamdan (2014) and Utami et al (2014) demonstrates that the KWL strategy effectively enhances students' reading comprehension While Hamdan provided specific details regarding sample size and the duration between pretest and posttest, Utami et al did not clearly outline these aspects in their study.
A significant study in Vietnam by Tran (2016) explored the impact of the KWL technique on students' reading comprehension The research involved 90 Vietnamese students from three universities, with 30 participants from each institution All participants were selected based on having the same lowest mean score in a preliminary examination.
In a study conducted at each university, 30 participants were split into two groups, with 15 individuals in the experimental group and 15 in the control group Following a three-month trial of the KWL teaching technique, a subsequent examination was conducted, revealing significant improvements in the students' reading comprehension skills.
While the KWL technique has been studied extensively among junior high, high school, and university students, research focused on primary school students remains scarce, with only one notable study addressing its impact on fifth graders' reading comprehension and attitudes (Burns, 1994, as cited in El-Koumy, 2004) This limitation highlights the challenge of generalizing findings to younger learners, as adult students leverage their life experiences and take responsibility for their learning, unlike younger students who may unconsciously connect their experiences without recognizing their learning responsibilities (McDonough, 2013) Furthermore, variations in educational contexts—such as curricula and classroom dynamics—complicate the applicability of research findings across different settings Previous studies (Mardiana, 2016; Riswanto et al., 2014; Setiawan & Suhartono, 2014) have shown methodological flaws that undermine their credibility, indicating a need for further investigation into the KWL strategy's effectiveness Given the limited research in the Vietnamese context, this study aims to explore the impact of the KWL technique on reading comprehension among fifth-grade students at VStar School in Ho Chi Minh City, Vietnam.
Impact of other Factors on Reading Comprehension
Learners' reading comprehension is influenced by various factors beyond background knowledge and metacognitive strategies, including their exposure to the target language and their attitudes toward learning Research indicates that greater exposure to the language, such as through classroom practice and engaging with English media like movies, songs, and newspapers, significantly enhances learners' performance (Chesterfield et al., 1983; Ellis, 2002) Additionally, learners' attitudes can have a substantial impact on their reading achievement, either positively or negatively (Ghaith & Bouzeineddine, 2003; McKenna, Kear) Thus, fostering a positive attitude and increasing exposure to the target language are crucial for improving reading comprehension.
& Ellsworth, 1995; Petscher, 2010) If learners have positive feelings or emotions towards reading, they can approach reading texts more easily and become successful readers, and vice versa.
Conceptual framework
Brainstorm ideas related to reading topic
List possible questions related to reading topic
Self-evaluate the reading process
Figure 2 Conceptual Framework of the Effect of the KWL Strategy on
The conceptual framework illustrated in Figure 2 demonstrates the effectiveness of the KWL strategy in enhancing reading comprehension among learners It outlines the three key steps of the KWL strategy, accompanied by specific activities designed for each step, along with the objectives that these steps aim to achieve.
The KWL strategy, created by Ogle in 1986, emphasizes the importance of schemata and metacognition in enhancing reading comprehension The initial stage, known as the K stage, encourages learners to brainstorm their existing knowledge about a topic, effectively activating their schemata.
The KWL strategy, which emphasizes identifying what learners want to know and reflecting on what they have learned, significantly enhances metacognition and reading comprehension By encouraging learners to set reading purposes and self-evaluate their understanding, this approach fosters deeper cognitive engagement, ultimately leading to improved reading skills.
In this study, the KWL strategy was initially implemented as an instructional tool to activate students' prior knowledge and improve their metacognitive skills Over time, as participants became familiar with the strategy, they began to autonomously apply it during their reading activities, transforming KWL into a self-directed learning strategy.
Summary of the Chapter
This chapter provides a comprehensive review of the background information pertinent to the research topic, specifically examining the impact of the KWL strategy on learners' reading comprehension It is structured into four key sections: definitions of reading and reading comprehension, the connection between schemata and reading comprehension, the relationship between metacognition and reading comprehension, and an exploration of the KWL strategy and its effects on learners' reading skills Additionally, the chapter concludes with a conceptual framework of the KWL strategy, accompanied by a succinct explanation.
METHODOLOGY
Study Design
The study utilized a quantitative methodology featuring a two-group quasi-experimental pretest-posttest design to investigate the relationship between the KWL strategy (independent variable) and participants' reading comprehension (dependent variable) This approach was selected to effectively analyze the causal effects of the KWL strategy on enhancing reading comprehension skills.
Creswell (2012) highlights that a quantitative approach is effective for exploring cause and effect relationships, particularly in educational research where random assignment of students to experimental and control groups may disrupt classroom learning Instead, intact groups were utilized for the study, aligning with Creswell's methodology This quasi-experimental design is deemed appropriate for assessing the impact of educational interventions on learners' performance and achievement, as supported by Muijis (2004).
A two-group pretest-posttest design was utilized for several reasons According to Fraenkel, Wallen, and Hyun (2012), incorporating a control group that does not receive treatment enhances the validity of the findings, as it helps establish that any differences observed between pretest and posttest results can be attributed to the treatment itself Furthermore, unlike the posttest-only design, which fails to ensure group equivalence, the pretest-posttest design enables researchers to assess and adjust for any differences between the groups prior to the treatment (Fraenkel et al., 2012).
Research Site
The study was conducted at VStar School, a private institution in District 7, Ho Chi Minh City, encompassing primary, lower secondary, and upper secondary levels At the primary level, each class accommodates a maximum of 25 students, with a daily schedule of 9 periods, including both Vietnamese and English subjects from Monday to Friday Students receive 15 English periods weekly, divided into 11 with English teachers and 4 with Vietnamese teachers Each grade is categorized into two proficiency levels: Elementary and Pre-intermediate The curriculum utilizes Oxford Discover for Pre-intermediate classes and Big English for Elementary classes, with Grade 5 using Oxford Discover 5 and Big English 5, respectively.
Population and Sample
The target population for this study consisted of fifth-grade students at VStar School in District 7, Ho Chi Minh City, comprising 270 Vietnamese native speakers across 11 classes All students were required to take an English placement test prior to enrollment, ensuring that those with similar English proficiency levels were grouped together The students were divided into two class levels: Elementary (A2) with 9 classes and Pre-intermediate (A2+) with 2 classes, where the Elementary classes utilized the Big English 5 curriculum, while the Pre-intermediate classes followed the Oxford Discover program.
The study utilized convenience sampling, a method where participants are selected from the target population based on practical factors such as their availability, willingness to participate, and ease of access This approach allows researchers to gather data efficiently while focusing on participants who are readily accessible.
(Dửrnyei, 2007) In this study, two intact classes (N% for each class) of the
The study focused on two Grade 5 classes, chosen for their familiarity to the researcher, which facilitated data collection To establish the experimental and control groups, the two intact classes were randomly selected using a coin flip, resulting in a sample size of 50 students.
The study involved ten-year-old elementary students, with the control class comprising 17 males and 8 females, while the experimental class included 15 males and 10 females.
Instruments
To control extraneous variables that could impact study outcomes, a questionnaire was administered to assess participants' English backgrounds Creswell (2012) defines extraneous variables as factors that may influence participant selection, research procedures, or design, ultimately affecting results In this study, variables such as exposure to English, attitudes towards reading in English, and familiarity with reading topics were monitored Research indicates that increased exposure to the target language correlates with improved performance (Chesterfield et al., 1983; Ellis, 2002) Therefore, it was essential to evaluate any differences in participants' English exposure Additionally, various studies highlight that learners' attitudes can significantly influence reading achievement, either positively or negatively (Ghaith & ).
Research indicates that participants' attitudes towards reading can significantly influence study outcomes (Bouzeineddine, 2003; McKenna et al., 1995; Petscher, 2010) Additionally, familiarity with the topic or content has been shown to have a strong correlation with reading comprehension (Alhaisoni, 2017; Al-Jahwari).
To ensure the research results remain unaffected, the study assessed topic familiarity to confirm that the pretest and posttest content was appropriate for the participants (Al-Humaidi, 2015; Asmari & Javid, 2018; Carrel & Eisterhold, 1983).
The questionnaire comprised four questions: one short-answer, one multiple choice, and two Likert Scale questions The first question assessed the participants' duration of English study to gauge their exposure to the language The second question evaluated students' attitudes towards reading in English, asking them to rate their enjoyment on a scale of 1 to 5 The third question measured participants' exposure to English outside the classroom by requiring them to select their applicable time spent engaging with the language Lastly, the fourth question explored the participants' familiarity with popular reading topics for primary school students, asking them to rate their knowledge of subjects such as Music, Sports, Animals, Food, Environment, and Technology.
The study utilized a questionnaire to assess participants' knowledge of holidays on a scale of 1 to 5, ensuring clarity by translating it into their first language to prevent misunderstandings that could skew results A pilot test was conducted with a 5th-grade class that had similar characteristics to both the experimental and control groups, leading to necessary adjustments in the questionnaire Notably, question 2 was refined from “How do you like English?” to “How do you like reading English?” for specificity, and the options in question 3 were emphasized to enhance visibility, enabling participants to provide more accurate responses.
Item Aim Type of question
1 To find out the participants’ amount of exposure to English Short-answer
2 To find out the participants’ attitudes towards reading English
3 To investigate the participants’ exposure to
English outside the classroom setting
To investigate the degree of participants’ familiarity with some reading topics popular among primary school students
This study utilized pretest and posttest assessments to evaluate the effect of the KWL strategy on participants' reading comprehension, employing two KET tests from the Cambridge Key English Test (KET) 7 The KET is well-suited for school-aged learners, effectively measuring various comprehension skills, including word recognition, grammatical understanding, and the ability to identify main ideas and details As a standardized proficiency test, KET allows for the assessment of general second language ability, making it ideal for detecting improvements in reading comprehension The selected KET forms aligned with the school syllabus, with the pretest reflecting prior knowledge and the posttest assessing skills acquired during the 10-week experiment Overall, KET's relevance and standardization make it an appropriate tool for measuring changes in reading comprehension following the implementation of the KWL strategy.
The KET reading test is a 40-minute assessment comprising five parts and a total of 35 questions It evaluates learners' comprehension of various levels of written English, including words, phrases, sentences, and entire texts, as outlined by the Association of Language Testers in Europe.
The assessment is structured into five parts to evaluate various language skills Part 1 tests learners' ability to grasp the main idea of real-world notices by matching five prompt sentences to eight common signs or texts found in everyday settings Part 2 focuses on vocabulary knowledge, where candidates choose the correct option to complete five sentences that follow a simple storyline In Part 3, learners demonstrate their understanding of functional language through ten questions, including five multiple-choice items for completing conversations and five matching items for dialogue responses Part 4 assesses reading comprehension, requiring candidates to determine the accuracy of statements related to a longer text sourced from authentic materials like newspapers and magazines Lastly, Part 5 evaluates grammatical understanding through eight multiple-choice items based on a cloze text from similar authentic resources.
To test learners’ ability to understand the main idea or gist of the given real-world notices
2 To assess learners’ vocabulary knowledge Multiple-choice
To assess learners’ ability to understand functional language on the basis of daily life
4 To test learners’ ability to read for main ideas and details Multiple-choice
To assess learners’ understanding of grammatical structures and usages in a reading text
Validity and Reliability
Mackey and Gass (2005) define valid study results as those that accurately reflect the intended outcomes and are significant enough to be generalized to a larger population Internal validity refers to the degree to which the independent variable influences the observed changes in the dependent variable To enhance internal validity, researchers can implement several measures, including manipulation, elimination, inclusion, appropriate group or condition assignment, and the use of statistical procedures (Edmonds & Kennedy).
In research design, independent variables can be manipulated through systematic interventions, allowing for control over their duration Researchers can also eliminate variables by holding them constant or converting them into constants Additionally, extraneous variables may be included to assess their impact on the dependent variable For group assignment, random assignment is utilized in between-subjects designs, while counterbalancing is employed in repeated-measures designs Lastly, the application of statistical procedures involves the systematic deletion, combination, or exclusion of variables from the analysis.
The study ensured internal validity by controlling various factors that could influence the results A questionnaire was administered to assess the equivalence of the experimental and control classes based on four key factors, including the level of exposure to the intervention.
The study examined attitudes towards reading in English, the extent of exposure to English outside the classroom, and familiarity with popular reading topics Analysis of the questionnaire results, detailed in Chapter 4, revealed no statistically significant differences between the experimental and control classes.
The researcher ensured that both the control and experimental classes received identical knowledge and skills, utilized the same reading materials, and completed the same tasks throughout the experiment, with the only difference being the treatment applied.
External validity refers to the extent to which study findings can be generalized to a broader population (McKay, 2006) To ensure external validity, a sufficient sample size was selected, with Creswell (2012) indicating that at least 15 participants are required for each group in experimental studies This research included 50 participants, evenly divided into control and experimental groups (N = 25 for each), effectively representing the fifth-grade population at VStar School, consisting of ten-year-old Vietnamese native speakers.
Content validity refers to the degree to which an assessment tool encompasses all relevant information pertaining to the variable it aims to measure (Mackey & Gass, 2005) In this study, five academic coordinators at VStar School were consulted to ensure that the pretest aligned with the English curriculum previously taught to students and that the posttest reflected the syllabus covered during the experiment As a result, both tests effectively assessed the participants' vocabulary, ideas, and skills, confirming their content validity.
Construct validity refers to how well a research instrument measures an abstract trait or ability (Lodico, Spaulding, & Voegtle, 2006) The KET tests from Cambridge Key English Test 7 (Cambridge ESOL, 2014) demonstrate construct validity by effectively assessing various dimensions of reading ability, such as word recognition, understanding connections between sentences and paragraphs, and identifying specific details and the main idea of the text (Association of Language Testers in Europe, 2007).
Reliability is defined as the extent to which research results stay consistent over time, over instrument and groups of respondents (Cohen, Manion, & Morrison,
Reliability refers to the consistency of a measurement, indicating that a participant's responses in a motivation survey should be nearly identical each time the survey is administered.
Reliability in research is assessed through various methods, including instrument reliability, which encompasses test-retest, equivalence of forms, and internal consistency (Mackey & Gass, 2005) Specifically, test-retest reliability indicates that researchers should obtain consistent results across multiple administrations of the same test.
Researchers conduct measurements at two different times to assess the correlation between the two tests administered to the same participants, expecting no significant differences in the measured trait For equivalence of forms, both tests must align in content, difficulty, and scale types (Creswell, 2012) Internal consistency is evaluated by correlating groups of questions that assess the same concept within a questionnaire (Creswell, 2012) Various statistical methods, such as the Kuder-Richardson split-half test and Spearman-Brown formula, are utilized to analyze the consistency of responses.
To ensure high reliability in a questionnaire, it is essential that the questions are clear and unambiguous, and that the test administration procedures are standardized Conducting a pilot test prior to the experiment is crucial for achieving reliable results.
To ensure reliability in the study, the questionnaire was piloted with a 5th-grade class that had similar characteristics to both the experimental and control groups Adjustments were made to enhance question clarity, notably rephrasing question 2 from “How do you like English?” to “How do you like reading English?” Additionally, the response options for question 3 were highlighted to improve visibility, allowing participants to provide more accurate answers.
Cronbach’s Alpha was utilized to assess the internal consistency of the pretest and posttest, with an ideal coefficient exceeding 7 (DeVellis, 2003, as cited in Pallant, 2011) The analysis revealed that the pretest had a Cronbach’s Alpha coefficient of 823, while the posttest scored 828, as detailed in Tables 4.1 and 4.2 (see Chapter 4).
Procedures
A study was conducted involving 50 fifth-grade students from VStar School, beginning with a pilot study to refine the questionnaire before the main experiment Two intact classes were randomly assigned as the control and experimental groups A questionnaire was administered a week prior to the pretest to assess differences in English exposure, reading attitudes, and familiarity with popular topics The pretest took place in the second week, under close supervision In the third week, the experimental group began using the KWL strategy for reading comprehension, while the control group continued with traditional teaching methods The regular method included pre-reading, while-reading, and post-reading stages, where students engaged in games and discussions to enhance interest and understanding In contrast, the experimental group utilized the KWL strategy alongside the three-stage process, incorporating KWL charts to facilitate learning.
The researcher employed the KWL strategy, where "K" stands for "What I Know," "W" signifies "What I Want to Know," and "L" represents "What I Learned." Initially, the researcher activated the learners' prior knowledge by facilitating a brainstorming session about the reading topic, recording the information in the "K" column on the board for students to transcribe onto their worksheets Subsequently, participants were encouraged to formulate questions regarding their curiosity about the topic, with the teacher's guidance The researcher documented these questions in the "W" column on the board, prompting students to fill in their own charts accordingly.
In the subsequent phase, the teacher introduced the definitions of new vocabulary to the students and instructed them to read the text quietly in order to fulfill assigned tasks connected to the content.
In the final phase of the study, students reflected on their learning by documenting vocabulary and ideas from the text in the L column of their worksheets They were also encouraged to pursue further reading to address any lingering questions in the W column Unlike traditional teaching methods, the KWL strategy fosters self-awareness in students about their learning process, guiding them to brainstorm ideas and independently seek reasons for reading, rather than relying solely on teacher-directed questions The experimental class engaged with the KWL technique for 70 minutes each week over a ten-week period A posttest was administered to both classes following the treatment, and the results from the pretest and posttest were analyzed using appropriate statistical methods.
Lesson Plan for Regular Teaching Method
• Let students play a game related to the topic of the reading text or ask them some questions related to the topic
• Give a guiding question and present some key words
• Ask students to read the text silently and answer the guiding question
• Ask students to complete some exercises about the text, e.g True/ False, Gap-filling, etc., in form of games
Post-reading 15m • Ask students to do tasks related to the text; e.g write a summary of the text, present the main points of the text in front of the class, etc
Lesson Plan for KWL Strategy
• Deliver a worksheet with KWL chart included and draw a KWL chart on the board
- Activate students’ background knowledge related to the topic of the text by helping students brainstorm whatever they know about the topic individually or in groups
- Record all the information in the K column and ask students to do the same on their worksheets
- Ask students to make some questions about what they want to know more about the topic
- Help students to make the questions by putting 6 question words on the board (Who? What? Where? When? Why? How?)
- Make some questions to relate students to the content of the text
- Record all the questions in the W column and ask students to do the same on their worksheets
• Ask students to read the text silently and answer the guiding question
• Ask students to complete some exercises about the text, e.g True/ False, Gap-filling, etc., in form of games
- Ask students to list the vocabulary and summarize all the ideas they have learned from the text
- Record all the vocabulary and ideas in the L column and ask students to do the same on their worksheets
- Ask students to note down unanswered questions and suggest further reading to complete those questions in the column W
Data Analysis
The analysis of both the questionnaire and tests involved two key steps: preliminary and inferential analysis Initially, descriptive statistics were employed to assess the data's suitability for parametric inferential statistics through normality and homogeneity tests, alongside reliability analysis for the pretest and posttest In the second step, inferential analyses were performed; if the data met the assumptions for parametric tests (significance values > 05), independent-samples t-tests and paired-samples t-tests were utilized Conversely, when the data did not meet these assumptions (significance values ≤ 05), Mann-Whitney U tests and Wilcoxon Signed Rank tests were applied.
The preliminary analysis of the questionnaire data indicated that the assumptions for parametric tests were not met, as the significance values were below 05 (refer to Appendix B) Consequently, Mann-Whitney U tests were employed to assess potential statistical differences between two groups concerning their exposure to English, attitudes towards reading in English, out-of-class exposure, and familiarity with common topics Additionally, the effect size, or eta squared, was calculated from the Mann-Whitney U test results to evaluate the magnitude of differences between the control and experimental classes.
The result can be interpreted based on the guidelines by Cohen (1988):
Preliminary analysis of pretest and posttest data indicated that the assumptions for parametric tests were satisfied, with significance values exceeding 05 (refer to Tables 4.7 to 4.10) Consequently, both independent-samples t-tests and paired-samples t-tests were performed on the test scores An independent-samples t-test assessed the pretest scores to determine if there was a significant difference in reading ability between the experimental and control classes prior to implementing the KWL strategy Following this, paired-samples t-tests evaluated the pretest and posttest scores within each class to identify any significant differences Finally, an independent-samples t-test compared the post-test scores of the two classes after the treatment.
To assess the significant differences between the control and experimental classes, the effect size, specifically eta squared, was calculated using the results from independent-samples t-tests and paired-samples t-tests.
In terms of independent-samples t-test, the procedure for calculating eta squared is presented below:
Regarding paired-samples t-test, the procedure for calculating eta squared is shown below:
The result of the effect size of the independent-samples t-test and paired-samples t- test might be interpreted by following the guidelines by Cohen (1988):