pham long. 07e10. refection
TRANSCRIPT
-
8/8/2019 Pham Long. 07E10. Refection
1/54
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHING EDUCATION
---------- ------------
THE EXPLOITATION OF READING
REFLECTION TASK FOR 3rd YEAR STUDENTS AT
FACULTY OF ENGLISH LANGUAGE TEACHER
EDUCATION, ULIS, VNU.
.Student : Pham Duc Long
Group : 07E10 Supervisor : Nguyen Thanh Ha, B.A
Hanoi, March-2010
1
-
8/8/2019 Pham Long. 07E10. Refection
2/54
ACKNOWLEDGE
On completing this study, I would like to express my sincere thanks to
many people for their enthusiastic assistance.
Initially, we would prefer to send my special appreciation to my
supervisor Ms Nguyen Thanh Ha, whose precise guidance and endless
feedbacks have enlightened the arguments in the study.
Moreover, I am greatly indebted to 74 third year students in Faculty of
English Language Teacher Education, ULIS-VNU for having effectively
taken part in data collection process using survey questionnaire and semi-
structured interview.
It is not enough without expressing a great deal of gratitude to my family
for their constant encouragement and financial support during the time.
Without my parents help, my research could not have been completed.
2
-
8/8/2019 Pham Long. 07E10. Refection
3/54
ABSTRACT
For the fulfillment of academic study, third-year students in Faculty of
English Language Teacher Education, ULIS-VNU are expected to read a
large number of reading materials in class meetings and at home. The
effectiveness and activeness of practicing extensive reading at home has been
monitored via doing reading reflection tasks. Therefore, in order to examine
current situation of their exploitation of reading reflection tasks, the
researcher conducted a study on their purposes, strategies and difficulties
towards kinds of the tasks. The data was collected by 74 questionnaires and 6
semi-structured interviews. Through data analysis and collections, the
research received the participants perceptions towards the aspects of kinds of
that taskmentioned above.Specifically, (1) third year students were not really
interested in carrying out reading reflection tasks, (2) tended to complete
when submission deadline left too short and (3) encountered considerable
difficulties in searching and writing. Based on that current situation, some
pedagogical implications as well as suggestions for further study were offered
in the given context.
3
-
8/8/2019 Pham Long. 07E10. Refection
4/54
CHAPTER 1: INTRODUCTION
1. Research title
2. The statement of the research problem and theoretical background
and rationale for the proposed research
It is undeniable that reading plays a crucial role in daily life. We can,
through reading, escape into the mind of a philosopher, observe with a
scientist, study with a scholar, analyze with a critic and live through a novel
or a play (Trinh 1999, p.1). New knowledge, thanks to reading, is learnt and
valuable experience is shared. Addressing the popularity of reading, Dubin &
Olshtain (1981) emphasized:
The modern world is filled with material for reading. Newspapers, magazines andbooks all come immediately to ones mind. There are also the advertisements innewspapers and magazines, the labels on the products we buy and the signseverywhere [] (p.31)
In learning a foreign language like English, reading is one indispensable
skill. Students in a second language classroom might be required to do
intensive reading which means pupils are able to answer detailed vocabulary
and comprehension questions and then withdraw the main ideas (Lewis &
Hill, 1995, p.109) or extensive reading that would frequently begin with
reading for general information leading to the brief comprehension and
finally, detailed comprehension would be available after much practice
(Lewis & Hill, 1995, p.109) , with the aim of excelling academic studies or
personal development.
Extensive reading is usually practiced out of the class where the students are
motivated to read for different reasons and in different (Day and Bamford,
1997). In order to monitor self-practice of extensive reading out of the class,
4
-
8/8/2019 Pham Long. 07E10. Refection
5/54
the students are required to do reading reflections which were explained by
Wirth (2008) as follows:
Reading reflections involve a range of higher order thinking skills. Students are
asked to summarize the content of the reading (understand), they are asked todescribe what is new or interesting (analyze, evaluate, create), and they are asked toidentify those parts of the reading that are confusing (analyze, evaluate)
It is very clear that one of this tasks goals is, according to Wirth, to help
students develop their reflective thinking, which means that the students are
expected to make use of their own assumptions and knowledge to evaluate the
new informations quality based on answering three basic questions (1) What
is the main point of the reading?, (2) What information did you find
surprising? Why? and (3) What did you find confusing? Why? (Wirth,
2008).
Practically, there have been a few studies in Hanoi University of Languages
and International Studies researching the third year students reading
reflections such as Hoang (2007) and Nguyen (2007). However, there has not,up to now, been any research investigating benefits, strategies and difficulties
towards doing reading reflections as perceived by third year students. The
researcher has, for all reasons above, decided to conduct a study to examine
the third year students perceptions of reading reflections in some aspects
stated above.
3. Research aims and research questions
Firstly, the study was conducted to find out what benefits the third year
students had achieved when implementing reading reflection tasks. Secondly,
their viewpoints on the strategies they have employed were expected to be
detected. Finally, a detailed investigation was carried out to specify the
difficulties third year students encountered during the process of carrying out
5
-
8/8/2019 Pham Long. 07E10. Refection
6/54
reading reflections. In brief, this study aimed to address three following
research questions:
1. What are the benefits of doing reading reflections as perceived by
the students?
2. What are the strategies used by the students in doing reading
reflections?
3. What are the difficulties encountered by the students in doing
reading reflections?
4. Scope of study
Despite the fact that the topic is about [t]he exploitation of the reading
reflection task for third year students, ULIS, VNU, the researcher only
concentrated on a few aspects of doing reading reflections namely benefits,
difficulties and strategies.
The samples of the study are, due to the time limitation and the small scale of
research, restricted to 74 third year main stream students in Faculty of English
Language Teacher Education, ULIS-VNU.
5. Method of study
To address the three research questions presented above, a combined data
collection process using survey questionnaire and semi-structured interview
had been used.
Survey questionnaire which consisted of three main parts was employed to
collect information from 74 participants. They were asked to tick or circle the
number that best reflects their viewpoints on the five-point scale. Beside
closed-ended questions, open-ended ones were also employed so that the
students could specify any additional comments on the situations given.
6
-
8/8/2019 Pham Long. 07E10. Refection
7/54
Next, semi-structured interviews were conducted. Six interviewees who had
taken part in the questionnaire provided in-depth information about their
viewpoints in the questionnaire. With the aim of making the respondents most
confident in the interview, the language used was Vietnamese. It was
noticeable that typical statements from six interviews recorded with the
respondents permission were made use to represent the arguments in the
chapter 4: Discussion and Results.
More details about method of study would be founded in the chapter 3:
Methodology.
7
-
8/8/2019 Pham Long. 07E10. Refection
8/54
CHAPTER 2: LITERATURE REVIEW
First of all, this chapter will discuss reading in order to lay the foundation for later
reviews. Next, the aspects directly relating to the studys contents such as extensivereading together with intensive reading and reading reflection tasks will also be
reviewed.
2.1. Reading
2.1. 1. Definition of reading
Reading could be described by Williams (1986, p.2)as a process whereby
one looks at and understands what has been written. This definition ofreading does not mean that a language learner can understand everything in
the text. The reader usually combines new information from the text and
[his/her] own background knowledge to build meaning (Anderson, 2003,
p.67-68)
According to Hafner & Jolly (1982, p.4), reading is considered a process of
converting written language symbols into the direct or implied symbols which
could be understood by the reader. In broader sense, the reader and the writer
need have certain similar thoughts so that reading comprehension is to take
place. However, if the readers knowledge is far smaller than the writers, the
reader could be impossible to understand the factual information the writer
wants to transfer.
From the above mentioned opinions, a general conclusion could be drawn that
reading is actually a complex information processing skill in which the reader
interacts with the text in order to (re)create meaningful discourse.
2.1.2. The readers involvement in reading process
8
-
8/8/2019 Pham Long. 07E10. Refection
9/54
It was assumed by Nuttall (1996) that meaning was bridge between reader
and text and the transfer of a message from the writer to reader. To get
meaning from a text, each reader had his/her private ways. In the words of
Nuttall (1996, p.5), they were classified into 2 ways according to involvement
of the reader: passive and active one.
Figure 1 illustrates passive involvement of the reader
(Nuttall, 1996, 5)
The text contains a lot of meaning like vase full of water, the readers mind
soaks it up like a sponge (Nuttall, 1996, p.5). In this figure, the reader has a
passive role; all the work has been done by the writer and the reader only has
to open his mind and the let the meaning pour in (p.5) (without leaving
unnecessary meaning). The outstanding feature of this view of reading is that
the reader is a negative object covered with a load of unidentified information
9
-
8/8/2019 Pham Long. 07E10. Refection
10/54
Unlike the passive reader, the active one must work to get the meaning out.
Moreover, he probably has a clear intention of reading and masters what he
expects to get from the text. However, the ways the positive readers approach
the text meaning are not similar. According to Nuttall (1996), the reader on
the left (figure 2) seems to have same thoughts as the writer, so he only has a
few obstacles in understanding the text thanks to few problems with the
language. On the other hand, to the reader on the right, the same text appears
very difficult. He could not be sure of the route to reach the meaning due to
problems of strange vocabulary, ignorance of facts and so on.
Figure 2 illustrates active involvement of the reader
(Nuttall, 1996, 11)
It was concluded that the meaning was not lying in the text waiting to be
passively absorbed. The reader actively had to extract the requiredinformation from the text as efficiently as possible in the reading process. In
this study, active attendance of the reader into the reading process was
regarded as an assessment tool towards his/ her success in reading activities.
2.1.3. Reading strategies
10
-
8/8/2019 Pham Long. 07E10. Refection
11/54
Reading strategies can be broadly defined as the mental operations
performed intentionally by a reader to achieve the goal of textual
comprehension (Nishino, 2007, cited in Barnet, 1988). Successful L2 readers
as well as L1 readers have been found to use a number of different reading
strategies (Hosenfeld, 1977). To be more specific, Hosenfeld (1977) used
think-aloud, introspective, and retrospective protocols to investigate
American high school students use of strategies in reading foreign language
texts. The participants in his study were high school foreign language learners
and those who werent explicitly taught reading strategies. Hosenfeld
summarized the results of his two studies and presented a list of readingstrategies that successful L2 readers used, about half of which are directly
related to vocabulary. Hosenfelds learners:
(a)skip words that are not important to understanding the whole text,
(b) identify the grammatical category of words,
(c) use orthographic information (e.g., capitalization) and recognize cognates,
(d) refer to side glosses but use the glossary only as a last resort,
(e) look up words correctly, and
(f) evaluate guesses
(Hosenfeld, 1977,p.76)
Theabove emphasis on vocabulary is undeniable because larger vocabularies
are related to better text comprehension (Grabe & Stoller, 2002, p.12) andguessing the meanings of unknown words using context clues facilitates
reading comprehension (Huckin & Bloch, 1993). In the words of Day and
Bamford (1998), reading was dependent on a variety of vocabulary and
background knowledge, and students obtained these via reading large
amounts of interesting and easy materials (p. 165).
11
-
8/8/2019 Pham Long. 07E10. Refection
12/54
2.2. Intensive reading and extensive reading
There are many ways of classifying reading; however, in the scope of the
study, the researcher would like to only discuss intensive reading and
extensive readingbased on the purposes of reading.
2.2.1. Intensive reading
Hoang (2007) stated that intensive reading was a key activity in the classroom
in which the students were guided to read deeply short passages for the
purpose of understanding detailed information and developing reading skills
(such as scanning and skimming) and improving grammatical and lexicalknowledge (p.7)
Day and Bamford (1997) highly agreed with Hoangs definition that intensive
reading was related to reading (or translating) carefully short foreign language
texts with the aim of complete and detailed understanding in terms of its
components (Day and Bamford, 1997, cited in Tran, 2009)
Thanks to shorter texts for reading intensively compared with extensive
reading, intensive reading has popularly been used among students in schools.
In fact, the resources for intensive reading are also huge, so the effects of
intensive reading are clearly not only for a short period of time.
However, intensive reading has also its disadvantages. One of the major
shortcomings of intensive reading is that the word-by-word translation would
hinder fluency (Carrell & Carson, 1997). This translation would prevent
readers from improving reading skills because they could have to stop when
encountering unknown words. Furthermore, Barnet (1988) stated that the
impact of direct instruction is small, that teaching grammar has no influence on
language growth of typical secondary students, and that more drills for poor
readers do not work.
12
-
8/8/2019 Pham Long. 07E10. Refection
13/54
-
8/8/2019 Pham Long. 07E10. Refection
14/54
(8) Reading speed is usually faster rather than slower as students read books and
other material that they find easily understandable.
(9) Teachers orient students to the goals of the program, explain the methodology,
keep trackof what each student reads, and guide students in getting the most out ofthe program.
(10) The teacher is a role model of a reader for students -- an active member of the
classroom reading community, demonstrating what it means to be a reader and the
rewards of being a reader.
Differences between extensive reading and intensive reading are visualized as
follows:
Extensive reading Intensive reading
Development of faster reading Development of specific reading skills
Self-chosen materials; authentic reading Teacher-assigned texts with drills
Analytical reading Focused development of vocabulary,grammar, and study skills
Improved motivation for L2 reading Clearly-focused instruction of grammar
Greater entertainment & enjoyment
(lower anxiety & better affective factors)
Positive effects of building up basic
language skills in a short time
Wider range reading for pleasure Understanding authors bias & purpose
(Yng, 2007, 13)
14
-
8/8/2019 Pham Long. 07E10. Refection
15/54
2.2.2.2. Benefits of extensive reading
Whether extensive reading can help students to develop their reading
comprehension or not is still the focus for numerous doubts. According to
Krashens (1985) theory of Input Hypothesis for second language
acquisition, increasing the quantity of extensive reading input can improve
different language skills, such as reading comprehension and reading speed.
To make Krahens theory clearer, Robb & Susser (1989) described an
experiment comparing the improvement of reading comprehension by
Japanese college freshmen taught by either a skills-based or extensive reading
procedure. Results suggest that extensive reading may be at least as effective
as skills building, with the important advantage that it is more interesting for
learners (Robb, T. N., & Susser, B. 1989).
Beside effectiveness of extensive reading activity towards improvement inreading comprehension and reading speed, gains in vocabulary are among the
most commonly cited benefits of practicing extensive reading (Nuttal 1982, in
Robb and Susser, 1989; Mason and Krashen, 1997). However, this aspect,
referring to Powell(2005),may have been somewhat exaggerated. According
to his theory, extensive reading probably involves reading easy texts requiring
little or no dictionary consultation. Therefore, it is perhaps contradictory to
suggest that students can make huge vocabulary gains. In fact, Nation (1997)
and Waring (2001) all have agreed that students can only hope to make small,
incidental gains in vocabulary knowledge from extensive reading.
More remarkably, extensive reading contributes to the development of a whole
range of other language skills namely writing skills. Indeed, many researchers
15
-
8/8/2019 Pham Long. 07E10. Refection
16/54
have found extensive reading to have a positive effect on writing and other
areas of language competence (see Mason and Krashen, 1997; Day and
Bamford, interviewed by Donnes 1998). Robb and Susser (1989) were
surprised at the extent of writing gains made by one extensive reading group.
Nation (1997) similarly claimed benefits in general writing competence
(Nation, 1997), thanks to writing reflections about different aspects, including
ability to give comments and ability to organize writing. Mason and Krashen
(1997) have supported this view and concluded that it is firmly established
that free extensive reading leads to increased writing competence (Mason and
Krashen, in press)
2.3. Reading reflection task
In Carnegie Mellon University, USA, reading reflection task was carried out
before coming to class to support in-class information sharing activities.
Two questions that occurred in each reading-reflection assignment asked
students (1) to state the main point of the reading in a sentence or two and (2)
to identify a strength and/or weakness in the work (Lovett, 2009, para.3). He
also stated in class meetings, the students would share the information they
had from their reading reflection tasks with the other students and the lecturer.
Advantageously, the students who showed a misconception or difficulty
during class discussion would receive direct feedbacks from the
lecturer/instructor and their classmates. In the following class meeting, they
were encouraged to hand in their written responses based on supplementing
the missing information or re-adjusting the misconception towards the
content of their reading reflections.
In Faculty of English Language Teacher Education, ULIS-VNU, the tasks
have been used as an assessment tool of effectiveness of the third year16
-
8/8/2019 Pham Long. 07E10. Refection
17/54
students self reading at home as a result of credit-system training style
applied at HULIS since 2007. For this task, students had 2 periods weekly in
class reading and at least 7 hours or more actively reading at home (English
Skills Division III, 2009) and were required to hand in what they had read and
written reflections. The assessment for kinds of the tasks accounted for 15%
of the total mark of reading course.
17
-
8/8/2019 Pham Long. 07E10. Refection
18/54
CHAPTER 3: METHODOLOGY
3.1. Settings of the study
At 5th and 6th semester (2009-2010) in Faculty of English Language Teacher
Education-ULIS-VNU, written communication skill including reading and
writing skills accounted for 3 credits out of each terms total 22 ones. For the
reading program, reading reflection tasks were compulsory ones which had
specific requirements to be met in terms ofreading material and reflection-
writing.
3.1.1Reading material
In reading V course designed by English Skills Division III, ULIS-VNU
(2009), students were required to choose readings from different sources
namely books, international magazines or the internet which had to be
authentic or real in preparation for input information for reading andreflection-writing. More specifically, students could choose readings from the
lists of books and magazines suggested by English Skills Division III at the
end of Reading V program (appendix 3). From that list, the students could
borrow suitable books from Faculty of English Language Teaching
Educations library. The other encouraged source for reading material came
from the internet which had been regarded as the huge and limitless one.Another requirement for reading material was their length which varied from
at least 8,000 words to 1,200 words (including many mini-texts related to one
theme) recommended in the 5th and 6th semester respectively. These figures
ensured the students could read enough extensively to produce one qualitative
reflection as expected in the course.
18
-
8/8/2019 Pham Long. 07E10. Refection
19/54
3.1.2.Reflection-writing:
Reading reflection tasks were completed based on answering the questions
suggested in the guiding course and through critical analysis about texts or
reading materials did students learn new knowledge towards their awareness
and share the helpful information sources they had achieved with their
teachers and classmates. As we could see in the suggestions for reflection-
writing extracted from reading program semester V (appendix 3), students
were recommended to write reflection underlying three compulsory in-bold
questions:
a. What texts have you read these four weeks? List them all with their sources.
b. What did you learn from the reading passages(s)?
c. What was new knowledge and information that contradicted to what you had
known or assumed before reading the passages?
However, in the 6th
semester, compulsory requirements for reflection-writingwere different. More detailed information about both reading list and review
wee not enough for a reading reflection without mentioning (Appendix 4)
3.2. Research design
3.2.1. Participants and participant selection method
The samples were restricted to 74 third year students in Faculty of English
Language Teacher Education, ULIS-VNU.
Since these students have been familiar with extensive reading and reflection
tasks in pervious semesters, they have had considerable experience in doing
that kind of assignment. In terms of language competence, according to
Hoang (2007), the third year students were in range between FCE and CAE
19
-
8/8/2019 Pham Long. 07E10. Refection
20/54
level (3rd and 4th grade out of 5 Cambridge framework of assessment levels)
(p.12). Thus, they could read various types of materials, from newspaper
articles, science books, short stories, magazines to novels in English
Specifically, three out of 22 classes of 3rd year students were invited to take
part in the questionnaire-answering process, which corresponds to 15% of the
total number of students. The selection process was taken according to cluster
sampling basis, which means that three classes were chosen by lots randomly.
After completing the questionnaire, 2 volunteers in each class were invited to
take part in the semi-structured interview with the aim of checking data
collected from the questionnaire and gaining further insights into the research
matters.
3.2.2. Data collection method
The combined data collection process using survey questionnaire and semi-
structured interview were exploited to address the three research questions.
To make it convenient to collect data and analyze, survey questionnaire wasdivided into 3 parts in which each concerned one research question. Almost
the first two parts questions were rating closed-ended which required
participants to tick or circle the number from 1 strongly disagree to 5
strongly agree that reflected their viewpoints on the situation given. The
third part only involved an open-ended question in which the respondents
wrote the difficulties they had when doing reading reflections in the spaceprovided. Their obstacles were then sort out, categorized and generalized.
Afterwards, semi-structured interviews were conducted among six
interviewees who had participated in the questionnaire to collect deeper
information about their viewpoints expressed in the questionnaires. The
language used in the semi-structured interview was Vietnamese as so to make
20
-
8/8/2019 Pham Long. 07E10. Refection
21/54
the respondents confident and give valid information. It was noteworthy that
typical statements from six interviews recorded with the interviewees
approval were employed to represent the discussions and results in the next
chapter.
3.2.3. Data collection procedures
The procedure of data selection consisted of three steps:
Step1:
The initial step was preparation for data collection consisting of designing
questionnaire and semi-structured interview. Moreover, pilot semi-structuredinterviews and questionnaires were carried out with 10 voluntary respondents:
8 for questionnaire and 2 for semi-structured interview. Based on the result of
the experiment, the researcher considered and gave the final version of the
questionnaire and additional ideas for semi-structured interview.
Step 2:
About 70 questionnaire papers were delivered to three third-year- student
classes randomly chosen by lots after the researcher had contacted the
monitors of three classes and arranged the appropriate time. Furthermore, the
researcher was always willing to assist the participants by making any points
in the questions that might be misinterpreted become more comprehensive.
Afterwards, all the papers of questionnaire were collected carefully to ensure
the quantity of data.
Step 3:
After having collected questionnaire papers, semi-structured interviews were
conducted with six voluntary students who have previously taken part in
questionnaire data collection process.
21
-
8/8/2019 Pham Long. 07E10. Refection
22/54
3.2.4. Data analysis method
Descriptive statistics method, mean and standard deviation were employed to
analyze the data. Moreover, the information collected from the interview was
made use to compare and contrast with the data achieved from the
questionnaire which had been calculated and transferred numerical form.
To be specific, the data collected from survey questionnaire had been
organized into three categories: the third year students attitudes and
perceptions towards benefits of reading reflections (the first research
question), the strategies in doing reading reflections tasks (the 2nd research
question) as well as the third year students difficulties towards carrying out
them (the final research question).
For the first two categories, mean and standard deviation were calculated to
show main outstanding trend from which the researcher deduced the most
popularly-obtained benefits as well as less popularly-obtained one among the
students when doing reading refection tasks and then strategically priority
choice the students made relating to reading source, where reading materials
were found and so on
For the last categories, the descriptive statistics of frequency method was
employed to illustrate difficulties the students faced with.
22
-
8/8/2019 Pham Long. 07E10. Refection
23/54
CHAPTER 4: RESULTS AND DISCUSSION
4. 1. Research question 1:
What are the benefits of doing reading reflections as perceived by third-year
students at Faculty of English Language Teacher Education, ULIS-VNU?
The results collected from 74 questionnaires towards the 1st research question
are transferred into the following table
Note for the following tables: M. stands for means
S.D. stands for standard deviation
4.1.1. Concerning the attitude towards doing reading reflections
Concerning attitudes towards doing
reading reflection
9, 12%
24, 33%
24, 32%
15, 20%2, 3%
strongly disagree
disagree
neitheir agree or
disagreeagree
strongly agree
Before collecting the data, the researcher had predicted that most participants
would choose 4 agree or 5 strongly agree when they rated item 1 I
enjoyed doing reading reflections because they spent a considerable great
deal of time working with reading reflections at the 5th semester (APPENDIX
3). However, the results from analyzing the data contrast with the researchers23
-
8/8/2019 Pham Long. 07E10. Refection
24/54
prediction. Approximately 24, 33% participants chose option 2 disagree
while the agreement from 74 participants only occupied nearly 15, 2%. In the
words of those who did not agree, reading reflections need too much time,
or In fact, I am keen on doing reading reflection; however, handing in so
many reading reflections last semester decreased my interest in kinds of the
tasks (the interviewee 1). On the other hand, two participants expressed
highly positive attitude towards reading reflections. They specified their
comments in the space provided in the questionnaire paper that doing
reading reflection is useful; almost my knowledge at university develops
through reading day by day and writing reflections
4.1.2. Concerning the opinion towards the benefits of doing reading
reflections
3.24
3.52
3.963.88
3.05
3.64
2.76
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1
reading speed
critical thinking
backgroundknowledge
vocabulary
general reading
skills
ability to search
for reading
materialsinterest in
reading/learning
Table 2: The responses mean towards benefits
of doing reading reflections
24
-
8/8/2019 Pham Long. 07E10. Refection
25/54
Based on the data in the table above, the researcher found out that means
corresponding to options 2.1 to 2.6 of item 2 I think doing reading
reflections helped me improve (options 2.1 to 2.7) are in the range between 3
neither agree nor disagree and 4 agree. Among them, the highest mean
for option 2.3 (3.96) illustrates that the participants achieved more
background knowledge compared with other benefits.
Next, although 42 participants agreed that their vocabulary improved so much
due to doing reading reflections but reality from the interview revealed that
my vocabulary couldnt be better coz I didnt need to understand meanings
of new words while reading(the interviewee 2). The interviewee 6 also
highlighted that I usually read materials under time pressure. Therefore, I
ignored new words and only focused on main ideas in the texts. For the
options reading speed, critical thinking, general reading skills and
ability to search for reading materials, means for the respondents choice
are 3.24; 3.52; 3.06 and 3.64 respectively. Based on these results, one finding
can be inferred that because of being forced to do reading reflections (theinterviewee 6, the third year students could upgrade many language skills at
5th semester. In addition, it is noticeable that in the perception of 16
respondents, doing reading reflections was impossible to help enhance their
interest in reading/ learning. Mean for option 2.7 (mean=2.76) are the
lowest one concerning the purposes of doing kinds of the tasks as perceived
by third year students at Faculty of English Language Teacher Education.This result matches the findings withdrawn from item 1 I enjoyed doing
reading reflection in which 1/3 respondents expressed negative attitude
towards carrying out reading reflections presented at 4.1.1
4. 2. Research question 2:
25
-
8/8/2019 Pham Long. 07E10. Refection
26/54
What are the strategies used by third year students at Faculty of English
Language Teacher Education, ULIS-VNU in doing reading reflections?
4.2.1. Strategy-setting and plan-making
Table 3: Strategy-setting and plan-
making
7%16%
46%
30%1%
strongly disagree
disagree
neither disagreenor disagreeagree
strongly agree
The outcomes from the item 3 I set goals for my reflections and made plan to
achieve them show that 46% participants were undecided whether they set
goals in term of marks or specific plans before doing reading reflections or
not whereas 16% those attending the study admitted that they had never made
plans to achieve any expectations. For example, the interviewee 3 stated I
myself did not set any strategies. I used to begin doing this task when
submission deadline was 1 week left. This might partially be explained by I
was so busy during the previous semester. Besides, 22 out of 74 participants
had their in-advance-set plans, accounting for roughly 30% those attended in
the research. One of them specified their additional comments about their
choice in the space supplied in the questionnaire that [a]bout 3 or 4 weeks
before the week for submitting reading reflections, I usually planned to search
and 1 week left, I only concentrated on writing based on the texts searched.
26
-
8/8/2019 Pham Long. 07E10. Refection
27/54
or I always hoped to get more than 7 points for reading reflection tasks. In a
word, it can be deduced that the third year students at Faculty of English
Language Teacher Education did not take more notice of setting private goals
before doing reading reflections which was explained by mean M=3,03
corresponding to neutral attitude neither disagree nor agree. Only 1/3 of
them might have ever thought of goal-setting and plan-making to fulfill their
tasks.
4.2.2. Reading sources
By analyzing data from the item 4 and 5 could the researcher deduce that the
third year students themselves tended to look for reading sources instead of
depending on other people, which were illustrated by 57 participants
agreement including 39 for 4 agree and 18 for 5 strongly agree.
M S.D
4 I asked for reading sources from other people (teacher(s)/ friends) 3.38 0.92
5 I looked for reading sources on my own. 3.85 1.01
27
115
21
32
5
36
8
39
18
0
20
40
60
80
Reading sourcesFrom other people (left)
Self-searching (right)
strongly disagree
agree
neither disagree nor
disagree
disagree
strongly disagree
-
8/8/2019 Pham Long. 07E10. Refection
28/54
However, mean for item 4 is 3.38 figuring out that the third year students not
only based on their experience but also relied on other peoples consultations.
One interviewee shared that her class were luck at 5th semester because her
teacher of reading skills gave her class a list of reliable websites and a
category of useful books towards reading reflection tasks. Thus, she could
save much more time from searching compared with the students at other
classes.
4.2.3. Reading materials
Table 5: Reading materials
3.2
2.84
3.11
2.62.72.8
2.93
3.13.23.3
On the Internet. At the schools
library.
From my
friends/my own
books and
referencs.
Materials found
Mea
It is apparent from the data of items 6, 7 and 8 calculated that mean for item 7
received the lowest one (M=2.84). The reasonable explanation could lie in I
didnt use to go to Faculty of English Language Teacher Education library to
find reading materials because of lack of authentic one and limitation of
28
-
8/8/2019 Pham Long. 07E10. Refection
29/54
service time, stated by the interviewee 5. These findings are the same as ones
in Hoang (2007) study:
Mc d cc sch c lit k thnh danh mc c m s th vin ph hp vi
trnh hc sinh v c in km chng trnh c ngay t u nm, mc s
dng ca sinh vin l rt thp. C th ch c tng s 23 sinh vin (16%) trong s
141 sinh vin c hi chn mc 4, v 5. Mean ca cu tr li ny l 2.41, trong
c 85 sinh vin (60%) chn mc 1 v 2 tc l khng hoc hu nh khng s
dng. Cc cuc phng vn tip cho thy cc em phn nn v cht lng phc v
ca th th, v thi gian th vin m ca trng vi thi gian hc chnh kho trn
lp dn n vic tip cn th vin khng thun li. (p. 23-24)
Furthermore, itmight have been the popularity of internet and its reasonable
service cost leading to the third year students effective exploitation of the
internet towards doing reading reflection tasks last semester because
attendants in the questionnaire-used data collection process confirmed that
they used the internet during at-home-self-reading-time to fulfill these tasks
(27 for 4 agree and 5 for strongly agree). However, one of 15 those who
did not approve of the internets benefits towards looking for reading
materials presented his viewpoint that he experienced about two hours every
day sitting in front of his computer, trying to find relevant texts; however,
almost the time he was hopeless because reading materials in the internet
were too short to have 8.000 words as required in the course guide for reading
reflections. Another student at the same group pointed out you should
choose English novels if you want enough number of words. Otherwise,take a look at the reference at the bottom of course guide for reading. It will
help you much instead of wasting your valuable time on finding in the
internet.
4.2.4. Reading and writing the reflections
29
-
8/8/2019 Pham Long. 07E10. Refection
30/54
Table 5: Reading and writing the reflect
3.613.99
3.45 3.31 3.43 3.18 3.31
0
1
2
3
4
5
1Strategie
Mean
I read different typ es of reading materials.
I summarized the main contents of t he materia
I discussed the purposes of the reading passages.
I discussed the target readers of th e reading pas
I discussed the o rganization of t he p assages.
I discussed the style of the passages.I discussed the reliability o f t he sources.
For reading and writing reflections, mean for option 9.2 received the highest
one (M=3.99), followed by option 9.1 (M= 3.61). Next came option 9.3; 9.5;
9.4 and 9.7 with the average number that best reflects their choice: 3.45; 3.43;
3.31 and 3.18 respectively. These figures above demonstrate the 3rd year
students strategic differences in reading different types of reading
materials, summarizing the main contents of the materials and discussing
the purposes, the target readers, organization, the styles and the reliability of
the reading passages. Clearly, summarizing the main contents of the reading
passages was concentrated by more respondents. Surprisingly, only 1
participant in the questionnaire shared that he forgot to or did not summarize
the main contents of the materials when doing reading reflections.
In addition, for the item 9.5 I discussed the organization of the
passages, 30 out of 74 participants, who expressed their neutral viewpoint
neither agree nor disagree by choosing the number 3, was matched by ones
30
-
8/8/2019 Pham Long. 07E10. Refection
31/54
circling the number 4 agree. It means that nearly the 3rd year student used
reading skills (skimming) to look for the organization of the passages when
reading passages. However, the results from the interview were contradictory.
Four of six interviewees stated that only when I had to summarize the main
contents of the passages did I discuss the structure of the passages. In the
meanwhile, the rests insisted on that having a brief overview of the passages
structures will help me read quickly and effectively.
It is not enough without discussing item 9.7 I discussed the reliability of
the sources which received the considerably special attraction from the
respondents. A large scale of participants specified their answers by adding
some comments in the space provided below part 2 (the questionnaire).
Among them are those who used to choose the books written by big names or
from famous publishing houses to get reliable information for their reading
reflection tasks while others chose reading texts in popular website addresses
such as New York Times or The Times, etc (the interview 1). Moreover,
this item got the highest S.D (standard deviation) which means thatdifferences between the respondents choices from strongly disagree to
strongly agree towards the item 9.7 were in marked fluctuation.
4.2.5. Reflection-reviewing
1 2 3 4 5 M S.D
1
0
I discussed and reviewed my refection with
my friends/my teachers.
6 24 27 15 2 2.72
0.99
It can be inferred from the table above that the majority of 3rd year
students did not have intentions of getting feedbacks from their friends or
31
-
8/8/2019 Pham Long. 07E10. Refection
32/54
teachers before handing in reading reflections. Obviously, the number of via-
questionnaire-informants who got used to having debates as well as
considering their reflections carefully after they were completed was at small
scale: 17 (6 for strongly disagree and 24 for disagree) out of 74, much
fewer compared with 33 participants who didnt. Furthermore, mean for this
item I discussed and reviewed my refection with my friends/my teachers (M
Item 10 =2. 72) lying below the average point 3 of five-point scale also
highlighted that these students hardly had any special strategies from getting
their reflection tasks commented before sending to the teachers.
4.2.6. Later reflections
1 2 3 4 5 M S.D
1
1
I received comments for my reflections from
my teacher.
1 9 15 32 17 3.74
0.99
12 I improved my later reflections. 4 4 29 29 8 3.45 0.95
It is undeniable that mean for item 11 which is approximately 4 agree in the
five-point scale (M=3.74) represents that almost the participants got
comments for their reflections from their teacher. However, the results from
the semi-structured interview revealed that I didnt receive any feedbacks for
my first reading reflection last semester, shared one interviewee, however,
the teacher gave us general comments synthesized from in-class members
reflection tasks. Unlike the student at K41E10, two interviewees at stated
that they received the direct comments from their lecturer of reading skills
every week at 5th semester when they were required to give presentation on32
-
8/8/2019 Pham Long. 07E10. Refection
33/54
-
8/8/2019 Pham Long. 07E10. Refection
34/54
reflections
Length -I would like it shorter and do reflection based on my
thinking
-The number of words required is too much. I would like it
shorter
-We were required to reflect 8.000-word texts (within 4
passages) in the previous semester that means looking for
every 2000-word passage is rather difficult (just texts about
science maybe meet requirement of 2000 words long)
-It is too difficult to find sources about 1 topic in about 200
words, it also is hard to summarize the content
-Sometimes difficulties in summary because the para. is too
long to understand.
-The number of words is too large. I find it difficult to
summarize the passages.
Teacher -Teachers rarely give comments on reflections, only ask
students to read and hand in it.
-My teacher didnt send the reflections comment back to
me, so I couldnt get any experiences
Searching -Difficulties in searching reading materials on the internet
-I did not narrow the topic when searching
-Lack of searching skills, too many new words and the
passages required are too long to read.
-I am not good at finding any authentic sources with
34
-
8/8/2019 Pham Long. 07E10. Refection
35/54
interesting passages, the enormous information in the
Internet makes me confused
Writing -I had to write too much even though the main purposes of
tasks were to focus on reading.
-I had some problems with plagiarism, commenting and
organizing the structure of my reflection.
No difficulties -I dont find any difficulties in searching and selecting
materials. However, I dont really like writing reading
reflection, since it doesnt reflect my true reading skills.
CHAPTER 5: CONCLUSION
5.1. Major findings of the study
35
-
8/8/2019 Pham Long. 07E10. Refection
36/54
Basically, the study has found expected answers to three research questions
stated in the chapter 1 (Introduction), addressing three aspects of reading
reflection tasks in term of benefits, strategies and difficulties in perceptions of
third year students.
As respond to the 1st research question relating to benefits of reading reflection
tasks, the analysis and discussion of data collected from questionnaires and
interviews revealed that about participants were not keen on doing reading
reflections. Moreover, it is noticeable that background knowledge and increase
in vocabulary ranges in L2 were the benefits achieved most considerably by the
third year students comparing with other ones.
As regards the strategies of doing the tasks used by third year students, the
researcher collected 4 main findings. Firstly, . This figure could demonstrate
that a considerable number of third year students at Faculty of English
Language Teacher Education did not get used to setting personal goals for their
study which was partially accounted for by overload of different subjects
homework in perceptions of the interviewees. Secondly, although Faculty of
English Language Teacher Education has owned a well-equipped library, the
third year students tended to search reading passages in the internet (due to the
internets benefits and its reasonable service cost) instead of searching in the
library. Furthermore, while reading and writing reflections, the large scale of
participants confirmed that they frequently read different types of reading
materials as well as discussed the purposes, the target readers, the organization,
the styles and the reliability of reading passages and summarized the contents
of reading materials. These activities expressed that they began to read and
analyzed information extensively and intensively. Fourthly, after completing
their reading reflections tasks, the third year students rarely had a discussion
with other people or checked it carefully. However, they always expected to
36
-
8/8/2019 Pham Long. 07E10. Refection
37/54
give feedbacks from the lecturers after reading reflections had been marked and
improved their later reflections.
5.2. Pedagogical implications from the findings
The study is believed to have made some significant implications towards the
third year students and the lecturers at English Skills Division III. To be
specific, as analyzed in chapter 4, the students difficulties in doing reading
reflections came from objective and subjective reasons. Therefore, in term of
length of reading materials (objective reason), the number of reading passages
words required should be decreased. 8.000-word texts were proven too difficult
to look for. Moreover, it could be very demanded that the teachers of reading
skills would give the reflections comments back to the students so that the
students would get more experiences and improve later reflections. In
subjective viewpoint, the students are advised to make plan as specifically as
possible before doing reading reflection tasks as well as experience more time
revising what they had finished.
5.3. Limitation of the study
Although the researcher took considerably great efforts to conduct the study,
there are still some limitations due to time pressure and small scale of samples.
In the first place, the number of third year students directly involving in the
study (74) remained relatively low compared with the enormous number of 3rd
students in Faculty of English Language Teacher Education, ULIS,VNU(nearly 450). For this reason, the answers of these participants in some
extents could be unlikely to represent the total purposes, strategies and
difficulties roughly 450 third year student had when doing reading reflections
In the second place, the limited number of interviewees was another
shortcoming of the paper. Due to time constraint, the study only concentrated
37
-
8/8/2019 Pham Long. 07E10. Refection
38/54
on getting in-depth information from 6 volunteers who had been taken part in
the questionnaire before. Therefore, the interviews results did not really satisfy
the desirable data the researchers had intention to collect. To fill in gap in some
extents, a large number of interviewees should be invited to participate in the
study
Despite the shortcomings presented above, the researcher strongly assures that
collected results are valid and reliable thanks to the researchers carefulness and
responsibility in collecting and analyzing data as well as effective exploitation
of questionnaire and interview instruments.
5.4. Suggestions for further studies
Practically, the study placed its focus on third year students perception towards
a few aspects of doing reading reflection tasks illustrated by terms purposes,
strategies and difficulties. Therefore, for the future studies on the same
topic, many different unexploited aspects relating to the students and the
teachers perception should be conducted. For example, further papers can be
carried out to investigate the assessment of reading reflection tasks perceived
by the teachers or the purposes of the teacher when teaching reading
reflections.
Another remarkable point needs to be stated here is that it would be better if
future studies could be completed with broader informant population to
increase the generalization of the findings.
REFERENCE
38
-
8/8/2019 Pham Long. 07E10. Refection
39/54
Afflerbach, P., Pearson, P., & Paris, S.G. (2008, February). Clarifying
Differences Between Reading Skills and Reading Strategies. The
Reading Teacher, 61(5), 364373
Anderson, N. (2003). Reading. In D. Nunan (Ed.), Practical English
language teaching. China: Mc Graw-Hill Companies, Inc and
Higher Education Press.
Barnet, M. A. (1988). Reading through context: How real and perceived
strategy use affects L2 comprehension. The Modern Language
Journal, 72, 150-162.
Carrell, P.L. and Carson, J.G. (1997) Extensive and intensive reading in
an EAP setting. ESP Journal. 16 (1). 47-60.
David, S. (2004). Survival Statistics. Retrieved November 2nd, 2009
from http://www.statpac.com/statistics-
book/order.htm
Day, R. and Bamford, J. (1998). Extensive Reading in the SecondLanguage Classroom. Cambridge: Cambridge University Press.
Day, R. R., & Bamford, J. (1997).Extensive Reading: What Is It? Why
Bother. Retrieved 23rd January, 2010 from http://www.jalt-
publications.org/tlt/files/97/may/extensive.html.
Day, R. R., & Bamford, J. (forthcoming). Extensive reading in the
second language classroom. Cambridge: Cambridge University
Press.
Dubin, F. & Olshtain, E. (1981). Reading all by means. Wesley
Publishing Company, Inc.
39
http://www.statpac.com/statistics-book/order.htmhttp://www.statpac.com/statistics-book/order.htmhttp://www.jalt-publications.org/tlt/files/97/may/extensive.htmlhttp://www.jalt-publications.org/tlt/files/97/may/extensive.htmlhttp://www.jalt-publications.org/tlt/files/97/may/extensive.htmlhttp://www.jalt-publications.org/tlt/files/97/may/extensive.htmlhttp://www.statpac.com/statistics-book/order.htmhttp://www.statpac.com/statistics-book/order.htm -
8/8/2019 Pham Long. 07E10. Refection
40/54
English Skills Division III. (2009).Reading program semester V. Hanoi
University of Languages and International Studies.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading.
Harlow, England: Pearson Education.
Grellet, F. (1981). Developing reading skills. London: Cambridge
University Press.s
Hafner. L.E. & Jolly, H.B. (1982). Teaching reading to children. 2nded.
New York Macmillan
Hoang, T.H. (2007).Nghin cu v hiu qu ca loi bi tp c rng(extensive reading) trong vic pht trin k nng c cho sinh
vin nm 3 khoa NN & VH Anh-M. University of Languages
and International Studies, Viet Nam National University, Ha
Noi.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies
of successful and nonsuccessful second language learners.System, 5, 116-123
http://jaltpublications.org/tlt/files/97/may/benefits.html.
http://www.icbl.hw.ac.uk/ltdi/cookbook/cookbook.pdf
http://www1.harnet.ne.jp/-waring/papers/kiyo2001.html
Huckin, T., & Bloch, J. (1993). Strategies for interring word-meanings incontext: cognitive model. In T. Huckin et al. (Eds.). Second
language reading and vocabulary acquisition.
Norwood,NJ:Ablex.
Kapoun, J. (1998). Teaching undergrads WEB evaluation: A guide for
library instruction. C&RL News.
40
http://jaltpublications.org/tlt/files/97/may/benefits.htmlhttp://www.icbl.hw.ac.uk/ltdi/cookbook/cookbook.pdfhttp://www1.harnet.ne.jp/-waring/papers/kiyo2001.htmlhttp://jaltpublications.org/tlt/files/97/may/benefits.htmlhttp://www.icbl.hw.ac.uk/ltdi/cookbook/cookbook.pdfhttp://www1.harnet.ne.jp/-waring/papers/kiyo2001.html -
8/8/2019 Pham Long. 07E10. Refection
41/54
Krashen, S. D. (1985). The input hypothesis: Issues and
implications. New York: Longman.
Lewis, M. & Hill, J. (1995).Practical techniques for language teaching.
Language Teaching Publication
Lovett, M.(2009). Reading-Reflection Exercise. Reading Reflection
Exercise to Help Students Read Actively and Prepare for Class
Discussion. Retrieved11thMarch,2010from
http://www.cmu.edu/teaching/assessment/examples/hss/course_r
eadingreflection-psychology.htm
Mason, B. and Krashen, S (1997). Extensive Reading in English as a
foreign language. System, 25(1), 91-102
Milne, J.(n.d). Evaluation cookbook. Questionaires: advantages and
disadvantages.Retrieved November 3rd, 2009 from
Nation, P. (1997). The Language Learning Benefits of Extensive Reading.
The Language Teacher Online. Retrieved 24th January, 2010 from
Nguyen, T.D.H. (2007). Students perception of critical reading: A
study on third year students, English Department, CFL, VNU.
Unpublished bachelor thesis. College of Foreign Languages-
Vietnam National University.
Nguyen,T.T.M. (2009). Research methodology. Coursebook for
third year students. Hanoi.
Nishino, T. (2007). Beginning to read extensively: A case study with Mako
and Fumi.Reading in a Foreign Languag,19(2), 76-105.
Nuttal, C. (1982). Teaching Reading Skills in a Foreign Language.
London: Heinemann Educational.
41
-
8/8/2019 Pham Long. 07E10. Refection
42/54
Nuttall, C. ( 1996). Teaching reading skills in a foreign language. New
edition. Macmillan Heinemann.
Powell, S. (2005). Extensive reading and its role in Japanese high
schools.Reading Matrix, 5(2), 28-29.
Robb, T. N. & Susser, B. (1989). Extensive Reading vs. Skills Building in
an EFL context.Reading in a Foreign Language, 12, 47-48.
Robb, T.N., & Susses, B. (1989). Extensive reading vs skills building in
an EFL context. Reading in a Foreign Language, 5, 239-251.
Sewell, M. (n.d). CYFERnet Evaluation. The use of qualitative interviewin evaluations.. Retrieved November 3rd, 2009 from http://
ag.arizona.edu/fcs/cyfernet/ cyfar/Internet 5.htm
Tran, H.G. (2009). The practice of extensive reading by second year
English majors at ULIS-VNUH. Hanoi: University of English and
International Studies.
Trinh, T. P. (1999). A study on techniques in teaching reading
comprehension texts for 12th form pupils in upper-secondary
schools in Hanoi. Hanoi.
Vu, H.H. (2007). The exploitation of task authenticity in reading
activities for Grade 10 students in Hanoi. Hanoi.
Waring, R (2001).Research in Extensive Reading. Retrieved 24th January,
2010 from
Williams, E. (1986). Reading in the language classroom. Macmillan
Publisher Ltd.
Wirth,K.(2008).Readingreflections:Teachingactivities
42
-
8/8/2019 Pham Long. 07E10. Refection
43/54
Yang,Y.(2007). Literature review. Retrieved 31st January, 2010 from
nccur.lib.nccu.edu.tw/bitstream/140.119/33440/6/100106.pdf.
43
-
8/8/2019 Pham Long. 07E10. Refection
44/54
-
8/8/2019 Pham Long. 07E10. Refection
45/54
42.
5
o my general reading skills 1 2 3 4 5
2.
6
o my ability to search for reading materials 1 2 3 4 5
2.
7
o my interest in reading/learning 1 2 3 4 5
Please specify any additional comments you have: ....
..
..
Part 2: Concerning your strategies in doing reading reflections3 I set goals for my reflections and made plan to achieve them 1 2 3 4 54 I asked for reading sources from other people (teacher(s)/ friends) 1 2 3 4 55 I looked for reading sources on my own. 1 2 3 4 56 I found reading materials for my reflection on the Internet. 1 2 3 4 57 I found reading materials for my reflection at the schools library. 1 2 3 4 58 I found reading materials for my reflection from my friends/my own
books and references.
1 2 3 4 5
9 For my reading reflections, 9.
1
o I read different types of reading materials. 1 2 3 4 5
9.
2
o I summarized the main contents of the materials. 1 2 3 4 5
9.
3
o I discussed the purposes of the reading passages. 1 2 3 4 5
9.
4
o I discussed the target readers of the reading passages. 1 2 3 4 5
9.
5
o I discussed the organization of the passages. 1 2 3 4 5
9.
6
o I discussed the style of the passages. 1 2 3 4 5
9.
7
o I discussed the reliability of the sources. 1 2 3 4 5
10 I discussed and reviewed my reflections with my friends/my teacher 1 2 3 4 511 I received comments for my reflections from my teacher. 1 2 3 4 512 I improved my later reflections. 1 2 3 4 5
Others (please specify) .. 1 2 3 4 5Please specify any additional comments you have: ....
..
45
-
8/8/2019 Pham Long. 07E10. Refection
46/54
-
8/8/2019 Pham Long. 07E10. Refection
47/54
For your reading reflection, what did you do? (summary, purposes, the
target readers, organizations of the passages and reliability of sources)
4. What difficulties you encountered?
Note: The interview would be flexible when asking
APPENDIX 3
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
ENGLISH SKILLS DIVISION III
READING PROGRAM SEMESTER V
1. COURSE INTRODUCTION
Institution : Vietnam National University, Hanoi - University of Languages and International Studies
Department : Faculty of English Language Teacher Education
Division : English Skills III
Course credit value : Covering 55% of Written Communication 5- 3 Credits
Semester : 5
2. COURSE OBJECTIVES
1. To improve academic reading skills, including
understanding vocabulary in context,
getting reading for gist, scanning for details, locating reference, understanding inference,
understanding the authors perspectives,
understanding text structure and organization.
2. To improve critical reading and thinking skills.
3. To enrich background knowledge.
4. To develop the skills and ability to search for reading materials through libraries,bookstores and the Internet to enrich their reading resources.
47
-
8/8/2019 Pham Long. 07E10. Refection
48/54
5. To consolidate and broaden language knowledge to reach CAE level.
3. CORE READING
Ediger,A. ,& Pavlik, C. (1999). Reading connections: skills and strategies for purposeful
reading: High intermediate. Oxford: Oxford University Press.
4. ASSESSMENT PLAN
Reading assessment for the third-year students is carried out with four forms: studentsparticipation, 4 mini-tests, reading reflection and final exam.
Reading score (55%) = Participationx5% +mini-test x 10% +reflection x15%+final x
25%
4.1 Class participation (5%)
Each student is required to
actively prepare for the class
actively participate in class activities
work cooperatively and collaboratively with other peers
The participation score will be based on students fulfillment of homework and theircontribution to class activities.
4.2 Mini-tests (10%)
Students will complete 3 mini-tests through out the semester. Theformat, content and timeof the test are to be decided by the teacher.
4.3 Reading reflection (15%)
The purpose of the reflection is for the teacher to monitor students self-study. Each weekstudents spend 2 periods in class reading and at least 7 hours or more self-reading at
home
Students should read extra materials related to the topic of the main reading passage and
write a short reflection answering the following guiding questions? (Questions in bold are
compulsory)
a. What texts have you read these four weeks? List them all with their sources.
b. What did you learn from the reading passages(s)?
48
-
8/8/2019 Pham Long. 07E10. Refection
49/54
c. What was new knowledge and information that contradicted to what you had
known or assumed before reading the passages?
d. What reading skills did you practice when reading those passages?
e. Did you find any new sources of reading materials that you can share with your
classmates? List them.
f. Have you got any questions you would like to ask your friends or your teachers?
What are they?
Requirements:
1. For reading material
Materials (articles, a chapter from a book,) are from reliable sources
about one certain theme. Students are recommended to find the
authentic material from books and international magazines or the
internet. The resources of the material need to be clearly shown in
Reference.
Length is 8000 words for reading for minimum to read in 4 weeks
2. For the reflection writing
Format: typed, font: Times New Roman, size 12, line spacing: 1.5 line
Length: 500 words as the minimum for the writing to analyse these articlesread in 4 weeks.
Submission deadline: The reflection is due every four weeks and must besubmitted at the beginning of the reading lesson of the week 5, 10, 13 (refer tothe Class Schedule on the next page)
Late assignments will not be accepted, unless students have arranged withtheir teacher prior to the regular due date to turn in the assignment
Assessment: The assessment will be on the range of reading, critical understanding andreflection of the materials.
4.5 Final Exams (25%)
49
-
8/8/2019 Pham Long. 07E10. Refection
50/54
-
8/8/2019 Pham Long. 07E10. Refection
51/54
-
8/8/2019 Pham Long. 07E10. Refection
52/54
a. The title
b. The author(s)
c. The source
d. The number of words
b. Review, which answers the following questions:
a. What are the purposes of the reading passage(s)?
b. Who are the target readers?
c. What is the pattern of organization?
d. What are the main ideas?
e. What is the style of the passage(s)? Is this appropriate to the target readersand the purposes?
f. How do you evaluate these texts?
Requirements:
a. Students do NOT have to submit the readipassages, but the sourcesprovided should be specific enough for the teacher to refer to when necessary.
b. Format: typed, font: Times New Roman, size 12, line spacing: 1.5 line
c. Length: 400-500 words
d. Submission deadline: The reflection is due every five weeks and must besubmitted at the beginning of the reading lesson of the week assigned. (refer to theClass Schedule on the next page)
e. Late assignments will not be accepted, unless students have arranged withtheir teacher prior to the regular due date to turn in the assignment
Assessment: The assessment will be on the range of reading, critical understanding andreflection of the materials.
4.5 Final Exams (25%)
The format and the task types of the final reading exam are selected from those of the
Cambridge First Certificate in English Tests and CAE Tests.
52
-
8/8/2019 Pham Long. 07E10. Refection
53/54
5. CLASS SCHEDULE
Week Content Reading skills practiced
1 Introduction. Getting startedand pretest
Unit 1: Foundation unit
2 Unit 2: Survival - skimming a text for main ideas
- identifying the aim of a text
3 Unit 3: Consumer issues - previewing a text
- dealing with difficult vocabulary
4 Self-study and consultation
Unit 4: Transport
- previewing a text
- skimming a text for main ideas
- looking for clues to text structure
5 Unit 5: Travel
Submission of Reflection 1
- scanning a text for specific information
- identifying relevant information to perform a task
6 Unit 6: Large-scale art - forming an overall impression of a text andidentifying the text type
- identifying clues to text structure
7 Unit 7: Children andeducation
- previewing a text
- identifying and interpreting opinions
- inferring information which is not clearly stated
8 Self-study and consultation
Unit 8: The oceans
- identifying text type and the purpose of a text
- evaluating a text and the writers style
9 Unit 9: Memorable incidentsSubmission of Reflection 2
- identifying the text type- interpreting the purpose of sentences in a text
- identifying clues to text structure
10 Unit 10: Cultural issues - scanning for specific information
- inferring a writers opinions
- evaluating the text
11 Unit 11: The living world - understanding the main idea of a text
53
-
8/8/2019 Pham Long. 07E10. Refection
54/54
- understanding the writers attitude and tone of thetext
- inferring meaning from context
12 Self-study and consultationUnit 12: Communications
- identifying the purpose of a paragraph- inferring the writers intentions and attitude
- dealing with difficult vocabulary
13 Unit 13: Science fiction?
Submission of Reflection 3
- identifying the text type
- skimming for the main ideas and identifyingarguments
- evaluating a text
14 Unit 14: Modern life - skimming for main ideas
- inferring information which is not clearly stated
- identifying the writers intentions and attitude
Unit 15: Other people, otherways
- previewing a text
- identifying arguments
- looking for clues to text structure