VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ----------------- NGUYEN THI BICH THUY ENGLISH READING STRATEGY USE BY UNIVERSITY STUDENTS IN VIETNAM (Nghiên cứu chiến lược đọc tiếng Anh của sinh viên đại học ở Việt Nam) A Dissertation Submitted in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy [ Hanoi - 2018 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ----------------- NGUYEN THI BICH THUY ENGLISH READING STRATEGY USE BY UNIVERSITY STUDENTS IN VIETNAM (Nghiên cứu chiến lược đọc tiếng Anh của sinh viên đại học ở Việt Nam) Major: English Language Teaching Methodology Code: 9140231.01 A Dissertation Submitted in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy Supervisors: 1. Hoang Thi Xuan Hoa 2. Lam Quang Dong [ Hanoi - 2018 TIEU LUAN MOI download : skknchat@gmail.com STATEMENT OF AUTHORSHIP The dissertation titled “English Reading Strategy Use by University Students in Vietnam” has been submitted in partial fulfillment of requirements for the Degree of Doctor of Philosophy. I, the undersigned, hereby declare that I am the sole author of this dissertation.
I have fully acknowledged and referred the ideas of work of others, whether published or unpublished, in my dissertation. The dissertation does not contain work extracted from theses, dissertations or research papers previously presented for another degree or diploma at this or any other universities. Signed Nguyen Thi Bich Thuy i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGMENTS Comment [G1]: Deleted:E Writing this dissertation has had a big impact on me. The research journey would never have been possible without the involvement of many individuals and groups, to whom my grateful acknowledgments are extended.
Comment [G2]: Deleted:e First and foremost, I would like to express my heartfelt gratitude to my supervisors, Dr. Hoàng Thị Xuân Hoa, and Assoc. Lâm Quang Đông, who gave me opportunities, encouragement, and invaluable guidance throughout the entire journey of my doctoral study including this dissertation. Without their intellectual mentoring, I would never have completed this dissertation with pride and satisfaction.
My sincere thanks go to Dr. Huỳnh Anh Tuấn, the Dean, and all the lecturers as well as the staff members of the Faculty of Postgraduate Studies, University of Languages and International Studies (ULIS), Vietnam National University (VNU) for their precious help, constructive feedback, and warm support during my study time. Thanks are also due to the Managing Board and my colleagues from the College of Techniques, Economics and Trade (CTET) and those from other universities who accompanied me during my study. Comment [G3]: Inserted: rom Comment [G4]: Deleted:o I wish to express my gratitude to my research participants for their help and willingness to participate in this research.
The results I have achieved today partially belong to them. Last but not least, my heart goes to my loving Family, whose boundless love, continuous support, encouragement, and exceptional patience have given me the strength and motivation to complete this work. This dissertation is dedicated to my Parents, my Husband and my two Children. Thank you very much, everyone! Nguyễn Thị Bích Thủy 2018 ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT The present study investigated the strategy use by Vietnamese university students when they read general English materials.
It also examined if there were differences in the use of reading strategies between students who learned English as a compulsory subject at university (EFL students) and those who used English as a medium of instruction in the university (EMI students). The research also aimed to find out how the factors of gender, academic majors, English learning time, English learning/English reading enjoyment, self-rated English/English reading proficiency, self-perception of the importance of being a proficient English reader related to the students‟ reading strategy use. Nine hundred and sixty-three Vietnamese students from six universities in the North of Vietnam participated in the study. The main data of the research were collected by means of a questionnaire, adapted from Oxford's (2013) Self- Strategic Regulation Reading Strategy Model.
In addition, qualitative data from semi-structured interviews with fifteen students chosen from the sample were also analyzed to support the main evidence. Comment [G5]: Inserted: - The research findings revealed that the Vietnamese students were medium reading strategy users. EMI students reported to use more strategies and at a higher frequency level than their EFL counterparts. The results of the study indicated that the Vietnamese university students employed the reading strategies differently according to their personal characteristics, namely academic majors, enjoyment of English learning and reading English materials, and self-rated English and English reading proficiency.
Though there were not statistically significant differences, students of different gender, English learning time and self-perception levels of the importance of being a proficient English reader used strategies differently as well. Based on the research results several pedagogical implications and suggestions for further research were also presented. iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. iii TABLE OF CONTENTS.iv LIST OF ABBREVIATIONS.
vii LIST OF FIGURES AND GRAPHS. Background to the study. Purpose of the study. Scope of the study.
Significance of the study. Structure of the study. 5 CHAPTER ONE: LITERATURE REVIEW. Social constructivist model.
Self-strategic regulation model. Definitions and characteristics of reading strategies. Classifications of reading strategies. Previous studies on reading strategies.
Frequencies and types of students‟ reading strategy use. Successful and unsuccessful readers‟ reading strategy use. Strategies used by English as a second (ESL) and English as a foreign language (EFL) readers. Factors affecting the use of reading strategies.
Strategies used in reading texts of different genres. 51 CHAPTER TWO: RESEARCH METHODOLOGY. Common methods applied in reading strategy research. 54 iv TIEU LUAN MOI download : skknchat@gmail.
Research methods of the present study. Semi-structured interview. The reading text. The pilot study.
The main study. Data collection and analysis procedures. 84 CHAPTER THREE: FINDINGS AND DISCUSSIONS. What strategies are used by students in their reading General English (GE) texts?.
To what extent is the use of reading strategies by students who learn English as a compulsory subject (EFL students) different from that by students who use English as a medium of instruction in their universities (EMI students)?. How do the factors of gender, academic majors, English learning time, English learning/English reading enjoyment, self-rated English/English reading proficiency, self-perception of the importance of being a proficient English reader relate to students‟ reading strategy use?. The predictive relationship among the students' strategy category use and independent variables. 126 v TIEU LUAN MOI download : skknchat@gmail.
What strategies are used by university students in their reading General English (GE) texts?. To what extent is the use of reading strategies by students who learn English as a compulsory subject (EFL students) different from that by students who use English as a medium of instruction in their universities (EMI students)?. How do the factors of gender, academic majors, English learning time, English learning/English reading enjoyment, self-rated English/English reading proficiency, self-perception of the importance of being a proficient English reader relate to the students‟ reading strategy use?. 149 CONCLUSIONS AND RECOMMENDATIONS.
Summary of the research findings. For educational administrators. For teachers of English. For English textbook writers.
Suggestions for further research. 188 vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS AFFEC Affective Strategies COG Cognitive Strategies EFL English as a Foreign Language EMI English as a Medium of Instruction ESL English as a Second Language FL Foreign Language GE General English L2 Second Language M Mean Score MARSI Metacognitive Awareness of Reading Strategy Inventory META Metastrategies SCD Strategies for Coping with Difficulties SCT Strategies for Comprehending the Text Comment [G6]: Inserted: r Comment [G7]: Inserted: f S.D Standard Deviation Comment [G8]: Deleted:t SILL Strategy Inventory for Language Learning SOC Socio-cultural Interactive Strategies SORS Survey of Reading Strategies SPSS Statistical Package for the Social Sciences S2R Self-strategic Regulation WHS While-reading Strategies ZPD Zone of Proximal Development vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Table 2. Gender of Participants. Academic Majors of Participants.
Participants‟ English learning time. Participants‟ English Learning Enjoyment. Participants‟ Enjoyment of Reading English Texts. Participants‟ Experiences in Reading Strategy Training.
Participants‟ Self-rated English Proficiency. Participants‟ Self-rated English Reading Proficiency. Evaluation of the Importance of English Reading Proficiency. 75 Comment [G9]: Inserted: f Comment [G10]: Deleted:n Table 2.
Participants‟ Strategy Training Belief. Frequency Scale Delineated by Oxford (1990). The Sample of Coding Qualitative Data. 83 Comment [G11]: Inserted: The s Comment [G12]: Deleted:S Table 2.
The Research Procedures. Strategies Used by Participants when Reading GE Texts. Participants‟ Use of Each Strategy Category. Participants‟ Use of Cognitive Strategies.
Participants‟ Use of Affective Strategies. Participants‟ Use of Socio-Cultural Interactive Strategies. Participants‟ Use of Metastrategies. Overall Strategy Use by EFL and EMI Students.
Strategy Use by Categories by EFL and EMI Students. Tests of between Subject Effects. Individual Strategies Used by EFL vs EMI Students. Sample t-test of Individual Strategies Used between EFL & EMI Students.
Overall Strategy Use by Gender. Use of each Category Strategy by Gender. Five Most and Least Used Strategies by Males and Females. 100 viii TIEU LUAN MOI download : skknchat@gmail.
Differences in Reading Strategy Use between Males and Females. Participants‟ Overall Strategy Use by Academic Majors. Use of Strategy Category by Academic Major Groups. ANOVA F-Test on Effect of Academic Majors on Students‟ Reading Strategy Use.
Test of Homogeneity of Variances on Individual Strategy Use. Participants‟ Overall Strategy Use by English Learning Time. Use of Each Strategy Category by Students of Different English Learning Time. Participants‟ Overall Strategy Use by Levels of English Learning Enjoyment.
Participants‟ Use of Each Strategy Category between Levels of English Learning Enjoyment. Participants‟ Overall Strategy Use by Levels of English Reading Enjoyment. Use of Reading Strategy Categories by Students of Different Levels of English Reading Enjoyment. Participants‟ Overall Strategy Use by Self-rated English Proficiency 113 Table 3.
Participants‟ Use of Each Strategy Category by Levels of Self-rated English Proficiency. Participants‟ Overall Strategy Use by Levels of Self- rated English Reading Proficiency. Participants‟ Use of Strategy Category by Levels of Self-rated English Reading Proficiency. The Most and the Least Frequently Used Strategies by Self-rated Good and Poor Participants.
Participants‟ Overall Strategy Use by Self-perception of the Importance of Being a Proficient English Reader. Use of Strategy Category by Students of Different Levels of Self- perception of the Importance of Being a Proficient English Reader. Model Summary of Metastrategy Category Use and Independent Variables. 122 ix TIEU LUAN MOI download : skknchat@gmail.
Coefficients between Metastrategy Category Use and Independent Variables. Model Summary of Cognitive Strategy Category Use and Independent Variables. Coefficients between Cognitive Category Use and Independent Variables. Model Summary of Affective Strategy Category Use and Independent Variables.
Coefficients between Affective Category Use and Independent Variables. Model Summary of Socio-cultural Interactive Strategy Category Use and Independent Variables. 125 LIST OF FIGURES AND GRAPHS Figure 1. Reading Process by Davies and Whitney (1989).
Bottom-up Process by Cambourne (1991). Top-down Process by Cambourne (1991). Bernhardt's (1986) Social Constructivist Model. S2R Classification of Reading Strategies (Oxford, 2013).
Data Collection Procedures based on Cresswell‟s Model (2003). Impact of the Four Predictors on the Participants‟ Frequent Use of the Reading Strategy Categories. 126 x TIEU LUAN MOI download : skknchat@gmail. Background to the study Reading, as a receptive skill, has long been regarded as a prerequisite for foreign language acquisition (Aebersold & Field, 1997), since it functions as an essential source of input for other skills (listening, speaking, and writing) to construct language proficiency.