MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATIONTHESIS A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NON-ENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: LE MINH THIEN PHUC ID NUMBER: 17020541 CLASS CODE: DHAV13B COHORT: 2017 - 2021 SUPERVISOR NAME: DINH THI HOA M.A HCMC, 05/2021 Lê Minh Thiên Phúc ID: 17020541 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATIONTHESIS A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NON-ENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: LE MINH THIEN PHUC ID NUMBER: 17020541 CLASS CODE: DHAV13B COHORT: 2017 - 2021 SUPERVISOR NAME: DINH THI HOA M.A HCMC, 05/2021 Dinh Thi Hoa M.A 2 Lê Minh Thiên Phúc ID: 17020541 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ Student name : Le Minh Thien Phuc ID Number : 17020541 Class Code : DHAV13B Cohort : 2017 - 2021 Supervisor Name : Dinh Thi Hoa M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose else where. I accept heavy penalty for any cheating or plagiarism. Date submitted : 09/06/2021 Signed : Le Minh Thien Phuc Word count : 8000 words Dinh Thi Hoa M.A 3 Lê Minh Thiên Phúc ID: 17020541 ABSTRACT This study focuses on the difficulties faced by the non-english-majored students of Industrial University of Ho Chi Minh city in reading comprehension.
The purposes of the study were to find out the difficulties faced by students who are not English-majored in TOEIC reading comprehension and resolution for those challenges. The method applied was descriptive quantitative, where the questionnaire were used as the instrument data collection methods. The test consisted of 15 question items divided into three types of questions, which were vocabulary. Index difficulty and percentage were used to analyze the data.
The result of the test showed that the majority of the first year students of IUH found difficulties including answering main idea, making inference, and locating reference questions. The most difficult aspect that encountered by the students was finding main idea questions, because the located main idea was difficult to find. In addition, based on the students’ responses in questionnaire, they mostly got difficulties in understanding vocabulary, poor mastery of grammar, the difficulty in understanding long sentences, lack of media learning, less support from the family, lack of knowledge of strategies in reading comprehension. Keyword: TOEIC Reading, Reading comprehensive, Student's difficulties Dinh Thi Hoa M.A 4 Lê Minh Thiên Phúc ID: 17020541 ACKNOWLEDGEMENTS This research has, in many senses, been accomplished with the help and encouragement of many people.
Therefore, I would like to express my deepest and humblest gratitude also warmest appreciation to the following people. First and foremost, I would like to send my deepest gratitude to my ever supportive supervisor, Ms. Đinh Thị Hoa M. for her valuable guidance, constructive advice, and unconditional support during the time I tried to complete this thesis.
I would also express my huge thanks to all of my lecturers at Faculty of Foreign Languages, Industrial University of Ho Chi Minh City as their invaluable lectures and guidance laid the foundation for the fulfillment of this thesis. I would also like to show my gratefulness to my colleagues who spent a great deal of time discussing some of the issues related to my research, offering their insights and perspectives as well as my students at Vietnam Maritime University in data collection process using survey questionnaire and semi-structured interview. Dinh Thi Hoa M.A 5 Lê Minh Thiên Phúc ID: 17020541 TABLE OF CONTENT CHAPTER 1: INTRODUCTION 7 1. Rationale of the study: 7 1.
Research aims and research questions: 7 1. Scope of the study: 8 CHAPTER 2: LITERATURE VIEW: 8 1.1 The definition of Reading 8 1.2 Purposes of reading 9 1. Reading TOEIC Test 9 2.2 The format of TOEIC Test: 9 2.3 Type of TOEIC Reading comprehension difficulties 10 2.1 The topic of vocabulary 10 2.2 Difficulties with reading skills 11 2.4 TOEIC reading comprehension strategies 13 2.5 Summary 15 CHAPTER 3: RESEARCH DESIGN 15 Dinh Thi Hoa M.A 6 Lê Minh Thiên Phúc ID: 17020541 1. Research Methodology and research methods 15 4.
Data analysis 17 CHAPTER 4: FINDINGS AND DISCUSSION 17 1.3 Time management 29 CHAPTER 5: CONCLUSION 29 1. Major findings of the research 29 1.1 For students who are non-major in English language, what are their difficulties in learning TOEIC Reading Comprehension? 29 1.2 How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension? 30 2.1 Implications for teachers 30 2.2 Implications for students 30 3. Limitations of the study 31 4. Recommendations for further related study 31 REFERENCES 31 APPENDICES 34 Dinh Thi Hoa M.A 7 Lê Minh Thiên Phúc ID: 17020541 A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NON- ENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY CHAPTER 1: INTRODUCTION 1.1 Rationale: When you want to know clearly about costume and culture of any country, first of all, it's necessary to understand about the language of that country.
As you recognize, today about 2/3 countries within the world use English as their maternal language. So English doesn't only become popular but it's also a main international language. In recent years, our economy is standing on the common development to integrate with countries everywhere the planet. in order that English is getting more and more popular.
it's been taught in many general- educational schools. we all know that teaching English is extremely important, many teachers, doctors are researching to seek out the teaching methods. Which are the simplest for learners? To the teachers, generally and therefore the English teachers especially choosing appreciate methods suitable for the skills of scholars are vital. TOEIC (Test of English for International Communication) has been the worldwide standard for measuring English skills of business.5 million people annually take TOEIC to advance their careers.
And, for quite 25 years, TOEIC test scores have helped thousands of Corporations, educational institutions and governments throughout the planet recruit, hire, and promote the foremost qualified candidates. So the studying English for taking TOEIC is extremely important and necessary, a minimum of the beginners who often get difficulties in one among all types of TOEIC skills like Listening, Reading, Writing and Speaking. As this paper will show the study on the difficulties in studying TOEIC Reading of non - English majors at Industrial University of Ho Chi Minh City.2 Research Aims and Research Questions: As above introduction, this study carry the hope to find out the difficulties perceived by the non - English majors at Industrial University of Ho Chi Minh City in TOEIC reading at beginner level; the ways to improve Reading skills, and also to support students who are learning English to pass the difficulties in Reading. To achieve this aim, the process of researching is guided by the following main research questions: 1.
For students who are non-major in English language, what are their difficulties in learning TOEIC Reading Comprehension? Dinh Thi Hoa M.A 8 Lê Minh Thiên Phúc ID: 17020541 2. How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension ? 1.3 Scope of the study There are many various material resources and researches while my personal experience is restricted. Therefore, during this graduation paper, we want to specialize in finding the difficulties in studying TOEIC Reading of non - English majors at beginner level at Industrial University of Ho Chi Minh City and a few implications while teaching and studying this skill. CHAPTER 2: LITERATURE REVIEW 1.1 The definition of Reading Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.
Learn how readers integrate these facets to make meaning from print. (By Diane Henry Leipzig (2001) Reading is making meaning from print. It requires that we: • Identify the words in print – a process called word recognition. • Construct an understanding from them – a process called comprehension.
• Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency. Most people consider reading as an easy, passive process that involves reading words during a linear fashion and internalizing their meaning one at a time. But reading is actually a really complex process that needs an excellent deal of active participation on a part of the reader. To get a far better sense of the complexity of reading, read what some experts within the field have said about the reading process: • Reading is a psycholinguistic guessing game.
It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening. - Kenneth Goodman in Journal of the Reading Specialist (1967), p 126.
• Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs. – James Gee in Social Linguistics and Literacies (1996) • What do we read? The message is not something given in advance or given at all, but something created by interaction between writers and readers as participants in a particular communicative situation. - Roy Harris in Rethinking Writing (2000), p 254. Dinh Thi Hoa M.A 9 Lê Minh Thiên Phúc ID: 17020541 2.
How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension ? 1.3 Scope of the study There are many various material resources and researches while my personal experience is restricted. Therefore, during this graduation paper, we want to specialize in finding the difficulties in studying TOEIC Reading of non - English majors at beginner level at Industrial University of Ho Chi Minh City and a few implications while teaching and studying this skill. CHAPTER 2: LITERATURE REVIEW 1.1 The definition of Reading Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
(By Diane Henry Leipzig (2001) Reading is making meaning from print. It requires that we: • Identify the words in print – a process called word recognition. • Construct an understanding from them – a process called comprehension. • Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.
Most people consider reading as an easy, passive process that involves reading words during a linear fashion and internalizing their meaning one at a time. But reading is actually a really complex process that needs an excellent deal of active participation on a part of the reader. To get a far better sense of the complexity of reading, read what some experts within the field have said about the reading process: • Reading is a psycholinguistic guessing game. It involves an interaction between thought and language.
Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening.