VIETNAM NATIONAL UNIVERSITY, ILANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES IIOẢNG TIN HƯƠNG AN INVESTIGATION ENTO FHE RELATIONSHIP BẾTWEEN READING STRATEGIES AND READING ACTIIEVEMENTS (Điều tra về mối quan hệ giữa chiến lược đạc biểu và kết quả đọc hiểu) M.A MINOR THESIS (Type 1D) Field: English Teaching Methodology Code: 8140231.01 Hanoi— 2019 VIETNAM RA TIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES HOANG THI HUONG AN INVESTIGATION INTO THE RELATIONSLUP BETWEEN READING STRATEGIES AND READING ACHIEVEMENTS (Điều tra về mỗi quan hệ giữa chiến lược đọc hiếu va kết quả đọc hiếu) M.A MINOR TIIESIS (Type D Field: English Teaching Methodolngy Code: 8140231. loang Văn Van Hanoi - 2019 DECLARATION J, Hoang ‘Thi Huong, hereby certify that the thesis “An investigation imto the Relationship between Reading Strategies and Reading Achievements" is the result. of my own rescarch and efforts. T also declare (hal thie material im this paper has not been submitted for any other purpose before.
Hanoi, 2019 Signature Haang Thi Huong ABSTRACT ‘The study was an attempt to find out the frequency of reading strategy use among students at Hanoi Pedagogical University IL. It also tried to figure out whether there is possible relationship belween reading strategies use and reading achievements. Seventy-two students participated in the study and reading strategy questionnaires were used to collect the required data. The data were analyzed through SPSS (Staistical Package for the Social Sciences) to determme the frequency of strategies employed by the leamers and Pearson coefficient correlation was used to discover the association between reading strategy use and yeading comprehension achievement.
sample (-Lest was also employed to find out how the use of strategies varied according to readers’ proficiency. The results revealed that leamers can be categorized as medium strategy users and the use of romding stralogics had a strong positive correlation with reading comprehension achievements. Also, there are significant differences exist between high-proficiency and low-proficiency in the use of reading strategies LIST OF TABLES Table 1: Background of participants. - 17 ‘Table 2: ‘The questionnaire (adopted from Kouider Mokhtari and Ravi Sheorey, 2002).20 Table 3: Score converter of VSTIP.
- 21 Table 4: Range of students’ achievements 2 ‘Table 5: The frequency of reading strategies use (Oxford, 1990). 3 Table 6: Interpreting the correlation coefficient (Cohan, Manion, & Marrison, 2007). 24 Table 7: Students’ mean frequencies of using all sirategics and cach calegory of SỈTAREBÌĐB. nh họhHnn Tnhh HH ng rrưee 25 Table 8: The most frequently and least frequently used strategies 26 Table 9: The least frequently and least Frequonlly used siralcgics 2 Table 10: Correlation between reading strategies use and reading comprehension achievements - - -.28 Table 11: Correlation between sub-stratcgics and reading comprehension achieVemeiifs.ee TH KH 1110 1g ` Table 12: Frequency distribution of reading stalegies used by high-proficiency readors low-prolioicncy rø8đ©S.
e0 reee „u31 'Table 13: Differences in the use of Global reading sirategios. | Table 14: Differences in the use of Problem solving reading strategies 35 ‘Table 15: Differences inthe use of Support reading stratepi@s. 36 LIST OF FIGURE Figure: Frequency distribution of sub-strategies. 32 viii TABLE OF CONTENTS DECLARATION, ACKNOWLEDGEMENTS.
TABLE OF CONTENTS. LIST OF ABBREVIATIONS. LIST OF FIGURE. Rationale for the study.2 Aimw of the Study.
Method of the study. Significance of the study. L6 Scope of the study.7 Design of the thesis. CHAPTER 2: LITERATURE REVIEW.
The concept of reading and reading comprehension ta 3. The conccpt oŸ roading,. Reading comprehension in 2. Madels of reading comprehension.
- - cad 22 Reading strategies. Definition of reading stratogios. ClassifioationoŸ reading strategies. 3$ Previous related studies.
Participants 22 Settings of the study. Data collection instruments. - 20 34 Data collection process. 35 Data analysis procedures.
CHAPTER 4: FINDINGS AND DISCUSSION, students when they read English academic materials?. The most frequently used strategies - 36 4. The least Írequently used stratepies. cà coi, kuaneoeeo.
42 Hesearch question 2: To what extent is there the relationship between reading strategies and reading achievements?.1, Correlation between reading strategies use and reading comprehension achievements - - - 28 42. Comelation beLween sub-strateples and the reading achievements. Research question 3: Are there any differences hetween higher-praficiency students and lower-proficiency students in terms of reading strategy use in their academic study? 1 30 TABLE OF CONTENTS DECLARATION, ACKNOWLEDGEMENTS. TABLE OF CONTENTS.
LIST OF ABBREVIATIONS. LIST OF FIGURE. Rationale for the study.2 Aimw of the Study. Method of the study.
Significance of the study. L6 Scope of the study.7 Design of the thesis. CHAPTER 2: LITERATURE REVIEW. The concept of reading and reading comprehension ta 3.
The conccpt oŸ roading,. Reading comprehension in 2. Madels of reading comprehension. - - cad 22 Reading strategies.
ABSTRACT ‘The study was an attempt to find out the frequency of reading strategy use among students at Hanoi Pedagogical University IL. It also tried to figure out whether there is possible relationship belween reading strategies use and reading achievements. Seventy-two students participated in the study and reading strategy questionnaires were used to collect the required data. The data were analyzed through SPSS (Staistical Package for the Social Sciences) to determme the frequency of strategies employed by the leamers and Pearson coefficient correlation was used to discover the association between reading strategy use and yeading comprehension achievement.
sample (-Lest was also employed to find out how the use of strategies varied according to readers’ proficiency. The results revealed that leamers can be categorized as medium strategy users and the use of romding stralogics had a strong positive correlation with reading comprehension achievements. Also, there are significant differences exist between high-proficiency and low-proficiency in the use of reading strategies ACKNOWLEDGEMENTS First and foremost, { would like to express my most sincere gratitude and appreciation to my supervisor Prof, Iloang Van Van for his great support, guidance aud helpful comments. Without his precious guidance, this thesis could uot have been completed.
Besides, T would like to thank all the lecturers and staff of facully of Post- graduate studies for their lessons and help. T also acknowledge the cooperation of lecturers and third-year students al Hanoi Pedagogical University 2. ‘They have been always willing to cooperate in every data collection procedure. Last but not least, 1 must express my very profound gratitude to my family and friends for providing me with support and continuous encouragement throughout! my years of study and through the process of [ul(illing this thesis, ABSTRACT ‘The study was an attempt to find out the frequency of reading strategy use among students at Hanoi Pedagogical University IL.
It also tried to figure out whether there is possible relationship belween reading strategies use and reading achievements. Seventy-two students participated in the study and reading strategy questionnaires were used to collect the required data. The data were analyzed through SPSS (Staistical Package for the Social Sciences) to determme the frequency of strategies employed by the leamers and Pearson coefficient correlation was used to discover the association between reading strategy use and yeading comprehension achievement. sample (-Lest was also employed to find out how the use of strategies varied according to readers’ proficiency.
The results revealed that leamers can be categorized as medium strategy users and the use of romding stralogics had a strong positive correlation with reading comprehension achievements. Also, there are significant differences exist between high-proficiency and low-proficiency in the use of reading strategies Definition of reading stratogios. ClassifioationoŸ reading strategies. 3$ Previous related studies.
Participants 22 Settings of the study. Data collection instruments. - 20 34 Data collection process. 35 Data analysis procedures.
CHAPTER 4: FINDINGS AND DISCUSSION, students when they read English academic materials?. The most frequently used strategies - 36 4. The least Írequently used stratepies. cà coi, kuaneoeeo.
42 Hesearch question 2: To what extent is there the relationship between reading strategies and reading achievements?.1, Correlation between reading strategies use and reading comprehension achievements - - - 28 42. Comelation beLween sub-strateples and the reading achievements. Research question 3: Are there any differences hetween higher-praficiency students and lower-proficiency students in terms of reading strategy use in their academic study? 1 30 ABSTRACT ‘The study was an attempt to find out the frequency of reading strategy use among students at Hanoi Pedagogical University IL. It also tried to figure out whether there is possible relationship belween reading strategies use and reading achievements.
Seventy-two students participated in the study and reading strategy questionnaires were used to collect the required data. The data were analyzed through SPSS (Staistical Package for the Social Sciences) to determme the frequency of strategies employed by the leamers and Pearson coefficient correlation was used to discover the association between reading strategy use and yeading comprehension achievement. sample (-Lest was also employed to find out how the use of strategies varied according to readers’ proficiency. The results revealed that leamers can be categorized as medium strategy users and the use of romding stralogics had a strong positive correlation with reading comprehension achievements.
Also, there are significant differences exist between high-proficiency and low-proficiency in the use of reading strategies ACKNOWLEDGEMENTS First and foremost, { would like to express my most sincere gratitude and appreciation to my supervisor Prof, Iloang Van Van for his great support, guidance aud helpful comments. Without his precious guidance, this thesis could uot have been completed. Besides, T would like to thank all the lecturers and staff of facully of Post- graduate studies for their lessons and help. T also acknowledge the cooperation of lecturers and third-year students al Hanoi Pedagogical University 2.
‘They have been always willing to cooperate in every data collection procedure. Last but not least, 1 must express my very profound gratitude to my family and friends for providing me with support and continuous encouragement throughout! my years of study and through the process of [ul(illing this thesis, LIST OF TABLES Table 1: Background of participants. - 17 ‘Table 2: ‘The questionnaire (adopted from Kouider Mokhtari and Ravi Sheorey, 2002).20 Table 3: Score converter of VSTIP. - 21 Table 4: Range of students’ achievements 2 ‘Table 5: The frequency of reading strategies use (Oxford, 1990).
3 Table 6: Interpreting the correlation coefficient (Cohan, Manion, & Marrison, 2007). 24 Table 7: Students’ mean frequencies of using all sirategics and cach calegory of SỈTAREBÌĐB. nh họhHnn Tnhh HH ng rrưee 25 Table 8: The most frequently and least frequently used strategies 26 Table 9: The least frequently and least Frequonlly used siralcgics 2 Table 10: Correlation between reading strategies use and reading comprehension achievements - - -.28 Table 11: Correlation between sub-stratcgics and reading comprehension achieVemeiifs.ee TH KH 1110 1g ` Table 12: Frequency distribution of reading stalegies used by high-proficiency readors low-prolioicncy rø8đ©S. e0 reee „u31 'Table 13: Differences in the use of Global reading sirategios.
| Table 14: Differences in the use of Problem solving reading strategies 35 ‘Table 15: Differences inthe use of Support reading stratepi@s. 36 LIST OF FIGURE Figure: Frequency distribution of sub-strategies. 32 viii ABSTRACT ‘The study was an attempt to find out the frequency of reading strategy use among students at Hanoi Pedagogical University IL. It also tried to figure out whether there is possible relationship belween reading strategies use and reading achievements.
Seventy-two students participated in the study and reading strategy questionnaires were used to collect the required data. The data were analyzed through SPSS (Staistical Package for the Social Sciences) to determme the frequency of strategies employed by the leamers and Pearson coefficient correlation was used to discover the association between reading strategy use and yeading comprehension achievement. sample (-Lest was also employed to find out how the use of strategies varied according to readers’ proficiency. The results revealed that leamers can be categorized as medium strategy users and the use of romding stralogics had a strong positive correlation with reading comprehension achievements.
Also, there are significant differences exist between high-proficiency and low-proficiency in the use of reading strategies LIST OF TABLES Table 1: Background of participants .
