VIETNAM NATIONAL UNIVERSITY, HA KOL UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST - GRADUATE STUDIES VU DIEU IIUYEN DEVELOPING ITIGII SCIOOL STUDENTS? READING MOTIVATION THROUGH EXTENSIVE READING: TIE CASE OF 12™ GRADERS AT A TIGIT SCIIOOL IN HA NAM PROVINCE (Phát triển động lực đọc của học sinh trung học phô thông qua việc đọc thêm: Trường hợp của học sinh lớp 12 tại một trường trung học phé thing & tinh Ha Nam) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 814023101 HANOL, 2019 VIETNAM NATIONAL UNIVERSITY, HA KOL UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST - GRADUATE STUDIES VU DIEU IIUYEN DEVELOPING IIIGII SCHOOL STUDENTS? READING MOTIVATION THROUGH EXTENSIVE READING: TIE CASE OF 12™ GRADERS AT A TIGIT SCIIOOL IN HA NAM PROVINCE (Phái triển động lực đọc của học sinh trung hoc phd thông qua việc đọc thâm: Trường hợp của học sinh lớp 12 tại mội trường trung học phổ thông ở tĩnh Hĩà Nam) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 8140231. Lé Van Canh HANOL, 2019 DECLARATION T hereby certify thal this minor thesis culilled “Developing high school students’ reading motivation through extensive reading: The case of 12" graders at a high school in Ila Nam Province” is entirely the study of my own work, which has not beer submitted before any degree or examination im any other university, and that all the sources 1 have used or quoted have been indicated and acknowledged by means of complete references. Lanoi, November 2019 Signature Vu Dien Huyen LIST OF ABBREVIATION GCSE General Certificate of Secondary Fdncation HLT ;: English language teaching IDL : English as a Foreign Language vii ACKNOWLEDGEMENTS T would like to express my gralilude to people who gave me the possibility to complete this master’s project. Tirst of all, I would like to express my deepest gratitude and love to my thesis supervisor, Assoc.
Le Van Canh, who has been generous with his feedback, time and patience. It is his invaluable and insightful comments, guidance, and encouragement that helps me fulfill my minor thesis My sincere gratitude is also extended to all lecturers and staff of Posigraduate Studies for their useful lectures, materials, guidance and enthusiasm during my course. I would like to gratefully acknowledge the support from my colleagues and students, especially students of classes 12A1 and 12A4, whe have inspired and guided me in the accomplishment of the study. Last but not least, I would like to thank my beloved family for their understanding, support and cneouragement, Without them, T would not have beorr able to finish this thesis.
TAST OF TABLES ‘Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53).7 Table 2: Schedule for an extensive reading program 30 Table 3: Frequency of extensive reading, assignments required by teachers.35 Table 4: Students’ self-reports of their time spent on extensive reading. and reasons of extensive reading 36 ‘Table 5: Students’ preferred reading material genres and sources of reading, materials.39 Table 6: Students’ perceived benefits of extensive reading, - - 40 Table 7: Students’ perceived effects of extensive reading on students’ reading comprehension and motivation. 43 Table 8: Students’ assessment of the benefits of extensive reading - 43 Table 9: Students’ altitudes towards extensive reading program. 45 Table 10: Sumznary of the Research Pindings.
viii CHAPTER3: RESEARCH METHODOLOGY .1, Overview of action research 3. Rationale for the use of an action research.3, Stops oŸ acliơtrosearch. The research procedures 3. Research proc©dUTE8.3, Data collection instrumenfs.4, Data collectian procedures.2, Pre-intervention quest1OHRIFồ.
Data analysis procedure 3. Summary CILAPTER 4: FINDINGS AND DISCUSSION. Students” sell-reports of the frequency of extensive reading assignments 4. Students’ preferred reading material genres and sources of reading materials 4.
Students’ perceived benefits of extensive reading 4.4, Students’ perceived effects of extensive reading on students’ reading comprehension and motivation. Research question1 "mẻ nốốốốốẻốốốố 4. con CHAPTER 5: CONCLUSION, 2EK ERENCE: APPENDICES, ABSTRACT Fxlensive reading is beheved to be one of the effective tools to develop students’ good reading habit and reading motivation. However, little has been done to measure the effects of extensive reading on leaners’ reading motivation.
Thus, the present stuly was conducted under the action research 1o investigate the ellect of extensive reading on leamers’ motivation for reading. I'he participants were 86 students from classes 12A1 and 12.4 of a high school in Ila Nam Province through an S-week trial period. Tn order to collect data for the research, a pre-inlervertion questionnaire, and post questionnaire were employed. After a preliminary investigation via pre-intervention questionnaire, an extensive reading program was designed and then implemented during & first weeks of the first semester of the school year 2019-2020.
The result from post questionnaire showed that there has been great improvement in the students’ reading motivation. Besides, students also expressed posilive attitudes lowards this program end (heir intention to continue this program afterwards, ii TABLE OF CONTENTS DECLARA THỜN. Heo ACKNOWLEDGEMENTS ABSLRACT. eo Hi LIST OF ABBREVIATIO! anit LIST OF TABLES viii CHAPTER 1: INELRODUCTIOR.
Rationale of the study 2. Anns of the study: 3, Research quesfiOD5. Scope of the study S. Significance of thie stucly 6.
Method of the study. Organization of the thesis CHAPTER 2: LITERATURE REVIEW, 2.1 Definition of reading 2.2, Roles of rcading un second language teaching. lntensive reading vs.1, Definition of extensive reading.2, Characteristics and principles of extensive xeađing. Constraints on developing an extensive reading program for students 2.
Motivation for reading. Definition of motivation 3.3, Kactors affecting students’ reading motivation in leaming a second language. Extensive reading as a motivator to students to read.4, Previous studies on extensive reading and students’ reading motivatian. iv ACKNOWLEDGEMENTS T would like to express my gralilude to people who gave me the possibility to complete this master’s project.
Tirst of all, I would like to express my deepest gratitude and love to my thesis supervisor, Assoc. Le Van Canh, who has been generous with his feedback, time and patience. It is his invaluable and insightful comments, guidance, and encouragement that helps me fulfill my minor thesis My sincere gratitude is also extended to all lecturers and staff of Posigraduate Studies for their useful lectures, materials, guidance and enthusiasm during my course. I would like to gratefully acknowledge the support from my colleagues and students, especially students of classes 12A1 and 12A4, whe have inspired and guided me in the accomplishment of the study.
Last but not least, I would like to thank my beloved family for their understanding, support and cneouragement, Without them, T would not have beorr able to finish this thesis. APPENDIX 1: PRE-INTERVENTION QUESTIONNAIRE (English version).1 APPLNDIX 2: POST-QUESTIONNAIRIL (1inghsh version). VIT APPENDIX 3: AN INTER VENTION COURSE XI vi LIST OF ABBREVIATION GCSE General Certificate of Secondary Fdncation HLT ;: English language teaching IDL : English as a Foreign Language vii TAST OF TABLES ‘Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53).7 Table 2: Schedule for an extensive reading program 30 Table 3: Frequency of extensive reading, assignments required by teachers.35 Table 4: Students’ self-reports of their time spent on extensive reading. and reasons of extensive reading 36 ‘Table 5: Students’ preferred reading material genres and sources of reading, materials.39 Table 6: Students’ perceived benefits of extensive reading, - - 40 Table 7: Students’ perceived effects of extensive reading on students’ reading comprehension and motivation.
43 Table 8: Students’ assessment of the benefits of extensive reading - 43 Table 9: Students’ altitudes towards extensive reading program. 45 Table 10: Sumznary of the Research Pindings. viii TAST OF TABLES ‘Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53).7 Table 2: Schedule for an extensive reading program 30 Table 3: Frequency of extensive reading, assignments required by teachers.35 Table 4: Students’ self-reports of their time spent on extensive reading. and reasons of extensive reading 36 ‘Table 5: Students’ preferred reading material genres and sources of reading, materials.39 Table 6: Students’ perceived benefits of extensive reading, - - 40 Table 7: Students’ perceived effects of extensive reading on students’ reading comprehension and motivation.
43 Table 8: Students’ assessment of the benefits of extensive reading - 43 Table 9: Students’ altitudes towards extensive reading program. 45 Table 10: Sumznary of the Research Pindings. viii ACKNOWLEDGEMENTS T would like to express my gralilude to people who gave me the possibility to complete this master’s project. Tirst of all, I would like to express my deepest gratitude and love to my thesis supervisor, Assoc.
Le Van Canh, who has been generous with his feedback, time and patience. It is his invaluable and insightful comments, guidance, and encouragement that helps me fulfill my minor thesis My sincere gratitude is also extended to all lecturers and staff of Posigraduate Studies for their useful lectures, materials, guidance and enthusiasm during my course. I would like to gratefully acknowledge the support from my colleagues and students, especially students of classes 12A1 and 12A4, whe have inspired and guided me in the accomplishment of the study. Last but not least, I would like to thank my beloved family for their understanding, support and cneouragement, Without them, T would not have beorr able to finish this thesis.
ACKNOWLEDGEMENTS T would like to express my gralilude to people who gave me the possibility to complete this master’s project. Tirst of all, I would like to express my deepest gratitude and love to my thesis supervisor, Assoc. Le Van Canh, who has been generous with his feedback, time and patience. It is his invaluable and insightful comments, guidance, and encouragement that helps me fulfill my minor thesis My sincere gratitude is also extended to all lecturers and staff of Posigraduate Studies for their useful lectures, materials, guidance and enthusiasm during my course.
I would like to gratefully acknowledge the support from my colleagues and students, especially students of classes 12A1 and 12A4, whe have inspired and guided me in the accomplishment of the study. Last but not least, I would like to thank my beloved family for their understanding, support and cneouragement, Without them, T would not have beorr able to finish this thesis. TABLE OF CONTENTS DECLARA THỜN. Heo ACKNOWLEDGEMENTS ABSLRACT.
eo Hi LIST OF ABBREVIATIO! anit LIST OF TABLES viii CHAPTER 1: INELRODUCTIOR. Rationale of the study 2. Anns of the study: 3, Research quesfiOD5. Scope of the study S.
Significance of thie stucly 6. Method of the study. Organization of the thesis CHAPTER 2: LITERATURE REVIEW, 2.1 Definition of reading 2.2, Roles of rcading un second language teaching. lntensive reading vs.1, Definition of extensive reading.2, Characteristics and principles of extensive xeađing.
Constraints on developing an extensive reading program for students 2. Motivation for reading. Definition of motivation 3.3, Kactors affecting students’ reading motivation in leaming a second language. Extensive reading as a motivator to students to read.4, Previous studies on extensive reading and students’ reading motivatian.
iv APPENDIX 1: PRE-INTERVENTION QUESTIONNAIRE (English version).1 APPLNDIX 2: POST-QUESTIONNAIRIL (1inghsh version). VIT APPENDIX 3: AN INTER VENTION COURSE XI vi CHAPTER3: RESEARCH METHODOLOGY .1, Overview of action research 3. Rationale for the use of an action research.3, Stops oŸ acliơtrosearch. The research procedures 3.
Research proc©dUTE8.3, Data collection instrumenfs.4, Data collectian procedures.2, Pre-intervention quest1OHRIFồ. Data analysis procedure 3. Summary CILAPTER 4: FINDINGS AND DISCUSSION. Students” sell-reports of the frequency of extensive reading assignments 4.
Students’ preferred reading material genres and sources of reading materials 4. Students’ perceived benefits of extensive reading 4.4, Students’ perceived effects of extensive reading on students’ reading comprehension and motivation. Research question1 "mẻ nốốốốốẻốốốố 4. con CHAPTER 5: CONCLUSION, 2EK ERENCE: APPENDICES, LIST OF ABBREVIATION GCSE General Certificate of Secondary Fdncation HLT ;: English language teaching IDL : English as a Foreign Language vii APPENDIX 1: PRE-INTERVENTION QUESTIONNAIRE (English version).1 APPLNDIX 2: POST-QUESTIONNAIRIL (1inghsh version).
VIT APPENDIX 3: AN INTER VENTION COURSE XI vi LIST OF ABBREVIATION GCSE General Certificate of Secondary Fdncation HLT ;: English language teaching IDL : English as a Foreign Language vii CHAPTER3: RESEARCH METHODOLOGY .1, Overview of action research 3.
