VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES calls NGUYÊN VIỆT ANH AN EXPERIMENTAL STUDY ON THE EFFECT OF THE SELF-SELECTED READING ACTIVITIES ON HAIPHONG PRIVATE UNIVERSITY’S ENGLISIT NON-MAJORS’ READING PROFICIENCY -Nghiên cứu thực nghiệm về hiệu quả cân các hoạt động dọc tự chọn dối vot khã năng đọc cña sinh viên không chuyên Anh trường Đại học Đâu Lập lái Phòng. MLNOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.0111 TIANOL 2014 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES —œlHs— NGUYÊN VIỆT ANH AN EXPERIMENTAL STUDY ON THE EFFECT OF THE SELF-SELECTED READING ACTIVITIES ON HAIPHONG PRIVATE UNIVERSITY’S ENGLISH NON-MAJORS’ READING PROFICIENCY Nghiên cứu thực nghiệm về hiệu quả của các hoạt động đọc tự chọn đối với khả năng đọc cũa sinh viên không chuyên Anh trường Dạt học Dân Lập Hải Phòng. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60. Nguyễn Thị Ngọc Quỳnh HANOL, 2014 DECLARATION i declare that this thesis entitled, “An experimental study on the effect of the self-selected reading activities on Haiphong Private University’s English non- majors’ reading proficiency” is my original research work, and thal all the resources that I have use or quoted have been acknowledged by means of complete reference Hanoi,2014 Signature: Nguyễn Việt Anh.
LIST OF TABLES Page Table1: Topics for self-selected reading 21 Table 2: Mode uf the pretest and post lest scores of the two groups. 27 Table 3: The pretest scores between the experimental group and control 33 group. ‘Table 4: Phe pretest and post test scores within the experimental group. 33 ‘Yable S: ‘the postiest scores between the experimental group and control group 3 Tablc 6: 8mđemx” apbrioms on tems appeared in theù clasvmaies' xejƒ" — selected reading.
Students” viewpoints on self-selected reading materials supplied by their classmates. Table 8: Students’ ideas on tasks following the self-selected reading texts. 37 Table 9: Frequency of contributing to students’ classmates’ self- selected reading presentation : : - -Ö 38 Table 10. Students’ opinions on their self-selected reading activities ._ 39 LIST OF TABLES Page Table1: Topics for self-selected reading 21 Table 2: Mode uf the pretest and post lest scores of the two groups.
27 Table 3: The pretest scores between the experimental group and control 33 group. ‘Table 4: Phe pretest and post test scores within the experimental group. 33 ‘Yable S: ‘the postiest scores between the experimental group and control group 3 Tablc 6: 8mđemx” apbrioms on tems appeared in theù clasvmaies' xejƒ" — selected reading. Students” viewpoints on self-selected reading materials supplied by their classmates.
Table 8: Students’ ideas on tasks following the self-selected reading texts. 37 Table 9: Frequency of contributing to students’ classmates’ self- selected reading presentation : : - -Ö 38 Table 10. Students’ opinions on their self-selected reading activities .2, Benefits of self-selected reading. What is group work? 13.
Why use groups?. Criteria for assessing group work CHAPTER 2. Experimental research design.2, Why was quasi-experimental research adopted in the study? .1, Group work for self-selected reading. Requirements Cor group work 2.
Self-selected reading assessment. Pretest and postiest. Statistical concepts in experimental research.3, Variance and Standard Deviation (SD) k b2 là Bà 4CV Bes. DF (degree of freedom) Đà LIST OF TABLES Page Table1: Topics for self-selected reading 21 Table 2: Mode uf the pretest and post lest scores of the two groups.
27 Table 3: The pretest scores between the experimental group and control 33 group. ‘Table 4: Phe pretest and post test scores within the experimental group. 33 ‘Yable S: ‘the postiest scores between the experimental group and control group 3 Tablc 6: 8mđemx” apbrioms on tems appeared in theù clasvmaies' xejƒ" — selected reading. Students” viewpoints on self-selected reading materials supplied by their classmates.
Table 8: Students’ ideas on tasks following the self-selected reading texts. 37 Table 9: Frequency of contributing to students’ classmates’ self- selected reading presentation : : - -Ö 38 Table 10. Students’ opinions on their self-selected reading activities ._ 39 TABLE OF CONTENTS DECLARATION, ACKNOWLEDGEMENTS. ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF ABBREVIATIONS.
Aims of the study 3. wD 4, Scope of the study. Research methods YW 6. Design of the sludy PART B.
DEVELOPMENT BY CHAPTER 1. Reading BAe LLL1. Definition of reading. Intensive and extensive reading.1 Thlensive reading ane 1.
Phases in teaching reading oe 1. While-reading activities. Post-reading activities. Self-selected reading co 1.1, What is self-selected reading? LIST OF ABBREVIATIONS KET Key English Test PET ; Preliminary English Test cv : Coefficient of variation M : Mean sD Standard Deviation N : Number of sampled students.
Tadividual sampled students DF Degree of freedom T : Obtained value P .2, Benefits of self-selected reading. What is group work? 13. Why use groups?. Criteria for assessing group work CHAPTER 2.
Experimental research design.2, Why was quasi-experimental research adopted in the study? .1, Group work for self-selected reading. Requirements Cor group work 2. Self-selected reading assessment. Pretest and postiest.
Statistical concepts in experimental research.3, Variance and Standard Deviation (SD) k b2 là Bà 4CV Bes. DF (degree of freedom) Đà ABSTRACT How to leach reading effectively is becoming a big malier in uriversilies. In order to promote students’ activeness as well as to enhance their reading proficiency, “an experimental study on the effect of the self-selected reading achvilics on Hatphong Privale University’s English non-majors’ reading proficiency” was carried out. Quasi-experimental design was the main research method employed in this study to find out the answer about students’ progress after the mmplementaiion of the research.
Tn addilion, so as to get. students” feedback on the effect of self-selected reading activities, a survey questionnaire is designed to search needed information. The study showed positive resulis with the progress of students in experimental group. Besides, students expressed their interest as well as satisfaction to self-selected reading activities through student questionnaire.
It can be said thal the rosulls collected in this study had great signifieance in applying self- selected reading activities to students at different levels. iii ACKNOWLEDGEMENTS On the completion of the study, I wish, first of all, to express my deepest gratitude lo my supervisor Dr. Nguyén Thi Ngoc Quynh. Withoul her enthusiastic guidance and precious encouragement, the study could not be fulfilled.
My sincere thanks also go to my colleagues in Haiphong Private Universily for their useful suggestions which have helped much in completing the study. T owe a special debt of gratitude to my students, who helped me a lot during the process of the study Taal. bul not least, T would like Lo give my hearlfell thanks 1o every member in my family as well as our friends, Without their spiritual support, this study could not have come up in the present form ABSTRACT How to leach reading effectively is becoming a big malier in uriversilies. In order to promote students’ activeness as well as to enhance their reading proficiency, “an experimental study on the effect of the self-selected reading achvilics on Hatphong Privale University’s English non-majors’ reading proficiency” was carried out.
Quasi-experimental design was the main research method employed in this study to find out the answer about students’ progress after the mmplementaiion of the research. Tn addilion, so as to get. students” feedback on the effect of self-selected reading activities, a survey questionnaire is designed to search needed information. The study showed positive resulis with the progress of students in experimental group.
Besides, students expressed their interest as well as satisfaction to self-selected reading activities through student questionnaire. It can be said thal the rosulls collected in this study had great signifieance in applying self- selected reading activities to students at different levels. iii ABSTRACT How to leach reading effectively is becoming a big malier in uriversilies. In order to promote students’ activeness as well as to enhance their reading proficiency, “an experimental study on the effect of the self-selected reading achvilics on Hatphong Privale University’s English non-majors’ reading proficiency” was carried out.
Quasi-experimental design was the main research method employed in this study to find out the answer about students’ progress after the mmplementaiion of the research. Tn addilion, so as to get. students” feedback on the effect of self-selected reading activities, a survey questionnaire is designed to search needed information. The study showed positive resulis with the progress of students in experimental group.
Besides, students expressed their interest as well as satisfaction to self-selected reading activities through student questionnaire. It can be said thal the rosulls collected in this study had great signifieance in applying self- selected reading activities to students at different levels. iii TABLE OF CONTENTS DECLARATION, ACKNOWLEDGEMENTS. ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF ABBREVIATIONS.
Aims of the study 3. wD 4, Scope of the study. Research methods YW 6. Design of the sludy PART B.
DEVELOPMENT BY CHAPTER 1. Reading BAe LLL1. Definition of reading. Intensive and extensive reading.1 Thlensive reading ane 1.
Phases in teaching reading oe 1. While-reading activities. Post-reading activities. Self-selected reading co 1.1, What is self-selected reading? ACKNOWLEDGEMENTS On the completion of the study, I wish, first of all, to express my deepest gratitude lo my supervisor Dr.
Nguyén Thi Ngoc Quynh. Withoul her enthusiastic guidance and precious encouragement, the study could not be fulfilled. My sincere thanks also go to my colleagues in Haiphong Private Universily for their useful suggestions which have helped much in completing the study. T owe a special debt of gratitude to my students, who helped me a lot during the process of the study Taal.
bul not least, T would like Lo give my hearlfell thanks 1o every member in my family as well as our friends, Without their spiritual support, this study could not have come up in the present form 2.3, Student questionnaire CHAPTER 3: FINDINGS AND DISCUSSION. Comparison of the pretest scores between the expertmental group and control group 3. Comparison of the pretest and posttest scores in the experimental research wea 3. Comparison of the posttest scores between the experimental group and control gYOUp.
Students’ aititudes towards self-selected reading activities 35 3. Sludents’ points of views on the items appoared in their classmates’ presentation. Students’ viewpoims on reading materials suppliedby their classmates. Students” ideas on reading tasks following reading materials 3.
Students’ opinions on their chance to contribute in self-selected reading activities.5, Sindenls’ opinions on their self-selected reading activities 3. Suggestions for further studies REFERENCES APPENDICES.2, Benefits of self-selected reading. What is group work? 13. Why use groups?.
Criteria for assessing group work CHAPTER 2. Experimental research design.2, Why was quasi-experimental research adopted in the study? .1, Group work for self-selected reading. Requirements Cor group work 2. Self-selected reading assessment.
Pretest and postiest. Statistical concepts in experimental research.3, Variance and Standard Deviation (SD) k b2 là Bà 4CV Bes. DF (degree of freedom) Đà LIST OF ABBREVIATIONS KET Key English Test PET ; Preliminary English Test cv : Coefficient of variation M : Mean sD Standard Deviation N : Number of sampled students. Tadividual sampled students DF Degree of freedom T : Obtained value P.
Probability vi ACKNOWLEDGEMENTS On the completion of the study, I wish, first of all, to express my deepest gratitude lo my supervisor Dr. Nguyén Thi Ngoc Quynh. Withoul her enthusiastic guidance and precious encouragement, the study could not be fulfilled. My sincere thanks also go to my colleagues in Haiphong Private Universily for their useful suggestions which have helped much in completing the study.
T owe a special debt of gratitude to my students, who helped me a lot during the process of the study Taal.
