THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI THU THUY USING BOOK CLUB ACTIVITIES TO ENHANCE 10th FORM STUDENTS’ ENGLISH READING MOTIVATION AT VCVB HIGH SHOOL (Sử dụng hoạt động của câu lạc bộ sách để tăng cường động cơ đọc tiếng Anh cho học sinh lớp 10 trường PT Vùng cao Việt Bắc) M. THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI THU THUY USING BOOK CLUB ACTIVITIES TO ENHANCE 10th FORM STUDENTS’ ENGLISH READING MOTIVATION AT VCVB HIGH SHOOL (Sử dụng hoạt động của câu lạc bộ sách để tăng cường động cơ đọc tiếng Anh cho học sinh lớp 10 trường PT Vùng cao Việt Bắc) M. THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr. Nguyen Thi Minh Loan THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION This paper is submitted in partial fulfillment of the requirements for the degree of Master of English.
I certify that this thesis is the result of my own research, and that it has not been submitted for any other degree. Thai Nguyen, June, 2019 Student’s signature Tran Thi Thu Thuy Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS In completion of this thesis, I would like, first of all, to express my deepest gratitude to my supervisor, Dr. Nguyen Thi Minh Loan for her patient and enthusiastic guidance, encouragement, and invaluable assistance throughout my research. My gratitude also goes to Vung cao Viet Bac 10th form students for their cooperation.
Without their enthusiasm and help, I would not have been able to conduct my research. I would like to express my appreciation to my friends and relatives who have contributed in the fulfillment of this study. I am deeply indebted to all the support and encouragement that my dear family has lovingly offered me. Last but not least, I also wish to thank those who, in one way or another, extended their invaluable help, pieces of advices, suggestions, and moral support for the completion of this study.
Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This research project investigated the use of a book club that met monthly during school year to enhance 10th form students' English reading motivation and how the students who were involved in this book club interested in reading English book through book club's different activities. The research also examined how each of these students’ reading levels was affected when they participated in the book club. A book club project was open to fifty VCVB students to participate in. Data were elicited through The Motivation for Reading in English Questionnaire (MREQ) and a program assessment questionnaire.
Findings from the research showed that the students who participated in this book club opportunity were much more excited about reading in English and their ability to express themselves increased. It also reflected the fact that students who participated in VCVB book club experienced a significant increase in reading quality, reading quantity and preferred reading books over other pastime activities in comparison with the results at the first book club meeting, all of which were indications of an increase in reading motivation. On the basis of the findings, this study would likely benefit students who study English as a compulsory language at high school and bring them a free community of readers who like to read in English. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION.
iii TABLE OF CONTENTS. iv LIST OF ABBREAVIATIONS. vi LIST OF TABLES. vii LIST OF FIGURES.
viii CHAPTER 1: INTRODUCTION. Aims of the study. Scope of the study. Significance of the study.
Organization of study .4 CHAPTER 2: LITERATURE REVIEW. Overview of L2 reading motivation. Elements of reading motivation. Significance of reading motivation.
Overview of book clubs. Definitions of book clubs. Components of a book club. Book club activities.
Subjects of the study. Data collection instruments .25 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Book club project at VCVB high school. Procedures of data collection .33 CHAPTER 4: FINDINGS AND DISCUSSION.
Result of reading motivation categories. Results of the program assessment questionnaire .47 CHAPTER 5: IMPLICATIONS AND CONCLUSION. Limitations of the study .63 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREAVIATIONS L1 = First language L2 = Second language EFL = English as a Foreign Language MREQ = Motivation for Reading English Questionnaire VCVB = Vung cao Viet Bac Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Reading competence and reading efficacy beliefs in comparison. 34 Table 2: Reading achievement values and goals in comparisons.
36 Table 3: Results in social aspects in comparisons. 40 Table 4: Numbers of books students had read. 44 Table 5: The quality of reading results in comparison. 46 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES Figure 1: Motivational-cognitive model of reading.
13 Figure 2: Mean score of dimension Challenge in comparison. 35 Figure 3: Results of work avoidance dimension in comparison. 36 Figure 4: Results of Competition dimension in comparison. 37 Figure 5: Results of Curiosity dimension in comparison.
37 Figure 6: Results of Involvement dimension in comparison. 38 Figure 7: Results of Recognition dimension in comparison. 39 Figure 8: Results of Grades dimension in comparison. 39 Figure 9: Results of Social sharing dimension in comparison.
40 Figure 10: Results of Compliance dimension in comparison. 41 Figure 11: Preferred pastime (mean score). 42 Figure 12: Books as a preferred pastime (percentage). 43 Figure 13: Books as presents (percentage).
43 Figure 14: The numbers of book students had read in percentage. 45 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER 1: INTRODUCTION 1. Rationale In the process of globalization and economic integration, there is a great demand for a linguistic means of international communication. As a result, English has gained the most dominant status among many existing languages in our world.
It is widely used in all parts of the world, in every aspect of life, in every branch of the world economy and in many other fields. Following the perspective outlined in the guidance of the Party Central Committee's Resolution 8 Conference XI of radical innovation, comprehensive education and training: "To be self-motivated and active in the international integration for the development of education and training, simultaneously education and training need to be met the requirements of international integration for the development of country", Vietnamese educational managers have been planning and implementing new advances in teaching and learning foreign languages of all levels, focusing on from primary to higher education level, and even in vocational schools and training level. In 2008, Prime Minister has announced Decision No. 1400/QĐ-TTg “Teaching and Learning Foreign Languages in the National Education System, Period 2008 to 2020”.
It is the latest breakthrough that delves into brand-new advances to improve effectively the quality of English language learning and teaching across all school levels in Vietnam. Therefore, in order to approach the modern world in a way with fewer obstacles, learning English is necessary. High command of English helps students so much in finding good jobs. There are four major skills that a learner of English needs to master.
Those are listening, speaking, reading and writing skills. Listening and reading skills are regarded as receptive skills while speaking and writing are productive skills (Jeremy Harmer, 1989). As one of the basic skills, reading is very useful and important for our life. With this skill, students are able to broaden their Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com knowledge by reading kinds of English text.
They can develop their knowledge and get more information that is related to their studies through reading book. Motivation is an important influence on reading attitudes, self-concept, and the formation of reading habits (Gambrell (1996). Reading promotion activities are aimed at increasing both motivation and achievement. In reality, most of the students, especially the 10th form students of Vung cao Viet Bac (VCVB) high school had low achievement in English reading.
They considered that reading English text is a difficult and boring activity. It makes them less motivated to learn English, especially in reading. It was supported by Ngoc An Nguyen and Van Anh Nguyen Thi (2015) who argued that most of the students have low vocabulary mastery which hindered them to read the English text. Tomlinson in Masuhara (2003) stated that in reading English text, many learners consider that they have to know all the words in the text in order to understand the text.
It is in line to what stated by Deporter and Hernacki (1999) that reading is anxiety for students; even students are merely able to finish answering the questions in time, many students found it very difficult. It was also supported by Salikin and Bin-Tahir (2017) that the students felt bored and unmotivated to comprehend the English texts. This is due to the misunderstanding of the English texts they read and confused to answer the questions of English texts. As a teacher of English in VCVB high school, I was aware of the importance of motivating students in reading English, and one of the most effective ways that I had used to enhance my students' reading ability is using book club activities.
It was my observation that these activities created more chances for students to reading English. For the above reasons, the topic “Using book club activities to enhance 10th form students’ English reading motivation at VCVB high school” was chosen for this thesis in the hope to Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.vn LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com investigate ways to increase students’ reading motivation, which helped all students reach reading proficiency and develop their reading habits. This study focused on the impact of participation in a school book club on students’ reading motivation. A school book club, like the one implemented in this research study, examine the ways a book club impact English reading motivation of 10th form students at VCVB high school.
Aims of the study This study was aimed at investigating the effect of using book club activities on 10th form students’ English reading motivation at VCVB high school. Therefore, the research question was: - How do the book club activities affect students’ English reading motivation? 1. Scope of the study Within the scope of a graduation paper and due to the limitation of time, the researcher just hoped to concentrate on investigation into using book club activities of the 10th form students at VCVB high school and then suggesting some effectively book club activities to enhance English reading motivation for students who participated in book club.