BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA – VŨNG TÀU LÊ NGỌC SANG THE NETWORK’ S ASSISTANCE TO THE ENGLISH READING TEACHING MODEL FOR NON – MAJOR STUDENTS AT DONG NAI UNIVERSITY LUẬN VĂN THẠC SĨ Bà Rịa - Vũng Tàu, tháng 5 năm 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA – VŨNG TÀU LÊ NGỌC SANG THE NETWORK’ S ASSISTANCE TO THE ENGLISH READING TEACHING MODEL FOR NON – MAJOR STUDENTS AT DONG NAI UNIVERSITY LUẬN VĂN THẠC SĨ Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã ngành: 8140111 CÁN BỘ HƯỚNG DẪN KHOA HỌC: PGS. PHẠM HỮU ĐỨC Bà Rịa - Vũng Tàu, tháng 5 năm 2024 BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria - Vung Tau, February 2024 MASTER’S THESIS REPORT Student name: Le Ngoc Sang Sex: Male Date of birth: 16/7/1980 Place of birth: Đồng Nai Student code: 21110077 Major: Theory and Methodology of English language teaching I. Thesis title: The Network’ s Assistance to the English Reading Teaching Model for Non – Major Students at Dong Nai University II. Objectives and contents: The main purpose of the experiment is to verify the effectiveness of the network’s assistance autonomous learning method in teaching English reading to students.
This paper revolves around the following three research questions: (1) Compared with the control class, can students in the experimental class improve their English reading ability under network’s assistance independent learning? (2) Can the application of network’s assistance independent learning improve the independent learning ability of college students? (3) What views do students in the experimental class have on the application of network’s assistance independent learning? The author introduces an experimental study on the application of network’s assistance independent learning for non-major English reading teaching model. This experiment selected 68 non-major students as the research subjects. Through qualitative and quantitative analysis, the results show that the introduction of network’s assistance independent learning in university English reading teaching can improve students’ English reading level and their independent learning ability. The research results also show that most students have a positive attitude towards the application of this new teaching method.
III- Starting date: March 28th, 2023 IV- Completing date: February 20th, 2024 V- Academic supervisor: Assoc. Pham Huu Duc ACADEMIC SUPERVISOR SCHOOL HEAD Assoc. Pham Huu Duc CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: The Network’ s Assistance to the English Reading Teaching Model for Non – Major students at Dong Nai University In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria-Vung Tau University Ba Ria - Vung Tau province, February 2024. LE NGOC SANG RETENTION AND USE OF THE THESIS I hereby state that I, Le Ngoc Sang, being a candidate for the degree of TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the library.
In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for thesis. Ba Ria - Vung Tau, February 2024 Signature LE NGOC SANG TABLE OF CONTENTS ACKNOWLEDGMENTS. 5 LIST OF ABBREVIATIONS. 6 LIST OF TABLES.
7 CHAPTER ONE: INTRODUCTION .1 OVERVIEW OF THE RESEARCH BACKGROUND .2 SIGNIFICANCE OF THE STUDY .3 AIMS AND OBJECTIVES OF THE STUDY .5 THE OVERALL STRUCTURE OF THE THESIS .11 CHAPTER TWO: LITERATURE REVIEW .1 THE THEORETICAL FRAMEWORK .2 An Overview of Learner Autonomy .3 The Introduction of the Network Assistance Learning.4 The Importance of Reading as an Input Skill in English Language Learning .2 Studies at Home. 36 CHAPTER THREE: RESEARCH METHODOLOGY. VALIDITY, RELIABILITY AND ETHICAL CONSIDERATIONS. 47 CHAPTER FOUR: RESULTS AND DISCUSSION .1 DATA ANALYSIS AND DISCUSSION OF RESEARCH QUESTION ONE 49 4.1 Data Analysis and Discussion of The Pre-Test.2 Data analysis and discussion of the post-test .2 DATA ANALYSIS AND DISCUSSION OF RESEARCH QUESTION TWO 52 4.1 Data analysis and discussion of pre-experiment questionnaire I .2 Data analysis and discussion of post-experiment questionnaire I .3 Data analysis and discussion of Research Question Three (post-experiment questionnaire) .4 DATA ANALYSIS AND DISCUSSION OF THE INTERVIEW.
62 CHAPTER FIVE: CONCLUSION AND IMPLICATIONS .2 Reading resource designed on the network .3 The training of learners’ strategies .4 Role change of teacher and students .3 LIMITATIONS AND SUGGESTIONS. 90 Page | 3 ACKNOWLEDGMENTS I am very glad that I have persisted in my master’s degree studies until now. Here, I would like to express my sincere gratitude to the following people. Without them, there would be no graduation thesis today.
My supervisor, Assoc. Pham Huu Duc, still gave me comprehensive guidance and selfless care despite the heavy workload. I was deeply moved by his rigorous work attitude, professionalism and eagerness to help others. In addition to the heavy study and work, he also gave me and other students a lot of systematic guidance and conducted in-depth discussions on certain aspects.
I would like to express my deep gratitude. He used his rich professional knowledge to irrigate me with spiritual food of incomparable wisdom, enlighten my dull mind, and enable my bound inspiration to fly. I would like to express my deep gratitude again. Secondly, I would like to thank the teachers at Ba Ria - Vung Tau University who gave me a lot of help and my classmates who accompanied me through my two years of study.
Although we have not been together day and night for a long time, I will always remember everything you have done. It is your help and companionship that make me feel that these two years are even more precious. Then I would like to thank my colleagues and friends around me. It was your selfless help, care and encouragement that allowed me to persist until the end.
Your meticulous care and patient waiting allow me to move forward courageously when facing difficulties. In addition, the department leaders at Dong Nai University where I work have also provided great convenience for my study and research progress, especially all the teachers in the Faculty of Foreign Languages, without their help and support, it would be difficult for me to successfully complete my studies. Here, I would like to express my sincere gratitude and respect to them. Then, I want to thank my family.
All of this is the result of your support. I will keep it in my heart, and I will repay it with my progress. Finally, I would like to express my sincere gratitude once again to the leaders and comrades who have provided a lot of enthusiastic and selfless help to my study and research at my school and workplace. I wish you a safe and healthy life, a happy family, a prosperous career, and all the best! Page | 4 ABSTRACT With the rapid expansion of the internet, network-assisted language teaching has integrated into second language instruction, demonstrating its boundless potential.
Numerous scholars, both domestically and internationally, have actively explored and experimented with network assistance English reading teaching, particularly in university English reading instruction, achieving notable research outcomes. However, there is a paucity of studies focused on network assistance reading instruction for non- English major students in universities. Consequently, this research holds significant relevance and necessity. To theoretically substantiate the feasibility of network-assisted instruction for non-English major reading at the university level, the author first introduces relevant theoretical foundations, including social constructivism theory, autonomous learning theory, and network-assisted learning.
The article also examines previous pertinent research on network-assisted English teaching and related reading theories. These related theories and studies provide a robust theoretical basis for this experimental study. The primary objective of the experiment is to verify the effectiveness of the network assistance autonomous learning method in teaching English reading to non- English major students. This paper revolves around the three research questions.
The author presents an experimental study on the application of a network assistance autonomous learning model for non-English major reading instruction. This experiment involved 68 non-English major students as research subjects. Through qualitative and quantitative analysis, the results demonstrate that the introduction of network assistance independent learning in university English reading teaching can enhance students’ English reading proficiency and their independent learning abilities. The research findings also indicate that most students hold a positive attitude toward the application of this novel teaching methodology.
Key words: Network’ s Assistance, Non-Major English Reading, Reading Teaching Model Page | 5 LIST OF ABBREVIATIONS ANOVA Analysis of Variance BBS Bulletin Board System CAL Computer Assisted Learning CALI Computer Assisted Language Instruction CALL Computer Assisted Language Learning CC Control Class CMC Computer Mediated Communication EC Experimental Class EFL English as a Foreign Language MSN Microsoft Service Network SPSS Statistical Package for the Social Sciences TELL Technology Enhanced Language Learning WALE Web Assistance Learning Environment WALL Web Assisted Language Learning ZALO Zing and Alo (It is actually the name of a popular messaging app in Vietnam.) ZPD Zone Proximal Development Page | 6 LIST OF TABLES 1 Table 2.1 Warschauer’s Three Stages of the Development of CAL 2 Table 3. Internal Consistency of the Questionnaire I 3 Table 3. Internal Consistency of the Questionnaire II 4 Table 4.1 Reading Proficiency in Two Classes of Pre-Test (Group statistics) 5 Table 4.2 Reading Proficiency of Two Classes in Pre-Test (Independent Samples Test) 6 Table 4.3 Reading Proficiency of Two Classes in Post-Test (Group Statistics) 7 Table 4.4 Reading Proficiency of Two Classes in Post-Test (Independent Samples Test) 8 Table 4.5 Reading proficiency of experimental class in post-test (Paired Samples Test) 9 Table 4.6 Mean of each category in pre-experiment of EC and CC 10 Table 4.7 Mean of each group in pre-experiment of EC and CC 11 Table 4.8 Independent samples test of scores of autonomous learning ability of each class in pre-experiment 12 Table 4.9 Mean of each category in post-experiment of EC and CC 13 Table 4.10 Mean differences of each category between pre-experiment and post-experiment 14 Table 4.11 Mean of autonomous learning ability in post-experiment of EC and CC 15 Table 4.12 Independent samples test of scores of autonomous learning ability of each class in post-experiment 16 Table 4.13 Data of Question 1-12 of post-experiment questionnaire II 17 Table 4.14 Data of Question 13 of post-experiment questionnaire II Page | 7 CHAPTER ONE: INTRODUCTION This chapter explores the overarching research background, underscores the significance of the study, and elucidates its purpose. Furthermore, it delineates the comprehensive structure that this thesis will follow.1 OVERVIEW OF THE RESEARCH BACKGROUND Reading, recognized as one of the most authentic needs for future career prospects of foreign language learners, has traditionally been regarded as the primary skill among the four language skills in English as a Foreign Language (EFL) education in Vietnam.
Psychometric-structural linguistics views listening, speaking, reading, and writing as fundamental language learning skills. Among these four skills, reading is considered the dominant source of knowledge acquisition. Consequently, cultivating learners’ reading capability is the foremost and paramount requirement of EFL teaching. However, poor reading comprehension ability impedes the effective language learning process for a significant number of non-English major students.
Although some new reading theories have been proposed, classroom teaching has not adequately bridged the gap between theories and practice. Furthermore, despite the substantial progress in multimedia equipment in recent years, learners have benefited little from these modern instructional tools, indicating an underutilization of multimedia resources. The main problems prevalent in current English reading teaching classrooms can be summarized as follows: Firstly, in traditional English reading classrooms, learners lack high motivation to read the materials presented by teachers. Moreover, the traditional reading materials are often dull and disconnected from learners’ real lives, making it challenging to actively encourage reading due to a lack of interest.