MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443021 GRADUATION PAPER Hanoi - 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443021 AN EXPLORATION OF STUDENTS' PERCEPTIONS OF THE USE OF EXTENSIVE READING TO IMPROVE READING COMPREHENSION AT HANOI LAW UNIVERSITY SUPERVISOR Nguyen Thu Trang, MA. Hanoi — 2023 DECLARATIONS I hereby state that I: (Nguyen Thi Thu Phuong, Class 4430), being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. April 4", 2023 Supervisor Student il ACKNOWLEDGEMENT The graduation paper was accomplished with various aid from enormous people who gave their distinctive assistance throughout the whole procedure of this paper in many ways.
Firstly, I would like to express my deep gratitude to the Faculty of Legal Foreign Language of Hanoi Law University for granting me an opportunity to write this graduate paper. I am deeply indebted to my instructor, Ms. Nguyen Thu Trang, M., for spending valuable time to passionately mentor and help me throughout the study process and thesis completion. My thesis would not have been possible without her assistance, and invaluable suggestions and guidance.
I owe special thanks to all the Members of the Thesis Committee, who are the lecturers with their fair evaluation, thorough examination, and detailed comments about my research. My genuine appreciation to all the respected lecturers at the Hanoi Law University in general and the Faculty of Legal Foreign Languages in particular, who have educated me a lot during the past years. The research reported in this thesis would not have been carried out without the enthusiasm, and interest of the second-year Legal English major students from course 46 who participated in filling out questionnaires. Last but not least, Ï am genuinely grateful to my family and friends for their unwavering support, encouragement, and advocacy during the course of my research.
They give me the courage to face issues head-on and the power to guide me through them. I also sincerely thank myself in private for striving and attempting to accomplish the thesis as best as possible. ill ABSTRACT Reading is a fundamental receptive skill in communicating and learning a language. “The more you read, the more things you know.
The more that you learn, the more places you will go. This thesis has studied the use of extensive reading activity by second-year Legal English major students at Hanoi Law University to enhance reading comprehension. To achieve this, the researcher conducted the investigation using the quantitative method. Questionnaires were used as data collection tools for the study.
The findings of the study show that using extensive reading help students in improving reading comprehension. Though some difficulties are encountered, students have adopted different strategies in extensive reading. From these findings, some suggestions regarding extensive reading to improve reading comprehension are made based on the result section. IV TABLE OF CONTENTS DE CULAR ACTIOUNGS ssscs ae caŸ-kkunn tan, Han G0221 tama 12033048051 tHã1188nã1148004 LEARN RRA 12865 i ACKNOW LEDGE WIEN To visicsisscinscssansasssscuns 12020010601 wananssneccants aomansina sais 486 ill AES TRAIL cscs sang càng oan” scmansccies ahs 6 nRaEg0630.8 8005 TOO SERS 8N 80EIE-4800-588885:3.3850ã380084 1486 IV TABLE OF CON TEIN ES x si: cán cssassnassacans Lang búa ngữ uanaasenanaisns 018034 0088352004 82888 V LIST OF ABBREVIATIONS si in senas seraasanaies saasassananaisas 425014 nE15 86604 eas vii LIST OF FIGURES AND TABLES.
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cssces amex ees axa nha ka nan RS A gu3 G800 3 CHAPTER 1: LITERATURE REVIEW.1 Reading and reading comprehension.-- << 55s ss+<<+sseesss bì Toda DFO tI TINH tang nhaaài thhng tưng is ng tas A LOGSA3 NK 148080 5 Lid Renidingg Compr el erst sis vines iccias sins tàng G063 00815 Lang visas asians canes essen 6 1. -- 111111 v1 1n 1v TH vn re 9 1.1 Definition and characteristics of extensive reqdïng.1 Definition of extensive reading.2 Characteristics of extensive reading.2 The importance of extensive reading .3 The principles of Extensive ÑeqdlÏng.3 Benefits and difficulties of extensive reading on _ reading VU¡01083/13/1)00).1 Benefits of extensive reading on reading comprehension .2 Difficulties of implementing extensive reading on reading COMPTENENSION E8.4 The strategies implemented by students during extensive reading 23 1.5 Some previous practices related to the implementation of extensive reading in students’ reading learning.- -- - - ---cccssssSSssseeses 2 l/lï UNAMID son cưng nhan thanh ac SN RT NSN AS 8 SI giấ Di CHAPTER ¿: METHODOUUOOCY.ei: ae si ceiicenieniaeieeiinndennraeannianenaon 28 Poll, ERAN CLD, smonsingood.Lielsts eames wines snes wee sce aoe vor amen. Sena amo nae SE 28 Pine PRI CD HN: es gamesrrgosti eno emacs acne eee 101860 come uete tBSE.V0RSAĐS:S2/E0R wae geen ee 28 2d Data pollec tion, TrnÍfrnTTEHỦSu seo ceen ma nsrisien moan censssaamms trong amma cae va 29 2.4 Data collection procedure .5 Data analysis mefhod. 30 CAE pn 01860 70059236/08910 HDSf.T0RS2ĐS:22IE0R EafEiLTofSU8i020080 E8 3l CHAPTER 3: RESULTS AND DISCUSSION.1 Respondents’ perception of using extensive reading.2 The strategies implemented by HLU’s English major students while participating in extensive reading .3 Difficulties encountered by second-year English major at Hanoi Law University when using extensive reading.1 Recommendations for major English students through using extensive reading to improve reading comprehension.2 Recommendations for Ïe€fur€s.-- - - 55 5 11+ *sskeeeske ne Ahk CMMANNMNNTERIE Score scx.
swan acto SR SRS US RN NW 3 ee SE), nonnongnnnnn ghhgữi tron H14 TĐS0Bi tl078R-H0DHã HN E011 NHANG SIG0R3E/055 g08H01DIđ10805109 ti 54 1. Summary of the main findinøs. Limitations and suggestions for further study.--‹- 56 EEE ETS BGG nnuntstoni cic esenescnson 1201 tư. 2H0N04 SRAA ATIR ti0EHh3HI0/6809105 gi ay PLP PESIIDD I, ccs esos gưn05E.gưnHði vtn ta es, cS CRE SS RST N S OT N4 66 Vi LIST OF ABBREVIATIONS HLU : Hanoi Law University ER : Extensive Reading Min : Minimum Max : Maximum SPSS : Statistical Package for the Social Sciences EFL : English as a Foreign Language Vil LIST OF FIGURES AND TABLES FIGURES Figure 1: The virtuous circle Of ZOOd r€@Q(Ï€F.
-c 5+ + +*vvE+sseeexxes 21 Figure 2: Students’ frequency of reading in Englisn .-- «55s ss<+++s 32 Figure 3: English sources read by English majors at HLÙ.- -- «+ 33 Figure 4: Reading mode students DF€ƒ©TTCC.- 5c + + EE++*vVE+seeeexees 33 Figure 5: Books genres preferences among English majors students at HLU34 Figure 6: Students’ attitude towards the guidance of the teacher to use EEHÍHHHÙNEI WINGO cece ts 0 GN AE A RS A OR A OS 35 Figure 7: Students’ assessment towards the guidance of the teacher to use ⁄24/2/JAx. 36 Figure 8: Purpose of students when they read outside the classro0omn. 37 Figure 9: People helping students to choose students of reading materials. 38 Figure 10: Students’ assessment of CxtenSive VEAING .- «55+ << s<+++s 38 Figure 11: Student's preference strategies at FÌLU.---- «+ s+++s++eex+s 44 Vill TABLES Table 1: Perception of students about the benefits of extensive reading.
AM Table 2: Global reading strategy applied by HLU s students. -- 41 Table 3: Problem-solving strategy applied by HLU’S studenfs. 42 Table 4: Support reading strategy applied by HLU’S students. 43 Table 5: Major difficulties in vocabulary students encounteredi.
45 Table 6: Major difficulties in knowledge students encounfteredl.- 46 Table 7: Some other difficulties students €HCOMHÍ€F€d. c5 555 55+ <ss s53 49 1X INTRODUCTION This chapter intends to lay the background of the study with a particularized presentation of its rationale, aims, research questions, scope, significance, and organization. Rationale of the study With over 8 million speakers spread across the globe, English is considered the most important international language (Berlitz, 2023). One of the most often used languages in the world, English has many interrelationships with many different facets of human life.
There are four language skills possessed by students such as listening, speaking, reading, and writing that needs to be mastered in English. Nowadays, the development of reading skills brings up a larger perspective on learning foreign languages. According to Grabe and Stoller (2002), reading might be seen of as a means to get data from the textand form an interpretation of it. It implies that reading serves as a valuable tool for pupils to acquire a vast world of knowledge and information, understanding, or experience.
Reading in English has developed into a crucial ability for academic and professional success. As stated by Mohammad, Z. (2021), it also contributed to an individual's success because it aids in the comprehension of written or printed materials that aid in professional engagements and interactions. For a better result in the learning process, students need to read more materials and comprehend it.
According to the research of Mohd Asraf, R. (2003), encouraging students to read widely is one of the best strategies to help them improve their language proficiency. And as result of the experiments on extensive reading done by Mason and Krashen (1997) indicated that reading score is significantly positively correlated with the number of book pages they read. At the same time, the major goal of reading is the comprehension of the meaning of the text.
Comprehension is a crucial component in the 1 development of students’ reading skills. Therefore, reading comprehension is a complex task that necessitates the orchestration of many different cognitive skills and abilities (Oakhill,et al,2015,1:1). To have better students’ reading achievement, they used a lot of methods in learning English. One of these is extensive reading that writers use to obtain a better understanding of what learners do when reading in a foreign language.
Reading a lot of different kinds of reading material with the intention of gaining broad knowledge as well as pleasure is referred to as extensive reading (Susser & Robb, 1990). Recognizing the significant influence of extensive reading that is auspicious in learning foreign languages in general and in reading comprehension in particular, the writer decided to conduct this paper on this topic with a view of investigatingta students’ awareness of the magnitude of extensive reading among students at Hanoi Law University. Aims of the study The main aim of this study was to investigate students’ opinions on reading comprehension through extensive reading. The research objectives are concretized into the following purposes: e Investigating how extensive reading activities are utilized in the process of learning English by HLU’s English major students.
e Discovering some strategies implemented by HLU’s English major students while participating in extensive reading activities. e Pointing out the difficulties in reading comprehension that English- majored students encounter during using extensive reading at HLU. Research questions In the studying period, to complete the aim of this study, the study was guided by the following three research questions: 1. How do students apply extensive reading activity in reading comprehension improvement? 2.
What are the learning strategies used by students while participating in extensive reading activity? 3. What are the difficulties in using extensive reading activity for reading comprehension improvement by English-majored students? 4.