VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH A SURVEY OF TEACHERS’ USE OF POST READING ACTIVITIES AT HON GAI HIGH SCHOOL KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG SAU BÀI ĐỌC CỦA GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THÔNG HÒN GAI M.A MINOR THESIS Major: Methodology of English Teaching Code: 60.10 HANOI - 2012 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH A SURVEY OF TEACHERS’ USE OF POST READING ACTIVITIES AT HON GAI HIGH SCHOOL KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG SAU BÀI ĐỌC CỦA GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THÔNG HÒN GAI M.A MINOR THESIS Major: Methodology of English Teaching Code: 60.10 Supervisor: HOÀNG THỊ HỒNG HẢI, MA HANOI - 2012 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS Page Declaration i Acknowledgement ii Table of contents iii List of figures and abbreviations vii PART A: INTRODUCTION 1. Research aims and research questions 2 2.Significance of the study 2 4. Scope of the study 2 5. Expected outcome and contributions of the study 3 6.
Design of the study 3 PART B: DEVELOPMENT Chapter I: Literature review 5 1. Definitions of reading 5 2. The importance of reading 5 3. General views on post-reading activities 6 3.
Definitions of post-reading activities 6 iii TIEU LUAN MOI download : skknchat@gmail. Types of post-reading activities 7 3. The effectiveness when using post-reading 8 activities 3. The difficulties when doing post-reading 10 activities Chapter II: The study 12 1.
Description of subject 12 2. Data collection instrument 12 2. Data collection procedure 14 3. For the questionnaire 14 3.
For the observation 15 3. For the interview 15 4. Data analysis method 16 5. Data analysis procedure 17 5.
For the questionnaire 17 5. For the interview 17 6. Survey questionnaire for teachers 17 6. The frequency that teachers implement post-reading 17 iv TIEU LUAN MOI download : skknchat@gmail.com activities in a class 6.
The table shows the frequency that teachers implement 17 post-reading activities in a class 6. The pie chart shows frequency that teachers implement 18 post-reading activities in a class 6. The post – reading activities that teachers implement 19 6. The table shows the post – reading activities that teachers 19 implement 6.
The bar chart shows the post – reading activities that 19 teachers implement 6. The effectiveness of post-reading activities suggested by 21 the teachers of English 6. The difficulties that encountered by the teachers when 21 implementing post- reading activities 6. The result table shows the difficulties that encountered by 21 the teachers when implementing post- reading activities 6.
The bar chart shows the difficulties that encountered by 22 the teachers when implementing post- reading activities 6. The ways to overcome those difficulties suggested by the 23 teachers 6. Survey questionnaire for students 24 6. The effectiveness of post-reading activities in students‘ 24 thinking 6.
The table shows the students‘ thinking about the 24 effectiveness of post-reading activities v TIEU LUAN MOI download : skknchat@gmail. The bar chart shows the students‘ thinking about the 25 effectiveness of post-reading activities 6. The post-reading activities that students prefer to take part 26 in 6. The table shows the post-reading activities that students 26 prefer to take part in 6.
The bar chart shows the post-reading activities that 27 students prefer to take part in 6. The difficulties students have to face when taking part in 29 post-reading activities 6. The table shows the difficulties students have to face 29 when taking part in post-reading activities 6. The bar chart shows the difficulties students have to face 30 when taking part in post-reading activities 6.
The ways to overcome those difficulties suggested by the 31 students 6. The table shows how students overcome the difficulties 31 encountered when taking part in post-reading activities 6. The bar chart shows how students overcome the 31 difficulties encountered when taking part in post-reading activities Chapter III: Findings and discussion 1. How is teachers‘ use of post-reading activities 33 implemented at Hon Gai high school? 1.
What is the effectiveness of post-reading activities as 33 perceived by teachers and students? vi TIEU LUAN MOI download : skknchat@gmail. What are difficulties encountered by students and teachers 34 when doing post-reading activities? 1. Observation 35 PART C: CONCLUSION 37 REFERENCES 40 Appendix 1a I Appendix 1b IV Appendix 2a VII Appendix 2b XIV Appendix 3 XXII Appendix 4 XXVII vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES, FIGURESANDABBREVIATIONS 1. List of tables Table 1: The frequency that teachers implement post reading activities in a class 17 Table 2: The post reading activities that teachers implement 19 Table 3: The difficulties encountered by the teachers when 21 implementing post reading activities Table 4: The students‘ thinking about the effectiveness of post 24 reading activities Table 5: The post reading activities that students prefer to take part 26 in Table 6: The difficulties encountered by students when participating 29 in post reading activities.
Table 7: How students get overcome the difficulties encountered 31 when taking part in post reading activities 2. List of figures Figure 1: The frequency that teachers implement post reading 17 activities in a class Figure 2: The post reading activities that teachers implement 19 Figure 3: The difficulties encountered by the teachers when 22 implementing post - reading activities Figure 4: The students‘ thinking about the effectiveness of post 25 reading activities viii TIEU LUAN MOI download : skknchat@gmail.com Figure 5: The post reading activities that students prefer to take part 28 in Figure 6: The difficulties encountered by students when 30 participating in post reading activities Figure 7: How students get overcome the difficulties encountered 31 when taking part in post reading activities 3.List of abbreviations EFL: English as a Foreign Language SRE: Scaffold Reading Experience ix TIEU LUAN MOI download : skknchat@gmail.com PART A: INTRODUCTION 1. Rationale The importance ofEnglishhas been more and morefully recognized. It can be easily noticed that reading skill is a very important factor in developing students‘ English learning.
Educational researchers have found that there is a strong correlation between reading skills and academic success. In other words, a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader. In fact, much of research has been done to find out the various methods and techniques that help students enhance their own language ability in general and reading skill in particular. In Vietnam, in recent years teaching methods have been more and more improved.
There have been a lot of activities organized in order to enhance the effectiveness and help students be more active and self-confident in learning English in general and reading skills in particular. Many universities and high schools, including Hon Gai high school apply post reading activities which can be seen as one of the most effective way to develop students‘ reading competence. It is stated that post-reading activities encourage student to reflect upon what they have read. For the information to stay with the students, they need to go beyond simply reading it to using it.
Until now, there have been a lot of researches done in the area of post reading activities. In 2000, Alderson wrote ‗Assessing reading‘ with the aim of analyzing the effectiveness of reading activities, including post reading activities.d) wrote ―post reading activities – how teachers can end the lesson effectively‖ to give some advice so that teachers can apply when implementing post reading activities. However, there is a gap between the theory and the practice. In high schools in general, the advantages of post 1 TIEU LUAN MOI download : skknchat@gmail.com reading activities have not been fully made use of.
In addition, teachers and students encounter some difficulties relating to the students‘ level, time, etc; as a result, the implementation of these activities has not been effective. All mentioned above, the researcher decides to do a research on ―A survey of teachers‘ use of post reading activities at Hon Gai high school. Research aims and research questions 2. Research aims First and foremost, this paper is to present the ways of organizing post reading activities at Hon Gai high school.
Second, students‘ perception and teachers‘ of the effectiveness of this activity will be exploited. Third, a detailed investigation is carried out to specify the difficulties encountered by teachers as well as students when doing post-reading activities. Besides, basing on the findings of the study, researcher presents the solutions suggested by respondents to get over these problems. In brief, the study will focus on the following questions: 2.
How is teachers‘ use of post-reading activities implemented at Hon Gai high school? 2. What is the effectiveness of post-reading activities as perceived by teachers and students? 3. What are difficulties encountered by students and teachers when doing post reading activities? 3. Significance of the study Post reading activities have to be improved as one of the most effective ways in language teaching and learning.
The question of how post reading activities; however, is hardly paid attention to. Besides, there are not many researchers showing the interests in exploring the effectiveness as well as the difficulties encountered by students and teachers when doing this type of activity. Although the study is carried out with a small scale, the researcher do 2 TIEU LUAN MOI download : skknchat@gmail.com hope that its result can help teachers and students at Hon Gai high school in particular and high schools in general have clear and thorough understandings about the effectiveness and difficulties when participating in post reading activities in reading lessons. From that, they will find and adapt the best solutions in order to improve teaching and learning reading skills.
Scope of the study As mentioned above, the study is carried out with a small scale one. Because of the time limitation, the samples are restricted to 50 students at 10 classes and 10 teachers who are responsible for teaching English grade 10 at Hon Gai high school. Expected outcome and contributions of the study Overall, the research could be considerably helpful for teachers as well as researchers working on related studies. Based on the findings of the research, several pedagogical implications would be drawn.
For the teachers of English in general and teachers of English at Hon Gai high school, the study, once completed, is expected to raise teachers‘ awareness of the effectiveness of post reading activities in improving reading skills for their students. In addition, the study will supply teachers with the difficulties as well as the suggestions so that they could take their own initiatives to exploit the suitable post reading activities when teaching reading lessons. Besides, with regard to researchers, those who happen to develop an interest in this topic could certainly rely on this research to find reliable and useful information for their related studies in the future. Design of the study The thesis consists of three parts: Part A: Introduction 3 TIEU LUAN MOI download : skknchat@gmail.com The introduction refers to the statement of the problem, research aims, research questions, significance, scope, expected outcome and contributions and the design of the study Part B: Development Chapter I: “ Literature review” presents some background knowledge of the issue for further steps of the study.
Chapter II: “ The study” presents the detailed results of the survey together with the findings and discussion. Chapter III: “Findings and discussions” Part C: Conclusion The conclusion summarizes all the main findings of the thesis, the recommendations and mentions the limitation of the study 4 TIEU LUAN MOI download : skknchat@gmail.com PART B: DEVELOPMENT Chapter I: Literature review 1.