NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH DUONG THI HOP A STUDY ON APPROACHES TO PROMOTE STUDENT ENGAGEMENT IN READING CLASSES AT NATIONAL ECONOMICS UNIVERSITY NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH ` DUONG THỊ HOP A STUDY ON APPROACHES TO PROMOTE STUDENT ENGAGEMENT IN READING CLASSES AT NATIONAL ECONOMICS UNIVERSITY Hanoi, March, 2023 Duong Thị Hợp — 11192141 - Business English 61B ACKNOWLEDGEMENT The graduation internship report could not have been completed on time and successfully without the dedicated support from many individuals. Therefore, this section is written to express gratitude and sincere thanks to everyone. First and foremost, I would like to show my sincerest and deepest thanks to my instructor — Ms. Nguyen Thi Thien Huong.
Without her enthusiastic guidance, timely support, and useful advice through each step of the research, I would have encountered many difficulties when finalizing this report. It was my great honor to work, share and exchange with her in the past time. Secondly, I would like to express my special gratitude to the lecturers who are teaching in the Faculty of Foreign Languages for facilitating my participation in their lessons. I am very thankful to the teachers for their valuable lessons and experiences during my internship period at the faculty.
Moreover, I cannot fail to mention the enthusiastic contribution to the survey of the research paper from NEU students. All of you spent your precious time filling out the questionnaire with pleasure and I am very grateful for that. Your participation plays an important role in the finalization of my thesis. Finally, I highly appreciate the authors for previous studies and their findings.
They conducted their research and came up with extremely important results that served directly for my theoretical framework. Duong Thị Hợp — 11192141 - Business English 61B TABLE OF CONTENTS ACKNOWLEDGBEMENTT. 6-55 5S SH 900100010 04 000 i LIST OF ABBREYVIA THONS. <0 068806 ii LIST OF TABLES.
Y LIST OF EIGUREES. 0000050090850 vỉ TABLE OF CONITIEN TỀ. HH HH TH 0000060096 6000808 686 ii CHAPTER 1: INTRODUCTION.3 Research QUI€SẤÏOTAS. Structure of the SẤUY.09095999969890 6080800080000 86 3 CHAPTER2: LITERATURE REVIEW AND THEORETICAL FRAMEWORK.1 Student GHBŒ€IHCHE.
HH HH HH HH gu 4 2.2 Dimensions of student €S©IHIGPI.c - c Sxkk$vExeseereeeeeees 5 VN S4.2 Previous studies on increasing student engagement in learning. 8 CHAPTER 3: RESEARCH METHODOLOGY .occs<ess=see 13 3.2 Research participant and Setting .1 Research DATTÍCÏDDGHf. cv kg ệt 13 S221.4 Research DFOC€([UIFCC.008 0gp 16 CHAPTER 4: MAJOR EINDINGS.oo- Go Ăn ng ng n6 17 4.2 Student's self-perceived engagement in reading cÏasses.1 Behavioral €Hgđ9©IHI©HHE.2 Emotional €H9đ9©IH©HIÍ.- ác v1 trệt 20 li Duong Thị Hợp — 11192141 - Business English 61B 4.3 COgHIfIV€ €HQĐ€IHCHHÍ.3 Student’s evaluation on engaging approaches to English reading lesson.1 Behavioral engaging APPVOACNES. Cognitive Engaging aDDFOACÏ©S.
si, 26 CHAPTER 5: RECOMMENDA TIONG.1 Recommendations for SÊUI€TIẨS .2 Recommendations for lecturer. 5-5-5 5-55 se es se eseneeesenseee 30 5.3 Recommendations for UMiversity. Limitations Of the Study. THỌ in 0000000 098008008090 35 APPENDÏYX.
In 0 0010009005004 84 38 iii Duong Thị Hợp — 11192141 - Business English 61B LIST OF ABBREVIATIONS NEU National Economics University SD Standard Deviation iv Duong Thị Hợp — 11192141 - Business English 61B LIST OF TABLES Table 2. Tanner (2017)’s conceptual framework. Student’ self-perceived behavioral engagemen(. Student’ self-perceived emotional engaøemen(.3 Student’ self-perceived cognitive engagement.
Students’ evaluation on behavioral engaging approaches. Student’s evaluation on emotional engaging approaches. Student’s evaluation on cognitive engaging approaches. 27 Duong Thị Hợp — 11192141 - Business English 61B LIST OF FIGURES Figure 2.
Proposed research framewOrK.- -- «sex ssieirerkrsree 12 Figure 4.-- s6 119v 91 9H HH ng kh 17 Figure 4.3 Student’ self-perceived behavioral engaøemen(. Student’ self-perceived emotional engaøemeI. Student’ self-perceived cognitive engagemen. Student’s evaluation on behavioral engaging approaches.
Student’s evaluation on emotional engaging approaches. Student’s evaluation on cognitive engaging approaches. 26 vi Duong Thị Hợp — 11192141 - Business English 61B CHAPTER 1: INTRODUCTION The introduction of the study covers rationale, objectives, research questions, scope, and the structure of the research.1 Rationale Student engagement is one of the important research areas, especially of educational psychology, and no teaching activity is extremely effective without student involvement. It is also considered as a decisive factor contributing to academic achievement and program completion.
Students who have positive behavioral engagement in the classroom often have higher grades and a greater desire to learn (Wang & Eccles, 2012). Emotional engagement also positively correlates with academic performance (Stewart, 2008). Moreover, student engagement does not only bring learning advantages, but it also benefits in term of social interaction and life satisfaction (Li & Lerner, 2010). There have been many studies on student engagement in traditional classrooms in Vietnam and other areas in the world to find out its definition and contribution to educational effectiveness.
These studies illustrate that student engagement is made of the three components: behavioral, emotional, and cognitive (Appleton et al. However, the student involvement in learning has different manifestations depending on each level of education and each environment. In context of Vietnam, due to the educational reform shifting from the conventional teacher-centered methods to student-centered learning, the importance of students’ learning motivation is increasingly emphasized. Particularly, at National Economics University, because of large volume of subjects and their increasing difficulty, active engagement is essential to achieve high learning outcomes.
However, many students who are attending reading classes at NEU are not nearly excited and actively participate in classroom lessons, which leads to an atmosphere that is not vibrant and low achievement. This is probably because the nature of reading is a receptive skill, therefore it does not require students to produce language. Instead, they simply receive and understand the information provided, which makes them even not active and lack interactive skill. Moreover, they consider that reading is a challenging and dull activity.
All aspects such as the length of English texts, a variety of academic and Duong Thị Hợp — 11192141 - Business English 61B specialized vocabulary and difficult questions that require critical thinking skill have turned reading into an anxiety for students and made them more passive to engage in reading activities. Realizing the need to improve the engagement of NEU students in English reading lessons, the study is conducted to measure and analyze student engagement with engaging approaches used in reading classes with the title as “A study on approaches to promote student engagement in reading classes at National Economics University”. The research focuses on three approaches of promoting student involvement in reading classes based on three dimensions of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. The report will measure student satisfaction with engaging approaches and propose appropriate recommendations for students, lecturers, and university to develop effective methods and improve bad ones.
This study is expected to contribute to the development of teaching and learning reading activities, which can be made use of by lecturers and other researchers in the same field.2 Objectives This study is conducted to: e To explore the student engagement in reading classes at NEU. e To measure student satisfaction with approaches of promoting student engagement in reading classes at NEU. e To propose some recommendations to enhance student engagement in English reading lessons at NEU.3 Research questions In this study, the researcher formulated the questions as follows: 1. How is the engagement in reading classes of NEU students? 2.
How are NEU students satisfied with the engaging approaches in reading classes? 3. What are the proposed recommendations to enhance student engagement in English reading lessons at NEU? Duong Thị Hợp — 11192141 - Business English 61B 1.4 Scope Research object: The study focuses on student satisfaction with engaging approaches in reading classes at NEU. Research space: The research is conducted at NEU. Research period: The study is carried out within 2 months, from February 2023 to April 2023.
Research subject: Students who have reading classes in the first semester of 2023 or second semester of 2022 at NEU are the main subjects of this report. Structure of the study The research paper consists of five main parts: Chapter 1: Introduction — covers rationale, objectives, research questions, scope, and the structure of the research. Chapter 2: Literature review and theoretical framework — presents a summary of related concepts, prior research, and proposed theoretical framework. Chapter 3: Research methodology — addresses the research process, including the selection and implementation of data collection and analysis methods.
Chapter 4: Major findings — Evaluation on the level of student engagement and student satisfaction with approaches of promoting student engagement in reading classes at NEU. Chapter 5: Recommendations — proposes some practical solutions for the problem. Duong Thị Hợp — 11192141 - Business English 61B CHAPTER 2: LITERA TURE REVIEW AND THEORETICAL FRAMEWORK This chapter presents related concepts, previous studies, and the theoretical framework for the research.1 Student engagement Challenges in assessing student engagement in learning stem from the lack of a unified concept that defines the scope, goals, and parameters of involvement. Many researchers have emphasized that, in current education research, there is a lack of clear consensus on student engagement as well as its importance in learning.
Despite the differences in the concepts of student involvement in learning, the researchers argued that higher education institutions must focus on nuturing and monitoring student engagement and consider it as the start of learning (Nguyen Huy Cuong, 2021). In the first studies of student engagement, some researchers defined it as completing academic tasks on time in educational activities of students. While most concepts of still consider student investment in learning activities as the main component of engagement, the definitions have recently been expanded to include additional dimensions which have close relations, including cognitive and emotional engagement. Chapman (2003) pointed that student engagement is a cognitive investment, active participation, and emotional commitment to their learning process.
Kuh et al (2007) defined student engagement as active participation in effective educational activities, both inside and outside the classroom, that leads to a range of measurable outcomes. According to Krause and Coates (2008), student engagement is the degree to which students participate in cooperative activities that studies in higher education have shown to be closely related to students’ learning achievements. Similarly, Kuh et al. (2007) also consider student engagement as the quality of the effort that students themselves put into purposeful educational activities, thereby directly contributing to the student's desired academic performance.
Duong Thị Hợp — 11192141 - Business English 61B In contrast, other researchers considered student engagement as the process by which educational institutions make deliberate efforts to engage and empower students in shaping their learning experiences (HEFCE, 2008). Combining these two perspectives, Kuh (2009) indicated that student engagement is the time and effort that students spend on educational activities, associated with the expected outcomes of the educational institutions and the activities that they implement to attract students to participate in. Coates (2009) described student engagement as a broad construct that aims to cover salient academic aspects as well as certain non-academic ones of student experience in the learning process, including active and collaborative learning, participation in challenging academic activities, communication and connection with the teaching staff, participation in complementary educational activities, and perceived recognition and support by the learning community within the institution. These five dimensions form the basis of the National Survey of Student Engagement (NSSE), an annual survey conducted in public and private institutions of higher education in the United States of America and Canada.
Australian Survey of Student Engagement (AUSSE) has added the sixth aspect, which is integrated learning with practical work, in which student engagement is defined as student's adherence to available activities and conditions of educational institutions to create high quality learning and are measured with six scales of involvement: academic challenge, active learning, students and staff interactions, enriching educational experiences, supportive learning environment, and work- integrated learning (Coates, 2009).2 Dimensions of student engagement Harper and Quaye (2009) considered student engagement to be more than just participation in learning activities.