The effects of reading strategy instruction on EFL student's reading strategy use and reading comprehension

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MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

THE EFFECTS OF READING STRATEGY INSTRUCTION ON EFL

STUDENTS’ READING STRATEGY USE AND READING

COMPREHENSION

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts in TESOL

Submitted by LA THI NGOC MAI

Supervisor: Assoc. Prof. Dr. NGUYEN THANH TUNG

Ho Chi Minh City

August 2018

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MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

------------------------------------------

LA THI NGOC MAI

THE EFFECTS OF READING STRATEGY INSTRUCTION ON EFL

STUDENTS’ READING STRATEGY USE AND READING

COMPREHENSION

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: Assoc. Prof. Dr. NGUYEN THANH TUNG

Ho Chi Minh City, 2018

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STATEMENT OF AUTHORSHIP

I, Lã Thị Ngọc Mai, hereby declare that this thesis entitled “The effects of

reading strategy instruction on EFL students’ reading strategy use and reading

comprehension” is the work of my own.

It is submitted to the Graduate School of HCMC Open University in

fulfillment of the requirements for the degree of Master of Arts in TESOL. This

thesis has not been submitted anywhere before for any degrees or examinations. The

reference which is made of the results of other authors is duly acknowledged in the

text.

Ho Chi Minh City, August 2018

LA THI NGOC MAI

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ACKNOWLEDGEMENTS

In completing this thesis, I am extremely grateful to a number of people owing

to their involvement.

Firstly, I would like to express my gratitude and appreciation to Assoc. Prof.

Dr. Nguyen Thanh Tung, my thesis supervisor, for his great kindness and

constructive advice for this thesis.

Secondly, I specially thank all of the lectures of the Master course whose

lessons helped me build up a solid foundation for this study.

Furthermore, I own this success to 100 students majoring in English

Translation of Vocational Training Faculty at Ho Chi Minh City University of

Technology (HUTECH) for their participation and assistance in collecting data.

Finally, I am eternally grateful to my family and best friends for their

unconditional love, care, and encouragement throughout the process.

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ABSTRACT

This research is to investigate the effects of strategic reading instructions on

learners’ use of reading strategies and the possible influence on reading

comprehension of reading activities in the context of English as a foreign language.

The research into strategy-based instructions provides a theoretical framework

for this study. The strategy-based instructions which were adapted from a list of

reading strategies initially developed by Holschuh and Kelly (1988) were used as the

treatment of the study within the constructivist approach.

The experiment was conducted from February to May 2016. The setting was a

ten week-reading course for 100 learners of HUTECH in 30 lesson meetings. All of

the participants majoring in English Translation and Interpretation were divided into

two groups of the experimental and the control group to examine changes in the

extent of using reading strategies and reading comprehension after the treatment.

The study employed both quantitative and qualitative instruments to measure

the extent to which students use strategies at two stages of the experiment – before

and after the treatment. The quantitative data were collected with the cognitive and

metacognitive questionnaire and PET reading tests in the pre- and post-test to

measure the improvement in reading scores. In addition, the qualitative data were

collected from the retrospective interview to discover the possible benefits of reading

strategy use to reading comprehension.

The findings of the study indicate that the program of reading strategy

instruction made positive shifts in the participants’ use of reading strategies through

raising their awareness of the effectiveness of strategies on reading comprehension.

Besides, strategy-based instructions affected the learners’ reading comprehension

more impressively than the decoding approach did in the context of college students

majoring in English Translation and Interpretation at HUTECH.

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ..........................................................................iii

ACKNOWLEDGEMENTS....................................................................................... iv

ABSTRACT................................................................................................................. v

TABLE OF CONTENTS........................................................................................... vi

LIST OF FIGURES .................................................................................................... x

LIST OF TABLES ..................................................................................................... xi

CHAPTER 1: INTRODUCTION.............................................................................. 1

1.1. Background to the study........................................................................................ 1

1.2. Statement of the problem....................................................................................... 2

1.3. The purpose and research questions of the study .................................................. 4

1.4. Significance of the study ....................................................................................... 5

1.5. Thesis outline......................................................................................................... 6

CHAPTER 2: LITERATURE REVIEW.................................................................. 7

2.1. Reading strategies.................................................................................................. 7

2.1.1. Definitions of reading strategies...................................................................... 7

2.1.2. Classifications of reading strategies ................................................................ 8

2.1.2.1. Cognitive reading strategies...................................................................... 9

2.1.2.2. Metacognitive reading strategies............................................................. 10

2.2. The instruction of reading strategies ................................................................... 11

2.2.1. Constructivist pedagogy in learning a language ............................................ 11

2.2.2. Strategy-based instruction in reading a foreign language ............................. 13

2.2.3. Models of teaching reading strategies ........................................................... 14

2.3. Reading comprehension ...................................................................................... 17

2.3.1. Nature of reading comprehension................................................................. 17

2.3.2. The factors affecting reading comprehension in EFL contexts.................... 18

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2.3.3. Effects of reading strategies on reading comprehension .............................. 19

2.4. Situations of reading strategy instruction ............................................................ 20

2.5. Stages of reading strategy instruction.................................................................. 21

2.6. Empirical studies ................................................................................................. 24

2.7. Summary.............................................................................................................. 27

CHAPTER 3: METHODOLOGY........................................................................... 28

3.1. Research site ........................................................................................................ 28

3.2. Participants........................................................................................................... 28

3.3. Methodology ........................................................................................................ 31

3.3.1. Overall approach ......................................................................................... 31

3.3.2. Method......................................................................................................... 31

3.3.3. Research instruments................................................................................... 32

3.3.3.1 Reading comprehension tests.............................................................. 33

3.3.3.2.Questionnaire....................................................................................... 36

3.3.3.3.Interview.............................................................................................. 39

3.3.4. Descriptions of reading strategy instruction................................................ 43

3.3.4.1. General training program for the experimental and control group..... 43

3.3.4.2. Procedure classroom for the experimental group ............................... 46

3.3.4.3. Procedure classroom for the control group......................................... 50

3.4. Analytical framework.......................................................................................... 52

3.4.1. Quantitative analysis for reading comprehension tests ............................. 52

3.4.2. Quantitative analysis for questionnaires.................................................... 53

3.4.3. Qualitative analysis for interview.............................................................. 54

3.5. Reliability and validity ........................................................................................ 54

3.5.1. Reading comprehension tests...................................................................... 55

3.5.2. Questionnaire .............................................................................................. 56

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3.5.3. Interview...................................................................................................... 56

3.6. Summary.............................................................................................................. 57

CHAPTER 4: DATA ANALYSIS ........................................................................... 58

4.1. Analysis of reading comprehension tests ............................................................ 58

4.1.1. Analysis of pre-test reading comprehension ............................................... 58

4.1.2. Analysis of post-test reading comprehension.............................................. 59

4.1.3. Comparing pre-test and post-test reading scores of each group ................ 60

4.2. Analysis of questionnaires ................................................................................... 61

4.2.1. Analysis of pre-questionnaires.................................................................... 61

4.2.1.1. Reliability of pre-questionnaires........................................................ 61

4.2.1.2. Analysis of pre-questionnaire............................................................. 62

4.2.2.Analysis of post-questionnaire .................................................................... 64

4.2.2.1. Reliability of post-questionnaires....................................................... 64

4.2.2.2. Analysis of post-questionnaire ........................................................... 64

4.2.3. Comparing pre-and post-questionnaire of each group ................................ 66

4.3. Interview analysis................................................................................................ 70

4.3.1. Interview analysis of the high achievers..................................................... 70

4.3.2. Interview analysis of the low achievers ...................................................... 72

4.4. Summary.............................................................................................................. 74

CHAPTER 5: DISCUSSION OF FINDINGS ........................................................ 75

5.1. Discussion on the students' reading comprehension .......................................... 75

5.2. Discussion on the students' reading strategy use................................................. 77

5.3. Discussion on high and low achievers' strategies................................................ 78

5.4. Summary .............................................................................................................. 80

CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS......................... 81

6.1. Conclusions.......................................................................................................... 81

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6.2. Evaluation of methodology ................................................................................. 83

6.2.1. Strengths...................................................................................................... 83

6.2.2. Weaknesses ................................................................................................. 84

6.3. Recommendations for teachers and students....................................................... 85

6.4. Suggestions for further research .......................................................................... 87

6.5. Summary.............................................................................................................. 87

REFERENCES.......................................................................................................... 88

APPENDICES.......................................................................................................... 98

Appendix 1: Original cognitive and metacognitive strategy questionnaire . 98

Appendix 2: Adjusted cognitive and metacognitive strategy questionnaire 101

Appendix 3: Questionnaire in Vietnamese version.......................................... 105

Appendix 4: Pre-test of Reading Comprehension................................................ 109

Appendix 5: Post-test of Reading Comprehension .............................................. 119

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LIST OF FIGURES

Figure 2. 1. Framework for Strategies Instruction ..................................................... 15

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LIST OF TABLES

Tables in chapter 2

Table 2. 1. Principles and procedures in strategy instruction………………………16

Table 2. 2. The instruction of pre-reading strategy…………………………………22

Table 2. 3. The instruction of while-reading strategy………………………………23

Table 2. 4. The instruction of post-reading strategy……………………………….. 24

Tables in chapter 3

Table 3. 1. Demographic characteristics of participants.................................................. 30

Table 3. 2. The design of instruments.............................................................................. 33

Table 3. 3. Reading components of PET tests.................................................................. 35

Table 3. 4. Phakiti’s 2006 taxonomy of strategy questionnaire ....................................... 38

Table 3. 5. Taxonomy of strategy questionnaire .............................................................. 39

Table 3. 6. A summary of reading module....................................................................... 43

Table 3. 7. General training program for the experiment and control group ................... 45

Table 3. 8. The contents and topics of reading module.................................................... 45

Table 3. 9. The training of reading strategy instruction ................................................... 47

Table 3. 10. The EG’s sample lesson ............................................................................... 49

Table 3. 11. The CG’s sample lesson............................................................................... 51

Table 3. 12. Participants in the interview......................................................................... 40

Table 3. 13. Interview Questions and Foci of Questions ................................................ 42

Tables in chapter 4

Table 4. 1. Statistics on the pre-test reading scores of two groups.................................. 58

Table 4. 2. Statistics on the post-test scores of two groups.............................................. 59

Table 4. 3. Statistics on the pre-and post-tests scores of CG ........................................... 60

Table 4. 4. Statistics on the pre-and post-tests scores of EG ........................................... 60

Table 4. 5. Reliability of pre-questionnaires (Cronbach’s Alpha)................................. 61

Table 4. 6. Statistics on the overall pre-questionnaire of two groups.............................. 62

Table 4. 7. Statistics on the subscales pre-questionnaire of two groups.......................... 63

Table 4. 8. Statistics on the overall post-questionnaire of two groups............................. 65

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Table 4. 9. Statistics on the subscales post-questionnaire of two groups........................ 66

Table 4. 10. Statistics on overall pre-and post-questionnaire of CG................................ 67

Table 4. 11. Statistics on overall pre-and post-questionnaire of EG................................ 68

Table 4. 12. Statistics on the subscales pre-and post-questionnaire of CG...................... 68

Table 4. 13. Statistics on the subscale pre-and post-questionnaire of EG ...................... 69

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CHAPTER 1

INTRODUCTION

This chapter presents reasons and states its problem to provide an overall

background to the study. Thereafter, the purpose, as well as research questions, are

outlined, then the significance and the scope of the study. Finally, how this thesis is

organized is revealed to map the route of the study.

1.1. Background to the study

Among four language skills, reading is recognized as the most fundamental

receptive skill because of its major role in the development of general language

competence. Therefore, rich amount of literature about reading skills in an academic

environment has been devoted by many researchers and literacy educators (Berhardt,

2005). Accordingly, most educators and researchers demonstrated that the use of

reading strategies helps readers’ success. On the contrary, the students who are poor

strategy users face numerous difficulties (Harris, Graham & Freeman, 1988).

Previous studies showed that the absence of strategy knowledge led to non￾proficiency interview learning a language. (Carrell, Pharis & Liberto, 1989; Palincsar

& Brown, 1989).

Despite the initiation in first language reading strategies, many educators have

evolved reading strategies for EFL learners and related pedagogy on reading

instructions to tackle more communicative and authentic reading material in

classroom practice and enhance reading comprehension.

Although enormous reading studies discovered strong correlations between

reading comprehension and the use of strategies, one cannot base on these findings in

order to jump to any conclusions or generalizations about the effectiveness of these

reading strategies because of the differences in learning situations and pedagogical

framework for reading instructions.

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Firstly, learners’ choice of language learning strategies gets influenced by the

context of the learning situation and purpose (Cohen, 1998). Therefore, learners from

various academic and social backgrounds may make different decisions in the way

they read.

As for learning context and purpose, it is worth pointing that while vast of

reading research concentrates on an ESP (English for specific purposes) context, this

study is in the context of EFL (English as a Foreign Language) for the reason that

English is mainly considered as a foreign language in the Vietnamese context.

Especially, given the important role of reading comprehension in a future career as

translators who are faced with the huge amount of reading materials and diverse

sources of reading texts, learners majoring in English translation are expected to have

an effective and efficient reading ability not only in academic texts but also in

professional situations. Therefore, how efficiently they accomplish their translation

tasks depends on how well they do reading comprehension as a foreign language.

Secondly, the pedagogical philosophy adopted by many Vietnamese teachers

hardly ever takes the teaching of strategies into considerations. As a result,

Vietnamese students are observed to be poor users of strategies.

In studies on teaching reading strategies to EFL learners, previous findings

have showed that the teachable strategies in the control can move students forward

using more reading strategies and enhance their reading comprehension (Anderson,

1999). Thus, strategic reading instructions to read more successfully are chosen as a

part of the reading training course.

1.2. Statement of the problem

In relation to a pedagogical framework for reading instructions, despite the

fact that implementation of reading strategies has been available since the early years

of the 20th century, the common current practice of teaching English in Vietnam

illustrates insufficient instructions on strategic competence in reading lessons. It is