nghiên cứu khoa học

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI
BÁO CÁO TỔNG KẾT
ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN
THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF

FOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN
UNIVERSITY
Thuộc nhóm ngành khoa học: Nhân văn
Hanoi, 2023
BÁO CÁO TỔNG KẾT
THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF FOREIGN

LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY
Thuộc nhóm ngành khoa học: Nhân văn
Sinh viên thực hiện: Lương Thị Huyền Trang, Trần Khánh Dịu Nam, Nữ: Nữ
Nguyễn Tuấn Sang Nam, Nữ: Nam
Lớp, khoa: K26A1, Khoa Tiếng Anh Năm thứ: 4 / Số năm đào tạo: 4
Ngành học: Ngôn ngữ Anh
Người hướng dẫn: TS. Lê Phương Thảo
Hanoi, 2023
THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI
1. Thông tin chung:
- Tên đề tài: THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF

FOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY
- Sinh viên thực hiện: Lương Thị Huyền Trang

Trần Khánh Dịu
Nguyễn Tuấn Sang
- Lớp: K26A01 Khoa: Tiếng Anh Năm thứ: 4 Số năm đào tạo: 4
Người hướng dẫn: TS. Lê Phương Thảo
2. Mục tiêu đề tài:
Nghiên cứu này được thực hiện giúp sinh viên năm ba khoa Tiếng Anh, trường đại học
Mở Hà Nội hiểu rõ hơn về các phương pháp đọc và mối quan hệ của kĩ năng đọc với các
kĩ năng ngôn ngữ khác, từ đó có thể vận dụng những kỹ năng đọc thông qua phương pháp
Before reading- While reading- After reading để học kỹ năng đọc một cách hiệu quả trong
việc học ngoại ngữ, cụ thể là ngôn ngữ tiếng Anh. Chúng tôi hy vọng rằng nghiên cứu
này sẽ là một đóng góp cho dạy và học ngôn ngữ.
3. Tính mới và sáng tạo:
- Đưa ra hiểu biết sâu hơn về phương pháp đọc hiểu.

- Giúp sinh viên năm ba khoa Tiếng Anh, trường Đại học Mở Hà Nội học kỹ năng đọc
qua phương pháp Before reading- While reading- After reading khi đọc một cách hiệu quả
và cải thiện kỹ năng đọc của sinh viên năm ba.
4. Kết quả nghiên cứu:
Nghiên cứu này chỉ ra những khái niệm về phương pháp đọc Before reading- While
reading- After reading khi đọc. Ngoài ra, bài nghiên cứu còn là nguồn tài liệu hữu ích cho
những người gặp khó khăn trong việc học từ vựng tiếng Anh. Bên cạnh đó, chúng tôi
cũng đưa ra những giải pháp để giúp người học nâng cao kỹ năng đọc thông qua phương
pháp đọc Before reading- While reading- After reading.
5. Đóng góp về mặt kinh tế - xã hội, giáo dục và đào tạo, an ninh, quốc phòng và
khả năng áp dụng của đề tài:
Mặc dù ngày càng có nhiều sự quan tâm tới vai trò của việc đọc mở rộng đối với
việc học ngoại ngữ, nhưng vẫn chưa có bất kỳ nghiên cứu nào nói về việc áp dụng
phương pháp đọc Before reading- While reading- After reading vào việc cải thiện kỹ năng
đọc cho sinh viên năm ba, khoa Tiếng Anh, trường Đại học Mở Hà Nội. Vì vậy, bài
nghiên cứu này sẽ bổ sung thiếu sót đó, bằng việc đánh giá hiệu quả của việc học kỹ năng
đọc thông qua phương pháp đọc Before reading- While reading- After reading . Việc dạy
và học được cải thiện qua việc kết hợp phương pháp này vào chương trình giảng dạy.
Nghiên cứu cũng nhằm thu hút sự quan tâm của các nhà nghiên cứu khác để thực hiện các
bài nghiên cứu tương tự.
6. Công bố khoa học của sinh viên từ kết quả nghiên cứu của đề tài (hoặc nhận xét,
đánh giá của cơ sở đã áp dụng các kết quả nghiên cứu (nếu có)
Ngày 07 tháng 04 năm 2023
Sinh viên chịu trách nhiệm

chính thực hiện đề
(ký, họ và tên)
Lương Thị Huyền Trang
Trần Khánh Dịu

Nhận xét của người hướng dẫn về những đóng góp khoa học của sinh viên thực
hiện đề tài (phần này do người hướng dẫn ghi):
Người hướng dẫn
THÔNG TIN VỀ SINH VIÊN
CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI
I. SƠ LƯỢC VỀ SINH VIÊN :
Họ và tên: Lương Thị Huyền Trang
Trần Khánh Dịu
Sinh ngày: 12 tháng 06 năm 2001
30 tháng 12 năm 2001
06 tháng 01 năm 2001
Nơi sinh: Bắc Giang
Thái Bình
Thanh Hoá
Lớp: K26A01 Khóa: 2019- 2023
Địa chỉ liên hệ: Nham Biền, Yên Dũng, Bắc Giang
Minh Khai, Hưng Hà, Thái Bình
Nga Thuỷ, Nga Sơn, Thanh Hoá

II. QUÁ TRÌNH HỌC TẬP (kê khai thành tích của sinh viên từ năm thứ 1 đến
năm đang học):
* Năm thứ 1:
Ngành học: Ngôn Ngữ Anh Khoa: Tiếng Anh
Kết quả xếp loại học tập: Khá
Sơ lược thành tích:
* Năm thứ 2:
Ngành học: Ngôn ngữ Anh Khoa: Tiếng Anh
* Năm thứ 3:
Ngành học: Ngôn ngữ Anh Khoa: Tiếng Anh

Xác nhận của trường đại học Sinh viên chịu trách nhiệm
(ký tên và đóng dấu) chính thực hiện đề
Lương Thị Huyền Trang
Trần Khánh Dịu

TABLE OF CONTENT
CHAPTER 1: INTRODUCTION....................................................................................1
1.1. Rationale of the study..............................................................................................1
1.2. Aims of the study ....................................................................................................2
1.3. Scope of the study.....................................................................................................3
1.4. Research questions....................................................................................................3
1.5. Methods of the study.................................................................................................3
1.6. Design of the study ..................................................................................................3
1.7. Possible results..........................................................................................................4
CHAPTER 2: LITERATURE REVIEW.........................................................................5
2.1. Review of previous studies .....................................................................................5
2.1.1. Previous studies on reading skills overseas..........................................................5
2.1.2. Previous studies on reading skills in Vietnam.......................................................7
2.2. Theoretical background.............................................................................................9
2.2.1. Definition of reading..............................................................................................9
2.3. Types of reading.......................................................................................................10
2.4. Roles of reading in learning English .......................................................................16
2.4.1. The roles of reading skills in developing vocabulary and grammar.....................16
2.4.2. The roles of reading skills in improving other language’s skills (speaking, listening
and writing)......................................................................................................................17
2.4.3. The roles of reading skills in widening background knowledge...........................18

2.5. Factors affecting reading skills ................................................................................20
2.5.1. Internal factors.......................................................................................................20
2.5.2. External factors......................................................................................................24
2.6. Summary of the chapter............................................................................................26
CHAPTER 3: METHODOLOGY...................................................................................27
3.1. Subject of the study...................................................................................................27
3.2. Data collection..........................................................................................................27
3.2.1. Survey questionnaire............................................................................................27
3.2.2. Class observation and discussion.........................................................................27
3.3. Data analysis ..........................................................................................................28
3.3.1. Students’ attitude towards reading........................................................................28
3.3.2. Students’ problems in reading.............................................................................35
3.3.3. Methods used by students to develop their reading skills...................................42
3.4. Findings..................................................................................................................46
3.5. Summary of the chapter ........................................................................................46
CHAPTER 4: DIFFICULTIES IN THE READING SKILLS MET BY THE

THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN
UNIVERSITY AND SOLUTIONS SUGGESTED TO IMPROVE READING SKILLS
FOR THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI
OPEN UNIVERSITY...................................................................................................48
4.1. Difficulties in improving the reading skills met by the third year students of the
Faculty of English, Hanoi Open University..................................................................48
4.2. Solutions to improve reading skills for the third-year students of the Faculty of
English, Hanoi Open University....................................................................................49
4.2.1. Before-reading activities......................................................................................49
4.2.2. While-reading activities.......................................................................................52
4.2.3. After-reading activities.........................................................................................55
4.3. Changing the reading habits...................................................................................58
CHAPTER 5: CONCLUSION ......................................................................................60
5.1. Conclusions.............................................................................................................60
5.2. Limitations and suggestions for further study.........................................................61
REFERENCES ..............................................................................................................62
APPENDIX....................................................................................................................64
CHAPTER I: INTRODUCTION
1.1. Rationale
Reading among young people is currently a trend that modern society aims tovpopularize
andvspread, especially in developingvcountries likevVietnam. Readingvskills play a very
important role in fullyvunderstanding thevthoughts and messagesvthat the author wants to
convey. However, therevare misunderstandingsvabout reading skillsvthat prevent people
from coming to learn foreignvlanguages to absorbvthe quintessentialvknowledge of the
countryvof thatvlanguage.
First of all, not everyone canvread fluently, butvit is a processvof honing knowledgevin
terms ofvvocabulary asvwell as grammarvfrom day to day, not justvfor a moment.
Knowingva hugevrangevofvvocabulary is a greatvthing forvforeignvlanguage learners.
But in such a seavof words, it isvhard forvsomeone tovunderstand all thevforeign texts
theyvread. Therefore, it isvinevitablevto stumblevin the processvof reading and
understandingva foreign text. Consequently, this resultv in the reader looking up new
words whilevreading, making the reading process take longer. Moreover, this problem
also makes it difficult for thevreader to read through the text.
Secondly, reading is not only reading but also understanding the essence of the problem.
Understanding whatvthe writervwants to talk about aimingvto expand
knowledgevthrough texts on manyvdifferent fields such as: society, economy, politics,
culture, etc. Reading is an activity, which allows readers to use the eyes to recognize
symbols and writing, to use the pronunciation apparatus to make sounds to convey to the
listener, and to use the mind to think and store the content which they have read.
Understanding to answer the questions What? How? Why? i.e. means to discover and
strengthen the relationship of things, phenomena, certain objects and the meaning of that
relationship. Understanding is also covering the content and can be applied to life. In
general, reading is combined with the formation of the ability to explain, analyze,
generalize, and argue right and wrong about logic. Obviously, it is the combination of
competence, thinking and expression. When reading a text, a high-level reader has to
understand:
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- The genre of the text, the content of the text; meaningful relationship of the text
structure organized by the author.
- Ideas, intentions, and purposes of the author conveyed in the work.
- For literary works: to feel the unique value of images and artistic elements; the
meaning of words used in the text structure.
Thus, reading comprehensionvis the activity of reading and deciphering layers of meaning
of a text through the reader's receptivity. Reading andvunderstanding literary works is
contacting the text, understanding the explicit and implicit meanings, artistic methods,
understanding the ideological and emotional messages of the writer and the self-worth of
the art. Readingvcomprehension is thevprocess of penetratingvthe text with a positive and
active attitude.
Thirdly, reading is an extremely necessaryvway to improve the knowledge background to
support other skills in foreign language learning such as listening, speaking, reading and
writing. The role of reading when learning a foreign language is that learners can practice
the language they encounter through listening and speaking.vThe language that learners
acquire through reading can bevreused for writing skills, or they can interpret the meaning
of the text to get the information they need. When learning a foreign language, reading
helps the young, specificallyvthe students, tovcomprehensively developvtheir foreign
languagevskills for the purposevof listening clearly, speakingvcoherently,
readingvfluently and writingvproficiently.
1.2. Aims and objectives of the study
The aim of this study is to help juniors of Faculty of English at Hanoi Open University
who have problems in reading improve their reading skills in order to upgrade learning
English ability.
In order to achieve the aim, the objectives are as follows:
+ to access if reading skills affect foreign language learning of the third-year students of
Faculty of English at Hanoi Open University
+ to identify the difficulties of learning reading skills of the third-year students of Faculty
of English at Hanoi Open University
2
+ to suggest possible solutions to help the third-year students of Faculty of English at
Hanoi Open University improve reading ability in learning English.
1.3. Scope of the study
The study focuses on the reading skills of the third-year students of Faculty of English at
Hanoi Open University in learning English. From that, it can be found out the significance
of reading skills in learning English and possible solutions that help the third-year
students of Faculty of English at Hanoi Open University improve reading ability in
learning English.
1.4. Research questions
- What are the situations of learning Reading skills of third-year students of Faculty of
English at Hanoi Open University?
- What are the difficulties made by learning Reading skills of third-year students of
Faculty of English at Hanoi Open University?
- What are possible solutions to improve Reading skills of third-year students of Faculty
of Englishvat Hanoi Open University?
1.5. Methods of the study
- Consulting supervisor and other teachers
- Collecting data from:
+ Studying book related
+Doing survey questionnaire
+ Getting from internet
+ Experienced teachers’ points of view and comments
1.6. Design of the study
Chapter I: Introduction
Chapter II: Literature review
Chapter III: Investigate and analysis the data
Chapter IV: Discuss the difficulties met by the third-year students of the Faculty of
English, Hanoi Open University and suggest solutions to improve reading skills
Chapter V: Conclusion
3
1.7. Possible results
+ Reading skills affect learning English of the third-year students of Faculty of English at
Hanoi Open University
+ Difficulties of learning reading skills of the third-year students of Faculty of English at
Hanoi Open University
+ Possible solutions to help the third-year students of Faculty of English at Hanoi Open
University improve reading ability in learning language
4
CHAPTER II: LITERATURE REVIEW
2.1. Review of previous study
2.1.1. Previous studies on reading skills overseas
As previously said, scholars all around the world have been interested in how reading
abilities impact learning other languages, especially English language. A lot of studies
have been undertaken in this topic thus far.
The importance of children’s informally acquired knowledge of language and literacy has
not always been recognized by psychologists or educators. Between the 1950s and 1970s,
preschool and kindergarten children were generally considered too immature to begin the
process of learning to read. Before the idea of emergent literacy was widely accepted, the
term reading readiness was commonly used to refer to the likelihood of a child’s being
successful in learning to read when given formal instruction. As early as the 1930s (e.g.,
Lee, Clark, & Lee, 1934), attempts were made to develop reading readiness tests that
could be given to children prior to first grade. A number of these tests were developed,
marketed, and used in schools throughout the 1950s, 1960s, and 1970s (e.g., Clymer &
Barrett, 1966; Harrison & Stroud, 1950; Hildreth, Griffiths, & McGauvran, 1965). Most
were based on the idea (loosely derived from the work of Jean Piaget—e.g., Piaget &
Inhelder, 1969; and Arnold Gesell—e.g., Gesell, 1925) that children needed to mature to a
certain level of general cognitive development to be “ready” to learn to read. Children
who did not pass these readiness tests were assumed simply to be not yet mature enough
to benefit from reading instruction.
There were a number of problems with these tests and how schools typically used them.
First, there was no uniform agreement as to which skills should be measured to determine
reading readiness (Rude, 1973). Some of the skills assessed on some tests were shown by
later research to actually predict later reading success (e.g., letter recognition), but many
were not very relevant to reading at all (e.g., ability to draw, use scissors accurately, or
copy shapes).
There was also little recognition that virtually all young children have at least some of the
basic knowledge needed to learn to read. Many who come to school from diverse
backgrounds bring important knowledge that may not show up on standardized tests, for
5
which cutoffs were developed using heavy proportions of children from the mainstream
culture (Moll et al., 1992). There was little sense that perhaps these children’s diverse
literacy knowledge could be used productively to help them learn to read. Instead, the
readiness concept suggested that it was simply a matter of waiting for the right time, at
which point each child would be “ready” to learn to read.
Researchers working from this and similar skills-based models seek to identify those
skills that best predict later literacy achievement and are thus assumed to be fundamental
to emergent literacy. Research is then carried out to determine how the development of
these skills unfolds in learning to read and write. In this model, the instructional goal for
the teacher of young children is to work to ensure that all students have sufficient levels
of these identified emergent literacy skills to prevent reading failure later. Based on
research demonstrating the effectiveness of direct instruction, especially in the inside-out
skills emphasized in such models, good teachers will provide sequenced, specific
instruction in these skills, sometimes in isolation and sometimes in carefully designed
contexts, so that specific skills can be focused on and dealt with directly.
Sociocultural literacy researchers are particularly interested in language and literacy
practices in diverse homes, cultures, and communities. They emphasize the importance of
avoiding a deficit view of children who come from homes where these practices may
differ significantly from the “standard” literacy practices taught in schools. That is, they
avoid concluding that children’s skills are simply deficient. They bring an understanding
that school literacy practices in the United States are largely derived from white, middle-
to upper-class cultural norms. Identifying variables that predict which children are most
likely to become skilled readers is not seen as useful from the sociocultural perspective,
since measures based on these predictors will simply identify those children whose home
language and practices do or do not correspond to those of this privileged class (Heath,
1983; Michaels, 1981).
A study has been conducted to establish how the influence of teaching kindergarten
children to read affects their progress in speaking and understanding the foreign language.
Two groups. of six-year-old children who met for one hour twice a week were taught
English using Carousel (Holderness 1997) as the basic textbook. There were eight
6
children in the test group and ten in the control group; two thirds of the class time was
allotted for revisions. New language material was introduced in the same way in both
groups, and the groups were engaged in precisely the same range of listening and
speaking activities recommended by the book's author. These were a typical mix of games,
songs, and drawing projects, as well as other exercises used for teaching young children.
The only difference between the programs followed by the two groups involved just one
aspect of the revision process. In both groups, the revision work focused on a text that
summarized the material covered in the preceding three weeks. The key difference was
that while the control group listened to the story and played some of the D.W. Dlugosz
games related to the issues being revised-games which all the children had played before,
when the material was being introduced-the test group had been introduced to the written
as well as the oral forms of the story, and thus had less time to play the games during the
revision time. Children in the test group also seemed to demonstrate greater eagerness to
speak, and their pronunciation seemed to be closer to that of a native speaker than that of
their control group peers. Unfortunately, the author did not assess these skills in a
rigorous way, so this latter observation can only be regarded as her subjective opinion.
2.1.2. Previous studies on reading skills in Vietnam
There have also been various works in Vietnam that analyze reading methods in other
languages, for example:
Nguyen (2020) conducted a research into the reading strategies to explore how
Vietnamese university students applied Self-strategic regulation (S2R) strategies in their
English reading comprehension. 963 students from 6 universities in the North of Vietnam
participated in the study. The results of the study through the questionnaire and
semi-structured interviews show that the participants applied S2R strategies at a medium
level of frequency (M=2.9) when they read general English materials. Cognitive strategies
were reported being used the most frequently, followed by Affective strategies,
Socio-cultural Interactive strategies, and Meta-strategies. Five of the six most frequently
used strategies were in the category of Cognitive ones. All the five least commonly used
strategies were of medium and low usage falling into the Meta-strategy subscale. From
the research results, the author has proposed some pedagogical recommendations to
7
educational administrators, English teachers, students, and English textbook writers as
well.
According to Nguyen & Phung (2021), many studies have pointed out a proportionate
relation between metacognition and reading strategies. This study advances such an
understanding by arguing that this relation is composed of several sub-relations.
Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted
among 92 English as Foreign Language students at a Vietnamese university. This study
highlights 3 major findings. First, metacognition processes do not merely mean "cognition
about cognition". Second, while previous studies tended to portray metacognition, it is
argued in this study that it is constituted by two main clusters (knowledge of cognition
and regulation of cognition) which can be further specified into eight sub-components.
Third, there seem to be some sub-linearities that underpin students' metacognition and
that influence their uses of reading strategies. These findings are hoped to shed light on
preserving spaces and autonomy in curriculum/syllabus development for students to
exercise their own metacognition.
Research of Nguyen (2022) on Metacognitive Strategies on Reading English Texts of
Non-English Majored Students at Dong Nai Technology University, Vietnam was
conducted with 70 students ranging in age from 19 to 22 years old. Both quantitative and
qualitative data were used in the investigation. These students were asked to complete a
TOEIC reading test to assess their reading ability, followed by the Metacognitive
Awareness of Reading Strategies Inventory (MARSI) (Mokhtari and Reichard, 2002) to
assess their metacognitive use. Semi-structured interviews with four high scorers and four
low scorers from the sample were used to acquire qualitative data. The findings
demonstrated that students’ metacognitive reading strategy use is at a moderate level, and
the most frequent and least frequent strategies that they used are Problem-solving and
Global strategies, respectively. Additionally, it found that more proficient readers used
metacognitive strategies more frequently, more successfully, and more appropriately than
less proficient readers and vice versa. Some qualitative results were also mentioned. The
results of the study have some implications for both teachers and students to employ
appropriate metacognitive reading strategies in second language acquisition.
8
2.2 Theoretical background
2.2.1. Definition of reading
The definitions of reading literacy have changed over time in accordance with the needs
of the global society, the demands for economic development, and the advances in the
research and measurement of literacy itself. So the term “Reading” has been defined in
various ways. According to Tarigan (1998), “Reading is one of language skills (listening,
writing and speaking) which is important to be learned and mastered by every individual.
By reading, one can interact with feelings and thoughts, obtain information and improve
the science knowledge. Tarigan( 1998) also stated that reading is a process which is used
by a reader in order to get the purpose of the written word. Thorndike in Nurhadi
(2000:13) argues that reading is process in thinking and reasoning. It means that when a
reader reads a text, he uses his brain to think and reason out. Based on the definition
above, the writer concludes that reading can be defined as a complex process that is done
by a reader to comprehend the writer’s purpose. Besides, in the reading process the reader
uses this brain to think and reason out.”
Whereas, Bening Savita stated that “ So far, the information gathered identified reading as
a process composed of elements that educators tend to name as “skills”. Many such skills
have been presented by several educational methods and standardized tests. However, of
these skills only three are held in common by all materials studied. The major goal of
reading is to take meaning from the text. Comprehension instruction and involvement
includes: pre-reading instruction, during reading instruction, and post-reading instruction.
Pre-reading instruction includes previewing vocabulary, activating background
knowledge, asking questions, creating visual images, drawing inferences, synthesizing,
and clarifying. During reading instruction includes thinking aloud, stopping and making
or changing predictions, tweaking or refining mental pictures, identifying confusions, and
making connections. These connections may be: text-to-self connections, text-to-world
connections, or text-to-text connections. Post-reading instruction includes responding,
asking questions, summarizing, re-tellings, and creating notes. But, there is enough
overlapping of various other skills to indicate that skill identification is in a
developmental process. At the present time, reading education universally agrees that
9
reading is a process containing symbol or sound perception of the word plus many other
facets. What facets depend upon the method or test used. Already the problem of defining
reading is being tacked by educational methods through their composition of these skills.
This proves that reading can be defined to the satisfaction of large groups of educators,
even if these large groups do not agree with one another. Also, the author of this paper
observes that the group universally agreed upon the elements to perform a certain reading
task which is vocalizing the written word. The author is prone to think that the other facts
of reading will be agreed upon whenever reading educators begin to focus upon other
reading tasks, such as the “Skills” necessary to fill out income tax forms. In other words a
task centered approach could provide the remaining elements to comprise a universally
accepted definition of reading.”
2.3. Types of reading
Skimming
Many activities are made to improve reading speed in a variety of ways, such as reading
fast to grasp the main ideas of a passage or reading quickly to locate a particular piece of
information. Among them Skimming is a method that is frequently used to read quickly in
order to gain a broad overview of the material. According to Scrivener& Jim(2005), A
typical skimming task would be a general question from the teacher, such as 'Is this
passage about Jill's memories of summer or winter?' or 'Is this story set in a school or a
restaurant?' The learners would attempt to find the answer quickly, without reading every
word of the passage, by 'speed-reading' through some portions of the text. Skimming is
mainly concerned with finding key topics, main ideas, overall theme, basic structure, etc.
So, when trying to gather sources for a research paper, skimming is frequently employed
to find the key concept from a lengthy selection or to review the reading after having
finished it. Hours of tedious reading can be avoided by skimming. The best method to
read, though, is not usually this way. It is excellent for evaluating selections with a lot of
substance or as a preview to a more in-depth reading. Yet, when you skim, you could
miss crucial information or fail to see the subtler nuances of meaning, which might need
rapid reading or even study reading.
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Scanning
Scanning is a reading strategy used to quickly locate specific information in a text. When
scanning, the reader searches for keywords, important phrases or specific details, without
reading the entire text. Scanning is often used when readers need to find specific
information quickly, such as in a phone book or a list of instructions. While scanning, the
reader's eyes move quickly and erratically, sometimes in a linear pattern, until they land
on the information they require. Also, it is employed when a specific piece of knowledge,
such as a symbol, formula, or phrase, is needed. The reader is aware of how the object
appears, so he can tell when he has found what he was looking for. As the goal is simple
matching, it is expected that very little information is processed into long-term memory or
even for immediate interpretation. Scanning is frequently used to locate specific
information in technical, scientific, or professional publications. Because it frequently
does not need a careful reading of the text, scanning is an important ability for second
language learners to master. There are numerous regular uses for scanning that are
pertinent to a goal, such reading a timetable.
The purpose of scanning in reading is to quickly locate specific information or keywords
in a text. This technique is useful when you have a limited amount of time to read and
need to find information quickly for a specific purpose, such as answering a question or
writing a summary. Scanning involves moving your eyes quickly over the text, looking
for familiar words, phrases, numbers, or other visual cues that indicate the information
you need. This technique can help you save time and focus your reading on what you
need to know.
Scanning in reading helps time-saving because scanning is a time-efficient reading
technique that allows readers to locate specific information quickly. Efficient information
retrieval: By scanning a document, readers can efficiently retrieve relevant information
without having to read through the entire text; Improves focus and concentration:
Scanning requires readers to focus on specific keywords or phrases, which helps to
improve their concentration and focus; Enhances comprehension: Scanning can help
readers to get an overview of a text, making it easier to understand the main ideas; Suits
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various reading purposes: Scanning is a useful reading technique that can be used for
various purposes, including research, finding specific information, and reviewing text.
Critical reading
Readers will encounter the author's interpretation and opinion when reading acamedical
poetry. Each author will have a unique perspective. Always read critically and search for
restrictions, omissions, inconsistencies, oversights, and arguments that contradict what
you are reading. Terry Heick, (2008) stated that critical reading is the close, careful
reading of a text that is undertaken in order to understand it fully and assess its merits. It
is not simply a matter of skimming a text or reading for plot points; rather, critical reading
requires that you read attentively and thoughtfully, taking into account the text’s structure,
purpose, and audience, among other characteristics (e.g., tone, mood, diction, etc.)
Critical reading is a process of analyzing and interpreting a text in a thorough and
objective manner. It involves carefully reading a text, identifying its main ideas,
evaluating its arguments, and considering its broader implications. Critical reading
requires the reader to engage actively with the text, asking questions, making connections,
and drawing conclusions based on evidence and logic.
In order to practice critical reading, one needs to approach a text with an open mind,
seeking to understand the author's perspective and intentions. A critical reader should also
be able to identify any biases or assumptions in the text, and evaluate the evidence and
arguments presented. This requires being able to distinguish between fact and opinion, as
well as recognizing logical fallacies or flawed reasoning.
Ultimately, the goal of critical reading is to develop a deeper understanding of the text
and to form well-reasoned opinions about its content. By engaging in critical reading,
readers can become more analytical, thoughtful, and informed individuals, able to
evaluate information and ideas more effectively.
Reading critically is referred to as reading critically. So, reading critically in the academic
sense is keeping an open mind, exercising judgment, and processing the information
learned without allowing readers' personal biases or opinions to obscure the arguments.
Reading critically also includes being conscious of one's own emotions towards the
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material. It indicates that they may rearrange their ideas, information, and understanding
to make room for fresh suggestions or points of view.
Extensive reading
Extensive reading is a method of language learning in which the learner reads large
amounts of literature or other authentic material, such as articles, books, or newspapers,
with the aim of improving their overall reading proficiency, vocabulary, and general
comprehension of the language. It involves reading extensively on a wide range of topics,
not just language learning material, and can sometimes involve reading for pleasure as
well. The focus is on reading as much as possible, with a goal of increasing reading speed
and fluency, and developing a deeper understanding of the language.
Extensive reading is used to improve fluency, expand vocabulary, and develop
comprehension skills. When someone engages in extensive reading, they read a large
quantity of material for an extended period of time, focusing on comprehension rather
than breaking down every word or grammar structure. This helps readers to become more
comfortable with the language and develop an intuitive understanding of grammar and
vocabulary. Additionally, it can be an enjoyable way to learn and sustain a love of
reading.
Additionally, extensive reading has numerous advantages, including: Improved reading
comprehension: Reading a variety of texts helps develop a better understanding of the
language and new vocabulary; Increased knowledge: Reading extensively exposes readers
to new ideas and concepts, and builds their general knowledge; Improved writing skills:
Extensive reading can help learners develop a better understanding of the language
structure and improve their writing style; Enhanced critical thinking: Reading extensively
provides readers with a deeper understanding of different perspectives and trains the mind
to analyze and interpret complex ideas; Greater cultural awareness: Reading extensively
exposes readers to different cultures and customs; Enjoyment: Reading for pleasure is one
of the most significant benefits of extensive reading.
Close reading
Close reading is a careful and intentional reading strategy that involves analyzing a text in
detail to gain a deeper understanding of its meaning, structure, and language. It involves
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focusing on the details of the text and making inferences and interpretations based on
what is stated explicitly and what is implied. Close reading requires active engagement
with the text and involves asking questions, making connections, and considering
different perspectives to uncover the author's intended meaning. It is often used in literary
analysis and critical reading and is a valuable skill for students and scholars across
various disciplines.
The purpose of close reading is to carefully analyze a text, often a literary work, and
identify its key elements, themes, and literary devices. This involves a detailed study of
the text's structure, language use, and meaning in order to gain a deeper understanding of
it. Close reading is a valuable tool for literary analysis, critical thinking, and developing
interpretation and argumentation skills. It helps readers appreciate the complexity of a
text and identify the author's intended message or purpose.
Close reading brings numerous advantages such as: Improved comprehension: Close
reading helps readers to fully engage with the text, which leads to a deeper understanding
of the content; Increased critical thinking: Analyzing the author's purpose, language, and
structure challenges readers to think critically about the text and its meaning;
Development of analytical skills: By closely examining the text, readers develop the
ability to identify patterns and trends, interpret data, and make informed decisions;
Enhanced writing skills: Close reading teaches readers how to analyze and interpret
different styles of writing, which builds skills that translate into their own writing;
Increased vocabulary and language skills: By encountering new words and phrases within
a text, readers can increase their vocabulary and comprehension of language.
Active reading
Active reading is a strategy where readers engage with the text to understand and retain
the information effectively. It involves analyzing, questioning, and evaluating the text to
improve comprehension and long-term memory retention. Active reading can involve
strategies such as asking questions, making notes, highlighting or underlining key points,
summarizing the text in one's own words, and identifying connections between ideas.
Effective active reading also requires a focused and attentive mindset, minimizing
distractions and creating an environment conducive to learning. This strategy can be
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particularly helpful in academic settings when learning complex material, but it can also
be applied to any type of reading materials, including novels or news articles. Overall,
active reading helps readers develop critical thinking skills and take a more proactive
approach to learning.
Active reading is used to improve comprehension: Active reading helps you better
understand the content you are reading by engaging with the material and focusing on
important details; Enhance retention: When you actively engage with the text through
note-taking, highlighting, and summarizing, your brain is more likely to remember what
you've read; Develop critical thinking skills: Active reading can help you analyze the
material, identify patterns and connections, and form your own opinions; Improve writing:
Active reading can help you identify good writing styles, sentence structures, and
vocabulary choices that you can apply to your own writing; Engage with the author: By
actively reading and thinking about the author's purpose, tone, and perspective, you can
better understand the author's message and appreciate the work as a whole.
Passive reading
Passive reading refers to a style of reading that involves little engagement and interaction
with the text being read. It involves simply scanning through the text without making any
effort to comprehend or retain information. This approach is often employed when the
goal of reading is to complete a task quickly, without necessarily seeking to gain any
deeper understanding or insights.
Passive reading brings readers some advantages such as: To gain a general understanding
of a text without analyzing or scrutinizing it in detail; To read for pleasure or
entertainment, rather than for specific information or analysis; To develop and improve
reading skills, such as reading speed and comprehension; To reduce stress by reading
material that does not require focused attention or cognitive effort; To improve
vocabulary and language skills by being exposed to new words in context.
Passive reading can be useful in certain situations, such as when you need to skim through
a large volume of text to identify key points or when you are reading for entertainment.
However, it can also be ineffective if the goal is to acquire new knowledge or gain a
deeper understanding of a topic. In such cases, a more active approach that involves
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focusing on understanding the material and making connections to prior learning is more
effective.
2.4. Roles of reading skills in learning English
Reading skills play a crucial role in learning English, as they help learners develop their
vocabulary, grammar and comprehension abilities. When we read in a foreign language,
we encounter new words and phrases, which can help us expand our vocabulary and
improve our understanding of the language’s grammar rules. Reading can also improve
our comprehension skills as we learn to infer meaning from context and understanding
more complex sentence structures. Furthermore, reading in a foreign language exposes
learners to authentic language situations, such as news articles, literary works, and online
forums. This exposure can help learners develop their speaking and writing skills, as they
become more familiar with natural language use and the cultural context in which the
language is used.
2.4.1. The roles of reading skills in developing vocabulary and grammar
The activity of reading, which starts with the beginning of school age and continues
throughout students’ life time, is the basic tool of learning. Actually, the ability of reading
is acknowledged as the most stable and durable if the second-language skills. Whereas,
the Krashen (2004) stated that spending much time on reading is more fruitful and
beneficial for students than the time spent on learning vocabulary. He explained that
spending time on reading motivates students more than spending time on retelling texts or
learning new words by rote memorization.
Reading is considered as one of the most effective ways to expand one's vocabulary and
improve grammar. When someone reads, they come across new words and see them used
in context, which helps them understand the meaning and usage of the word. This
exposure to new words through reading helps build a larger vocabulary. Furthermore,
reading provides examples of proper grammar usage in context. Through reading, an
individual can see how a sentence is structured and how words are used together to create
meaning. This helps them improve their grammar skills.
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According to Nagy & Herman, (1987), Extensive reading can cause an increase in the
range of vocabulary the learner possesses. Unlike direct vocabulary instruction, children
between three and twelve grades can learn up to 3000 words a year thanks to reading.
Additionally, Erbil (2019) stated that it has been widely advocated that extensive reading
makes a major contribution to language proficiency particularly through developing
grammar and vocabulary knowledge. Extensive reading has been proven to provide gains
in building a better vocabulary and enhancing grammatical awareness. Extensive reading
is carried out to get an overall understanding of the materials (Day &Bamford,1998).
Extensive reading is a process of acquiring meaning. In order to have a good command of
L2, learners read abundantly by focusing on the meaning of the text. Hafiz and Tudor
states the aim of extensive reading as “to ‘flood’ learners with large quantities of L2 input
with few or possibly no specific tasks to perform on this material” (1989, p. 5). When
learners are provided abundant L2 materials, they are able to learn the target language
with ease. Meaningful materials in foreign language learning will absorb the attention of
learners and facilitate learning process. Extensive reading is a learning tool intended to
extend learners’ knowledge of the language. It will help learners with reinforcement of
vocabulary and grammar knowledge.
Moreover, reading often exposes individuals to a variety of writing styles, which can help
them learn new linguistic structures and techniques, and apply them to their writing and
speaking skills, thus improving their overall linguistic proficiency.
2.4.2. The roles of reading in improving other language’s skills (speaking, listening
and writing)
Reading is an important aspect of language learning that can have a significant impact on
other language skills, including speaking, writing, and listening. Through reading,
language learners can improve their vocabulary, grammar, comprehension, and overall
language proficiency. Here are some ways that reading can benefit these other language
skills:
Speaking: Reading can help language learners improve their pronunciation, intonation,
and fluency. By reading aloud, they can practice producing the language and learn to
speak more naturally.
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As mentioned above, reading is an effective way to widening range of vocabulary. Ij-Elts,
(2014), stated that Vocabulary knowledge is indispensable and overriding factor for
effective communication. Lewis (1993) states that learning vocabulary is the core task in
second language learning and any language skills of listening, speaking, reading, writing,
and translating cannot exist without vocabulary. Vocabulary can be tersely defined as to
be the understanding of the meaning of a word, so communication does not occur if there
are no words. Therefore, reading is probably the best way to learn new words. Nation
(1995) supports this idea and says that “reading has long been seen as a major source of
vocabulary growth”.
Writing: Reading can also help language learners improve their writing skills. By reading
different styles of writing, they can learn how to structure sentences, use connectors, and
write more cohesively.
Listening: Reading can also help language learners improve their listening skills. By
reading aloud or listening to audio books, they can improve their understanding of spoken
language and develop their ability to comprehend more complex sentences and phrases.
In summary, reading canvplay a key role in developing and improving language skills, as
it helps learners expand their vocabulary, grammar, and comprehension, leading to
improvements in speaking, writing, and listening abilities.
2.4.3. The roles of reading skills in widening background knowledge
Reading skills play an essential role in widening background knowledge. By developing
an individual's reading skills, they are able to comprehend and analyze different types of
texts, which in turn enables them to discover new concepts and ideas. With a broadened
background knowledge, individuals can make informed decisions and participate in
intellectual conversations. According to Ramelan (1990), reading is a good activity for
learners, reading is also something crucial and indispensable since success of their study
depends for the greater part on their ability to read. Reading plays very important parts in
our life. Throughvreading we canvexplore the world, countriesvthat havevnever been
visitedvbefore the mindsvand ideasvof great peoplevin thevpast, all ofvwhich willvenrich
our experiencevand knowledgevand broadenvour horizon. If thevstudents’ readingvskills
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are poorvthey arevvery likely tovfail in theirvstudy, or atvleast they willvhave difficulty
in makingvprogress. On thevother hand, if theyvhave good readingvskills, they will have
a better chance in their study at school.
Reading also allowsvindividuals to learn aboutvdifferentvcultures, societies,vand history
thatvthey mayvnot have been previouslyvexposed to. For example, readingvliterature
from a differentvtime periodvor geographicvlocation canvprovide insightvinto different
perspectivesvandvways ofvliving. Readingvnews articlesvor non-fictionvtexts can also
increase anvindividual's knowledgevon currentvevents, allowingvthem to participatevin
discussionsvand havevan informedvopinion. Cook (1997) stated that the reading process,
when readers are required to combine their prior experiences with the text they are
reading, is covered by the schema theory. The task for the EFL learner is enormous since
they must cope with both the linguistic intricacies of a text, such as vocabulary and syntax,
as well as the content, which may be filled with unexpected cues from the target culture
(Anderson & Pearson, 1984). So, it is crucial to activate the learners’ prior knowledge
before having them read a book through a sequence of activities that will get them ready
to read and improve their understanding (Yule, 2000). Whereas, schema activation plays a
key role, it is sometimes overlooked or ignored in discussions of reading text (Yin, 1985).
Furthermore, reading helpsvindividuals to develop criticalvthinkingvskills. By analyzing

texts, readersvcan learnvto evaluate sources and detectvbias, which isvessential for
making informedvdecisions and maintainingva well-roundedvperspective. In the process
ofvacquiring a newvlanguage, reading isvconsidered an importantvpart of the learning
process. According to Rwanda Book Development Initiative, 2011, reading is considered
as a means of seeking knowledge, information or entertainment through the written words.
Consequently, reading and academic success are strongly correlated, according to
education specialists. In other words, students who are skilled readers have a higher
chance of succeeding academically and passing exams than students who are weak
readers. Reading increases readers' vocabulary, which broadens their language and
improves spoken and nonverbal communication.
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Thus, readingvskills are crucial invwidening background knowledge. Byvincreasing the
ability tovunderstand and analyze variousvtexts, an individualvcan gain a deeper
understanding of the worldvaround them and makevinformed decisions.
2.5. Factors affecting reading skills
2.5.1. Internal factors
Vocabulary
Simply said, vocabulary isvsignificant becausevit forms the foundationvof all languages.
It's the fundamentalvelements that we may utilizevto communicate our thoughtsvand
ideas, exchangevknowledge, comprehend others, and strengthenvinterpersonal bonds.
Vocabularyvknowledgevis likely the most significantvcomponent when it comes to
readingvcomprehension, both for native and non-native speakers.
Educators are aware of the value of vocabulary instruction for their students. Vocabulary
instruction is one of the five key proponents of reading instruction, and it is fundamental
to helping students to read. The National Reading Panel (2000) explains that phonemic
awareness, phonics and word study, fluency, vocabulary, and comprehension are the
essential elements of reading education. The terms that students need to know in order to
acquire background information, articulate ideas, and communicate effectively are
included in their vocabulary. Because there is a strong correlation between vocabulary
knowledge and reading comprehension, vocabulary training is critical for children at all
levels, and students should gain 2,000 to 3,000 new words each year to their reading
vocabularies (Beck, McKeown, & Kucan, 2002).
The knowledge of word meanings and the ability to access the knowledge efficiently are
recognized as an essential factor in reading comprehension (Ali & Mohd. Ayub, 2012;
Bee Eng & Abdullah, 2003). Moghadam, Zainal and Ghaderpour (2012) state that when a
reader does not know many words in a text, such a condition would hinder the
effectiveness and efficiency of text processing, which leads to difficulties in the reader
comprehending the text. Since word recognition and lexical access often prevent
comprehension, providing vocabulary instruction may help improve students’ reading
comprehension skills (Curtis & Longo, 2001). Second language learners are typically
20
conscious of their limitations in their vocabulary knowledge which would hinder their
ability in performing reading comprehension tasks successfully (Read, 2004).
Also, past studies on vocabulary in both first language (L1) and second language (L2)
have indicated that knowledge on vocabulary is one of the best predictors of reading
ability and the capability to obtain new details from texts (Nation, 2001; Qian, 2002; Read,
2000; Tannenbaum, Torgesen & Wagner, 2006). Thus, this study attempts to investigate
whether vocabulary knowledge affects reading comprehension in L1 and L2. Another
research by Hu and Nation (2000) and Schmitt (2000) hold the view that the amount of
familiar and unfamiliar vocabulary is one of the significant aspects in distinguishing the
difficulties of a reading passage. Thus, the relationship between vocabulary and reading
comprehension is a “vigorous” one and the knowledge of the vocabulary system of a
language has constantly been the “foremost indicator of a text’s difficulty” (Stahl, 2003).
Hence, the relationship between vocabulary knowledge in processing and understanding a
reading passage in L1 and L2 would be analyzed in this study. In sum, the findings of past
studies have established the relationship between vocabulary knowledge and reading
comprehension, which findings suggest the importance of readers having the required
vocabulary knowledge in text processing for comprehension purposes.
Grammar
Grammarvplays a crucial role in readingvskill development. The abilityvto understand
and use the rules ofvgrammar like subject-verbvagreement, correctvuse of tenses, and
other structures is essentialvfor comprehensionvand effectivevcommunication. Poor
grammarvcan impede readingvcomprehension andvmake written communication
confusingvor difficult to understand. A strongvgrasp of grammarvenables readers to
decodevcomplexvsentences and identifyvfigurativevlanguage, enhancingvtheir overall
readingvability. In addition, a goodvunderstanding of grammarvhelps readers to
communicatevtheir thoughts andvideas clearly andvprecisely. Therefore, improving one's
grammarvskills can positivelyvimpact reading skillsvand overallvcommunication skills.
According to Wanastra 2018, reading comprehension of inferring meaning from a text
after it has been read. Operationally, reading comprehension can be assessed utilizing a
series of student-taken, objective tests. Same rules apply to the grammatical proficiency
21
test. It means that one’s ability to understand reading information may be impacted by
grammar. While grammar is a crucial component of any language since it can be difficult
for the reader to understand a sentence’s meaning if the grammar is incorrect, but if the
reader is familiar with the grammar rules, they can quickly correct the errors and
understand the sentence’s meaning. In other words, proper grammar might aid children in
comprehending what they read. Without it, understanding a sentence’s meaning in a
communication setting will be challenging. From the theoretical background above,
students have a greater chance of achieving effective reading comprehension the higher
their level of grammatical mastery, particularly when it is associated with the reading
domain. In order to more effectively transmit the meaning of reading materials, students
need to possess strong grammar skills.
Poorvgrammar can negativelyvaffect someone'svreading skill by making itvharder to
comprehendvthe meaningvof a text. If a text isvpoorly written and fullvof grammatical
errors, it can bevdifficult for the reader tovunderstand the intendedvmessage. Additionally,
if a reader has poorvknowledgevofvgrammar, theyvmay struggle tovidentify and
understandvcomplex sentencevstructures, idiomaticvexpressions, and othervadvanced
features of writtenvlanguage. This can limitvtheirvcomprehension of avtext and make it
harder tovengage with thevmaterial. Overall, havingva good grasp ofvgrammar is
essentialvfor developingvstrong readingvskills.
Fluency
According to Reading rockets, the definition of fluency is defined as “fluency in reading
refers to the ability to read text accurately, quickly, and with appropriate expression. A
fluent reader is able to recognize words automatically, without struggling, and can focus
on comprehending the meaning of the text. Fluency involves several aspects, including
word recognition, automaticity, phrasing, intonation, and pacing. Fluent readers are able
to read with ease, confidence, and enjoyment, which can enhance their overall reading
comprehension and motivation to read.” When it comes to spoken language, most people
are aware of the definition of fluency, sometimes known as automaticity. A person may
be regarded as fluent in a second language, for instance, if they are at easy speaking,
reading, and writing English.
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Although readingvfluency has been extensivelyvstudied as an independent reading
process, it isvactually best considered asvthe product ofvseveral lower-level
readingvskills workingvtogether coherently and effectivelyvto produce the smooth,vfluent
reading thatvis essential forvcomprehension. This reviewvbegins with avdefinition of
readingvfluency beforevgiving a brief overview of howvreading fluencyvhas evolved
over the past 200 years.
After analyzing various studies that stress the significance of reading fluency for
understanding text, it then explains the critical reading processes involved for fluent
reading. The paper concludes with a justification for the necessity of routine student
assessments of reading fluency and the fundamental procedures that result in fluent
reading. A study in 1973 conducted by Dahl and Samuels showed that to improve reading
fluency where one group of students practiced automaticity at the word level while the
other engaged in reading fluency practice with connected text. Students in the fluency
development group showed significant improvement beyond those who worked solely on
word automaticity. Two seminal studies, one by Chomsky (1978) and a second by
Samuels in 1983, examined the efficacy of repeated readings to improve reading fluency.
In a repeated reading strategy, students read a short text of 100 to 200 words four times or
so over several days. Readings are conducted in the company of a teacher or more
knowledgeable reader to assist with difficult word pronunciations. The two studies
established that practice using repeated readings decreased word mispronunciations and
improved reading rate, resulting in improved reading fluency. Additionally,
comprehension improved as students focused less of their attention on word decoding and
more on creating meaning from the text. The significance of these and other studies is that
when sufficient underlying reading skills are in place, reading fluency can be improved
through assisted reading practice. For example, Lee and Yoon conducted a meta-analysis
of 34 studies where repeated reading was used as an instructional strategy for students
with reading disabilities.
So, fluentvreaders are able to use their knowledgevof grammar, vocabulary, and syntax to
read withvexpression,vinflection, and appropriatevphrasing, which makesvtheir reading
more engagingvand enjoyable forvthemselves and their listeners. Additionally, when
23
readers are fluent, they are able to access more complex texts and comprehend them more
readily, which is essential for academic success.
2.5.2. External factors
Background knowledge
Background knowledge has a significantvimpact on reading skills. This isvbecause one's
understandingvand interpretation ofvwritten materialvare influenced byvtheir
priorvexperiences, knowledge, and familiarityvwith the subject matter. For instance,
when reading a scientificvarticle, someonevwith a background invscience will have a
bettervunderstanding of the conceptsvand terminology used, as opposedvto someone who
has no priorvknowledge of the subject. Whenvreaders have relevantvbackground
knowledge, their brainsvwill activate the relevantvschema, making it easier to
comprehend and retainvinformation. They can easilyvmake connections, understand
context, and drawvconclusions from the text.
According tovTapiero, Citation 2007, reading activatesva set ofvpropositions that reading
is stored invlong-term memory as knowledge. These ideasvare linked together and
arranged into several schematcha that make up a person’svunderstanding of a specific
concept. Since schematcha are constructed from the sumvof a person’s unique knowledge
and experience, the schematcha that each reader usesvto represent an ideavwill be unique.
Kendeou, Rapp & can den Broek, Citation 2003; Langer, Citation 1984 also stated that
schematcha may vary in the organization, amount, and quality (how “true” or useful of
information. They consistently found that higher levels of background knowledge enable
children to better comprehend a text. Readers who have a strong knowledge of a
particular topic, both in terms of quantity and quality of knowledge, are more able to
comprehend a text than a similarly cohesive text for which they lack background
knowledge. This was evident for both skilled and low skilled readers (Marr &
Gormley, Citation1982; Reutzel & Morgan, Citation1990; Taft & Leslie, Citation1985).
In contrast, when readersvlack backgroundvknowledge, they mayvstruggle with

comprehendingvand recallingvinformation. They may encountervdifficulties in making
inferences, understandingvnuances and figuring out the author'svintent. In a study “ A
24
lack ofvBackground knowledge canvHinder reading comprehension”, Tenaha, O’Reilly
of the Center for Research onvHuman Capital in Education at EducationalvTesting
Service (ETS), says that their findingsvshow that if students do not have sufficient related
knowledge, theyvwill probably havevdifficulties understanding text. Background
knowledgevplays a key role invstudents’ reading comprehension. They also discovered
that by utilizing naturalvlanguage processing techniques, it is possiblevto test
students’understanding quickly. A student will undoubtedlyvhave problems
understanding the text ifvtheir knowledge score falls below the knowledge threshold.
Obviously, backgroundvknowledge is an essential role in readingvcomprehension and
shapes the wayvreaders approach andvunderstand written material.
Motivation and attitude towards reading
Attitude and motivation are key factors that can greatly affect an individual's reading
skills. Attitudevplays a significant role in readingvas it determines the level ofvinterest
and engagementvan individual has towardsvreading. A positive attitudevtowards reading
can lead to a morevenjoyable and engaging reading experience, makingvit easier for the
reader to comprehend and retain information. In contrast, a negativevattitude can greatly
hinder one'svreading abilities, making it difficult tovconcentrate and understand what is
being read.vWhereas,vmotivation isvanother important factor thatvaffects reading skills.
Motivationvrefers to the drive orvdesire to read andvcan greatly influencevhow much
effort an individualvputs into reading. Whenvan individual is motivatedvto read, they are
likely to putvmore effort and timevinto reading, which canvresult in improved
comprehensionvand retention ofvinformation.
Readingvisvinfluencedvbyvattitudevandvmotivation.vItvisvsaidvthatvreadingvisv"thevv
mother of allvskills" (De Guzman, & Sabio, 2010). Grave (2002) addedvthatvonevof the
mostvcrucialvabilitiesvin academicvsettings is the ability to readvin a secondvlanguage as
new information is learnt, as well as alternate explanations and interpretations of this
knowledgevcompetence. Since reading is a vitalvskill, it makes sense to determinevthe
attitude andvmotivation towards this skill. The abilityvto read in their mothervtongue has
developed for students learning English as a second language, but their attitude toward
readingvin English may prevent themvfrom succeeding (Nation, 2009)
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2.6. Summary of the chapter
This chapter provides a concise summary of reading, including its definition and many
categories. Reading is acknowledged to be a very significant and useful skill in many
facets of life in general and in learning the English language in particular. Also, the author
of this paper offers information on the variables influencing the growth of reading ability.
Also, as a consideration and so that readers may have a general perspective on reading,
the author of this paper also included his own opinion regarding reading. This chapter’s
essay is intended to assist readers’ understanding of the challenges they face as they
develop their reading abilities and the importance of those abilities for learning English.
The author hopes that the people who need it the most will receive helpful knowledge.
26
CHAPTER III: METHODOLOGY
3.1. Subject of the study

71 students from group K27 of the Faculty of English at Hanoi Open University
participated in this survey. They are third-year students with immediate English skills.
They are all in need of improving their skills and accustomed to taking English reading
courses.
3.2. Data collection
3.2.1. Survey questionnaire
Third-year students who participated in this survey were given a survey questionnaire to
complete in order to gather information about the difficulties, points of view they were
having and recommendations which they think are helpful when learning reading skills.
This was done so as to ensure the reliability and accuracy of the results.
The survey questionnaire (see Appendix), consist of 14 questions attributed to help find
essential information of the overview of studying reading, the roles of reading as well as
challenges faced by students. Question 1, 2 aim to find out students’ attitude towards
reading. The third question attempts to find out the improvement of reading skills of
students. The fourth question aims to find out how much time students spend on reading.
Question 5, 6, 7, 8, attempt to discover students’ opinion towards the relationship between
reading and other aspects such as written language, spoken language, the ability to
understand and the ability to have retain English vocabulary. The ninth question aims to
research what kinds of reading exercises that students are interested in. Question 10, 11,
12, attempt to find out challenges students faced when reading. The question 13 aims to
find out the sub-skills students use when practicing reading. The 14 questions attempt to
find out what methods students prefer to do to improve their reading skills.
3.2.2. Class observation and discussion
Observing class has many admirable and significant educational purposes. The purpose of
classroom observation is to obtain extra data that is thought to be crucial in helping to
strengthen the validity and credibility of the analysis of survey data.
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3.3. Data analysis
Certain questions on survey forms are intended to find out how the third-year students of
Faculty of English at Hanoi Open University are doing when it comes to mastering
reading skills. These are the findings’ description.
English has become increasingly significant in today’s globalized world, often serving as
a unifying language for international communication. Its widespread use has permeated
various fields such as business, technology, science, education and tourism. As a result,
proficiency in English is considered a valuable skill that enhances job opportunities,
fosters cultural understanding and exchange, and simplified access to a vast pool of
knowledge available on the internet.
The survey is carried out among the third-year students of Faculty of English at Hanoi
Open University, who have been familiar with reading skills. And after years of the
process of learning reading skills, how do students feel about it?
3.3.1. Students’ attitude towards reading
TABLE 1: STUDENTS’ ATTITUDE TOWARDS READING
Q1 How do you find reading skills? Answer %

A Very difficult 53,5
B A little bit difficult 32,4
C Not difficult 14,1
The table shows that a significant majority (53,5%) of the survey participants finds
reading skills to be very difficult (Category A). This indicates that more than half of the
respondents struggle with reading or find it to be a highly challenging task. This could be
due to various reasons, such as learning difficulties, lack of proper education, or
inadequate exposure to reading materials. The second largest group comprises 32,4 % of
the respondents, who perceive reading as a little bit difficult (Category B). This indicates
that while these participants have some literacy skills, they still face certain challenges in
reading which could range from many causes. Nevertheless, they do not find reading to be
28
an insurmountable task but experience. Lastly, 14,1 % of the students find reading is not
difficult at all (Category C). These individuals are likely to have developed their reading
abilities to a level where they can reach high scores. This group represents those people
who have likely had access to education and resources that helped them build strong
literacy skills. Thus, the table reveals that a considerable majority of the respondents face
varying degrees of difficulty with reading skills, with more than half finding it very
challenging. It underlines the importance of dedicated efforts to enhance literacy levels,
access to quality education. Along with students’ feeling of reading skills, the table below
will show students’ attitude towards the role of reading skills.
TABLE 2: THE IMPORTANCE OF READING SKILLS WITH STUDENTS
Q2 How do you think about reading skills role? Answer %

A Very important 53,5
B A little bit important 32,4
C Not important 14,1
The given data represents a survey on students' attitude towards the importance of reading
comprehension skills. The survey is divided into three categories to determine the
significance of these skills in their lives. The results show that there is a fairly even
distribution of opinions across the first two categories, with a significantly lower
percentage in the third category.
In the first category, 46.5% of the students find reading comprehension skills to be very
important. This group of students recognizes the crucial role that reading comprehension
plays in their understanding and interpretation of the text. They might be aware of the fact
that mastering these skills helps them not only in their academic pursuits but also in their
personal and professional lives. This group likely believes that proficient reading skills
can lead to better critical thinking, problem-solving, and communication skills.
In the second category, 45.1% of the students consider reading skills to be a little bit
important. Students in this group might have a basic understanding of the significance of
29
reading comprehension but may not view it as an essential skill for their overall
development. They might believe that other skills such as numeracy, technological
proficiency, or interpersonal abilities hold higher precedence over reading skills. This
group might still value reading comprehension but not to the same extent as the first
group.
Lastly, a significantly smaller percentage of students, 8.5%, find reading comprehension
skills to be not important. These students might have different priorities or may perceive
reading to be less relevant in today's fast-paced, technology-driven world. It is possible
that they rely more on audiovisual content and interactive platforms to gather information
and gain knowledge, thus underestimating the importance of reading skills.
In conclusion, students' attitudes towards reading comprehension skills appear to be
divided between those who believe it to be very important and those who believe it to be a
little bit important. However, a clear majority, comprising 91.5% of the student
population, recognizes at least some level of importance for reading comprehension skills.
This demonstrates that, despite varying opinions, most students still value the role of
reading skills in their development and learning journey.
TABLE 3: STUDENTS’ PACTICING READING TIME
Q4 How much time do you spend practicing Answer %

English reading each day
A Less than 30 minutes 40,8
B About 1 hour 35,3
C More than 1 hour 23,9
The table displays the results of a survey conducted to determine how much time students
spend on practicing English reading comprehension per day. The survey respondents were
asked to choose from three options, which are less than 30 minutes, about 1 hour, and
more than 1 hour. The chart summarizes the responses of the participants, and it shows
30
that the majority of students, 40.8%, spend less than 30 minutes per day practicing
English reading comprehension.
The second most common response, 35.3%, was that students spend about one hour per
day practicing English reading. This group of students is larger than the group that spends
more than one hour per day, which was only 23.9% of the respondents. Therefore, the
results of the survey suggest that most students do not spend a lot of time practicing
English reading comprehension per day.
It is worth noting that spending less than 30 minutes per day practicing English reading
comprehension might not be sufficient for students who aim to improve their reading
skills significantly. However, it is also important to consider that the survey does not
provide information about the students' English proficiency levels or their reasons for
practicing English reading comprehension. Some students might be more proficient in
English and do not need to spend as much time practicing reading comprehension, while
others might have other priorities or responsibilities that limit their time for language
practice.
In conclusion, the table demonstrates that most students spend less than 30 minutes or
about 1 hour per day practicing English reading comprehension. This information can be
useful for language educators and learners to understand students' reading habits and to
design appropriate reading materials and activities to help them improve their reading
skills.
TABLE 4.1: STUDENTS’ ATTITUDE TOWARDS THE ROLES OF READING

Q5 Do you find it easier to learn English if you Answer %
have strong reading skills?
A Absolutely yes 47,9
B Sometimes 46,5
C No 5,6
31
This table illustrates the survey results on the attitude of students concerning the impact of
reading comprehension on learning English. The survey categorizes responses into three
options: A -"Absolutely yes," B - "Sometimes," and C - "No." The data reveals that
reading comprehension is perceived to be an essential factor when it comes to the ease of
learning English by a majority of respondents.
Nearly half of the participating students, totaling 47.9%, strongly agree that possessing
strong reading skills makes it easier to learn English. These students recognize the direct
correlation between their ability to comprehend written content and their overall language
learning experience. A solid reading foundation undoubtedly facilitates their
understanding of vocabulary, grammar, and syntactical structures present in various texts,
contributing to a more effective language acquisition process.
On the other hand, 46.5% of the students indicate that having strong reading skills
sometimes contributes to learning English more easily. This group may acknowledge the
importance of reading comprehension, but they also consider that other factors such as
speaking, listening, or writing abilities could play a significant role in their language
learning journey. Depending on individual learning styles and preferences, these students
might find that a well-rounded approach is more beneficial to their English proficiency.
Lastly, a small percentage of students, 5.6%, state that strong reading skills do not
influence their ability to learn English. These students might rely more on oral
communication and might have different learning styles that do not prioritize reading
comprehension, such as auditory or kinesthetic learning.
In summary, the table emphasizes the importance of reading comprehension in learning
English for most students. However, it also highlights the diverse range of language
learners, who may perceive different aspects of language acquisition to be more or less
influential depending on individual preferences and learning styles.
32
Q6 Have you noticed any correlation between your Answer %
reading skills and your ability to retain English
vocabulary?
B Sometimes 43,7
C No 5,6
The table shows the majority of respondents (50.7%) answered "Absolutely yes,"
indicating a strong correlation between their reading skills and their ability to retain
English vocabulary. This suggests that these students believe that the more they read, the
more English vocabulary they will be able to remember.
The second most popular response was "Sometimes," which was selected by 46.5% of
respondents. This suggests that while these students do see some correlation between their
reading skills and vocabulary retention, it is not always consistent.
Finally, a small percentage of respondents (5.6%) answered "No," indicating that they do
not believe there is any correlation between their reading skills and their ability to retain
English vocabulary.
Overall, the survey results suggest that the majority of students recognize a correlation
between their reading skills and their ability to retain English vocabulary, which
emphasizes the importance of extensive reading as a way to improve language learning
skills.
Q7 Have you seen any improvement in your ability Answer %
to understand written text in English as your
reading skills have improved?
B Not really 21,1
C No 4,2
33
The table displays the results of a survey that asked students whether they have seen any
improvement in their ability to understand written text in English as their reading skills
have improved. The results are broken down into three categories: "Absolutely yes," "Not
really," and "No."
The majority of students, 74.6%, responded that they have seen a significant improvement
in their ability to understand written text as their reading comprehension level has
improved. This is a very positive outcome and indicates that the students' efforts to
improve their reading skills have paid off.
On the other hand, 21.1% of the students responded that they have not really seen any
improvement in their ability to understand written text despite improving their reading
skills. This could indicate a number of different issues, such as difficulty with specific
types of texts or comprehension strategies, or simply a lack of awareness of their own
progress.
A small percentage of students, 4.2%, responded that they have not seen any
improvement at all in their ability to understand written text despite improving their
reading skills. This is a concerning outcome, as it suggests that these students may need
additional support to improve their reading comprehension.
Overall, the table suggests that improving reading skills can have a positive impact on
students' ability to understand written text in English, but it is important to monitor
individual students' progress and provide additional support where necessary.
TABLE 4.4: STUDENTS’ ATTITUDE TOWARDS THE ROLE OF READING

Q8 Would you say that your reading skills have a Answer %
greater impact on your spoken language skills
or your written language skills in English?
B Not really 36,6
C No 4,2
34
The table presents the results of a survey conducted to determine the impact of reading
skills on spoken and written language skills in English among students. The survey had
three possible responses: "Absolutely yes," "Not really," and "No," and the results are
presented as percentages.
The majority of respondents, 59.2%, answered "Absolutely yes," indicating that they
believe reading skills have a greater impact on their spoken and written language skills in
English. This suggests that the students see a clear link between reading and language
development and believe that reading is an effective way to improve both spoken and
written English.
On the other hand, 46.5% of respondents answered "Not really," indicating that they do
not believe reading skills have a significant impact on their language skills. This suggests
that there may be some disagreement among students about the effectiveness of reading
as a tool for language development.
Finally, 4.2% of respondents answered "No," indicating that they do not see any
connection between reading skills and language skills. This response is relatively low,
suggesting that the majority of students recognize the importance of reading in language
development, even if they do not all agree on the extent of its impact.
Overall, the table indicates that the majority of students in this survey believe that reading
skills have a greater impact on their spoken and written language skills in English,
although there is some variation in opinion among respondents.
3.3.2. Students’ problems in reading
TABLE 5: STUDENTS’ READING RESULTS
Q3 How about your reading academic level over Answer %

the past year?
A Very difficult 53,5
B A little bit difficult 32,4
C Not difficult 14,1
35
This is conducted to assess the reading academic level of students over the past year. It
offers valuable insights into how students perceive their reading comprehension skills in
terms of improvement, stagnation, or regression. The data collected from the survey is
divided into three categories, each corresponding to different responses from the students:
A - Improved, B - Unchanged, and C - Worsened.
The results of the survey are as follows:
32.4% of the students responded that their reading academic level has improved over the
past year (Category A); this indicates that almost one-third of the student population
surveyed found that they have experienced an enhancement in their reading
comprehension skills over the course of the year. This group of students may have
benefited from various factors such as engaging in more reading activities, receiving
additional tutoring or resources, or seeing the positive effects of their study habits.
The majority of students, 56.3%, reported that their reading academic level remained
unchanged (Category B). This suggests that more than half of the students surveyed did
not observe any significant progress or regression in their reading comprehension abilities
over the past year. This could be attributed to various factors such as maintaining their
study patterns, having consistent teaching methodologies, or simply finding that their
reading level remained stable.
Lastly, 11.3% of the students experienced a decline in their reading academic level
(Category C). This group of students felt that their reading comprehension skills
worsened in the past year. Various factors could have contributed to this decline, such as
reduced access to educational resources, personal challenges, or a lack of motivation or
support.
In summary, this table provides a snapshot of how students perceive their reading
academic levels over the past year. The data suggests that there is a wide range of
experiences reported by the students, highlighting areas of growth, stagnation, and decline
in reading comprehension abilities. This information can be valuable to educators,
policymakers, and stakeholders in identifying potential strengths and weaknesses within
educational programs, further enabling the development of targeted interventions to
encourage improvement and reduce any barriers faced by students in this essential skill.
36
TABLE 6.1: STUDENTS’ PROBLEMS WHILE PRACTCING READING SKILLS
Q10 Have you ever struggled to learn English due to Answer %

poor reading comprehension?
B Sometimes 42,3
C No 4,2
The table represents the results of a survey conducted to determine the level of difficulty
students face in learning English due to poor reading comprehension. The survey was
aimed at identifying the extent to which students struggle with reading comprehension
and how often they face such difficulties.
According to the table, 53.5% of the students indicated that they have absolutely
struggled to learn English due to poor reading comprehension. This indicates that more
than half of the students surveyed find it difficult to understand English texts. On the
other hand, 42.3% of the respondents indicated that they sometimes face difficulties in
understanding English texts, while only 4.2% of the respondents stated that they have no
difficulty at all in understanding English texts.
These results suggest that a significant proportion of students experience challenges in
comprehending English texts. The fact that over half of the respondents indicated that
they have absolutely struggled suggests that reading comprehension is a significant
barrier to learning English for many students. This finding highlights the need for English
language instructors to focus on improving their students' reading comprehension skills.
In conclusion, the table depicts the level of difficulty that students face in learning
English due to poor reading comprehension. The results indicate that a significant number
of students find it challenging to understand English texts, and this highlights the
importance of educators providing support to improve reading comprehension skills.
37
Q11 What types of reading exercises do you find Answer %

difficult?
A Reading and answering multiple choices 49,3
B Summarizing 33,8
C Gap filling 43,7
D Answering comprehension questions 46,5
E Reading and choosing the main idea 40,8
F True/False statements 32,4
G Matching headings 35,2
H Others 5,6
The table provides information on the various types of reading exercises that students find
challenging when practicing English reading comprehension. The survey results show
that among the different types of reading exercises, the most challenging one is reading
and answering multiple-choice questions with 49.3% of respondents finding it difficult.
The second most challenging type of reading exercise is answering comprehension
questions with 46.5% of respondents finding it hard. This is followed by gap filling with
43.7%, reading and choosing the main idea with 40.8%, and matching headings with
36.2%. Meanwhile, only 33.8% of the respondents found summarizing challenging, and
32.4% found true/false statements to be difficult.
It is interesting to note that the "other" category only received 5.6% of responses,
indicating that most students find difficulty in the typical types of reading exercises given
in English reading comprehension.
One possible reason why students find multiple-choice questions and comprehension
questions challenging is that these exercises require a deeper understanding of the text.
Unlike matching headings or true/false statements, students need to comprehend the text
thoroughly and identify specific details, make inferences, and draw conclusions.
38
Another possible reason why students find these types of exercises challenging is that
they require students to have a strong grasp of grammar, vocabulary, and syntax. In gap
filling, for instance, students need to know the correct word form or tense to complete the
sentence correctly.
In conclusion, the table provides useful insights into the types of reading exercises that
students find challenging in English reading comprehension. By identifying the types of
exercises that students find difficult, teachers can adjust their teaching strategies and
provide students with more targeted support to improve their reading comprehension
skills.
Q12 Which problems affect you when practicing Answer %

English reading skills?
A New words 39,4
B Grammar structures 50,7
C Background knowledge 56,3
D Motivation 46,5
E Others 18,3
Reading comprehension is an essential skill for anyone learning and using the English
language. However, many students face several challenges when it comes to practicing
their reading skills. According to a recent survey, the most significant problems affecting
students' reading skills are new words, grammatical structures, background knowledge,
and motivation.
New words and grammar structures

This present a significant problem for many students. It can be challenging to understand
the meaning of new words encountered in reading, and this can lead to frustration and a
lack of motivation. Grammar structures also pose a significant problem for many students.
39
Understanding the rules and application of different grammatical structures can be
difficult, leading to confusion and errors in comprehension.
For students who are learning a new language, the task of acquiring new vocabulary can
be quite challenging, especially in the context of reading comprehension. The inability to
comprehend and recognize new words and new grammar structures can make it difficult
for students to understand the text as a whole. This is a common problem that many
students face while practicing reading comprehension.
Learning new words and new grammar structures requires consistent effort and practice
as it is an essential part of a student's language learning process. Without acquiring new
vocabulary successfully, one may face difficulties in deciphering the meaning of the text;
this can negatively impact their overall understanding of the material. Additionally, for
students who are preparing for standardized tests, a lack of vocabulary may result in a low
score.
Background knowledge
Background knowledge is another issue that many students face when practicing their
reading skills. Students may not have the necessary information to fully understand the
context of what they are reading. This can lead to misinterpretation, difficulty in
summarizing, and insufficient comprehension.
Background knowledge plays a crucial role in reading comprehension as it allows the
reader to make meaningful connections between different concepts, ideas, and details
presented in the text. Without proper background knowledge, readers may struggle to
make sense of the text, leading to an incomplete understanding of the subject matter.
One of the major challenges of reading comprehension often stems from a lack of
background knowledge. When readers don't have sufficient knowledge about the topic
they're reading about, they may have trouble understanding the context, the vocabulary,
and the intended meaning of the message. This can cause confusion, frustration, and the
inability to extract vital information from the text.
Therefore, it is essential for students to develop appropriate background knowledge
before delving into a topic. This can involve reading introductory material, doing
preliminary research, or discussing the topic with experts in the field. By obtaining this
40
background information, readers will be in a better position to comprehend and interpret
the text effectively.
So that, the importance of background knowledge in reading comprehension cannot be
overstated. It is a vital ingredient in successful reading and essential for extracting the full
meaning and value from the text. Developing a strong foundation of background
knowledge is the key to advancing one's reading abilities and improving overall
comprehension.
Motivation
It also plays a crucial role in students' reading skills. A lack of motivation can lead to a
lack of interest in reading, which in turn affects comprehension abilities. Students may
also experience other problems such as time management and a non-conducive study
environment, leading to difficulty in practicing their reading skills.
When a student lacks motivation for reading comprehension, it can be due to a variety of
factors. Some students might find the material to be too difficult, boring, or disconnected
from their own interests and experiences. Others might struggle with attention and focus,
making it difficult to stay engaged with the text.
One approach to addressing lack of motivation is to make reading comprehension more
relevant and meaningful to students. Teachers can choose texts that relate to students'
interests or cultures, or they can use current events or real-world issues to help students
connect with the material. Additionally, teachers can use strategies such as group
discussions, role-playing, or multimedia presentations to help students engage with the
material.
Another way to boost motivation is to provide students with feedback and positive
reinforcement for their efforts. When students feel that they are making progress and their
efforts are being recognized, they are more likely to continue putting in the effort to
improve their reading comprehension skills.
In conclusion, it is important for educators to recognize that lack of motivation can be a
significant barrier to learning, particularly when it comes to reading comprehension. By
making the material more engaging and relevant, and providing positive feedback for
41
students' efforts, educators can help students overcome their lack of motivation and
achieve academic success.
In conclusion, students face several issues when practicing their English reading skills.
These difficulties include new words, grammar structures, background knowledge, and
motivation. Understanding and addressing these issues can help students develop their
reading skills and become better English speakers overall.
3.3.3. Methods used by students to develop their reading skills
TABLE 7: STUDENTS’ INTEREST IN READING
Q9 What types of reading exercises do you find Answer %

interesting?
A Reading and answering multiple choices 40,8
B Summarizing 43,7
C Gap filling 40,8
D Answering comprehension questions 33,8
E Reading and choosing the main idea 46,5
F True/False statements 40,8
G Matching headings 32,4
H Others 11,3
Results from the survey indicate that the three most popular reading exercises among
students are summarizing, reading and choosing the main idea, and gap filling. These
exercises require students to analyze written text closely and develop a deeper
understanding of the information presented.
Multiple-choice questions and true/false statements were also popular exercise types, as
they provide students with a clear structure to their reading comprehension practice.
42
Matching headings, answering comprehension questions and other exercises were less
popular, but still had support among some students.
The findings suggest that students enjoy reading exercises that challenge their critical
thinking skills and promote a deeper understanding of the text. Exercises that require
inference, interpretation, and analysis are particularly engaging for students. These
exercises may also be more effective in ensuring students retain the information they have
read and can apply it in other contexts.
In conclusion, reading exercises that require close analysis and interpretation of text are
the most popular among students when it comes to improving their reading
comprehension skills. These exercises provide students with the opportunity to engage
with written text, develop critical thinking skills, and enhance their learning capabilities.
As such, it is essential that educators incorporate these exercises into their lesson plans
and work to develop active, engaged readers.
TABLE 8: STUDENTS’ READING TECHNIQUES
Q Which sub-skills do you often use while Answer %

practicing reading?
A Skimming 26,8
B Scanning 43,7
C Critical thinking 40,8
D Extensive reading 56,3
E Active reading 57,7
F Passive reading 26,8
The ability to read and comprehend written text is an essential skill required for academic
success, and it is crucial that students develop and apply various sub-skills while
practicing reading to enhance their comprehension. A survey was conducted to investigate
the sub-skills that students often use while practicing reading, and it revealed the
following results:
43
Skimming: 26.8%
Skimming is a sub-skill that involves reading through a text rapidly to get the general idea
of what it entails. This skill is beneficial when students have to read through large
amounts of information quickly.
Scanning: 43.7%
Scanning is a sub-skill that involves carefully reading through a text looking for specific
information. This skill is essential when students are required to locate information
quickly.
Critical Thinking: 40.8%
Critical thinking is a sub-skill that involves an in-depth analysis of a text's content. It
enables students to identify themes, evaluate arguments, and make informed conclusions.
Extensive Reading: 56.3%
Extensive reading involves reading a significant amount of material over an extended
period to improve both reading speed and comprehension.
Active Reading: 57.7%
Active reading is a sub-skill that involves being actively engaged while reading. This
involves highlighting significant points, taking notes, or asking questions while reading.
Passive Reading: 26.8%
Passive reading refers to reading for pleasure and enjoyment, without a specific focus on
retaining information or gaining knowledge.
In conclusion, to be an effective reader, it is essential to develop and apply various
sub-skills while practicing reading. This survey showed that students use a range of
sub-skills, with active reading and extensive reading being the most popular. These
sub-skills help students to thoroughly understand and retain what they have read, enhance
their critical thinking ability, and increase knowledge acquisition.
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TABLE 9: STUDENTS’ STRATEGIES TO READ
Q14 What strategies do you often use to improve Answer %

your reading skills?
A Improve your vocabulary 32,4
B Make notes while reading 38
C Use online resources 35,2
D Build on existing knowledge 57,7
E Write the summary of what you read 36,6
F Break up the reading into smaller sections 42,3
G Create questions and answer them yourself 46,5
H Use critical thinking while reading 33,8
K Others 14,1
The survey highlights various strategies that students often employ to enhance their
reading skills and improve reading comprehension. According to the results, a significant
number of students (57.7%) believe in building on their existing knowledge to better
understand the content. This approach involves connecting new information with one's
prior understanding, which fosters better retention and a deeper grasp of the material.
Another popular technique is the creation of questions and answering them (46.5%). Such
an approach enables a student to be an active reader by promoting self-questioning,
enhancing comprehension and encouraging engagement with the material. By
continuously challenging themselves with thought-provoking questions, students can pave
the way for an enriched understanding of the text.
Breaking up the reading into smaller sections (42.3%) is another effective tactic that
prevents students from feeling overwhelmed. This method helps in maintaining focus and
allows for more manageable absorption of information. Students can also make notes
while reading (38%); this not only enhances retention but also assists in identifying key
takeaways and organizing thoughts more effectively.
45
Besides these techniques, writing a summary of what has been read (36.6%) assists in
consolidating the reader's understanding and aids in the revision process as well. The use
of online resources (35.2%) offers the advantage of supplementary information and varied
perspectives on a topic, fostering a well-rounded understanding. Employing critical
thinking while reading (33.8%) contributes to deeper comprehension and encourages
readers to question the validity and relevance of the text, augmenting their analytical
skills.
Lastly, improving vocabulary (32.4%) is a crucial component in strengthening reading
skills. A strong vocabulary allows for a better grasp of the text, reduces confusion caused
by unfamiliar terms, and ensures smoother reading. While not as popular as other
strategies, some students (14.1%) prefer other, unique approaches tailored to their specific
needs or learning styles.
In conclusion, this survey reveals a diverse array of strategies students often use to
improve their reading skills when practicing reading comprehension. These techniques
range from building on existing knowledge to using online resources, each aimed at
bolstering an individual's understanding of the text and enhancing their overall reading
experience. Customizing and combining these strategies to one's preferences can lead to
significant improvement in reading skills and comprehension.
3.4. Findings
The author of this article has discovered the average levels of students' reading skills at
the Faculty of English at Hanoi Open University as well as the attitudes of the students
questioned based on the statistics gathered from the survey questionnaire and class
observation. Also, the data analysis portion has demonstrated the actual issues that pupils
encounter. These issues are caused by a lack of vocabulary, grammatical knowledge, and
background information. Also, motivation among students is a major issue that is a result
of the emotion of reading. Pupils put little effort into this skill since they don't find
reading to be fascinating. Along with learning about the difficulties pupils have when
reading, the author also discovered some strategies they employ to hone their skills.
46
The author has examined the current state of teaching and developing reading abilities at
the Faculty of English at Hanoi Open University as well as some reading challenges faced
by third-year students in chapter III using information gathered from a survey and
classroom observations. It is clear from the statistics examined above that English reading
is a challenging skill that requires deliberate practice. It is suggested that third-year
students read as many English-language materials as they can.
In order to improve students' reading abilities, teachers must first recognize and remove
the aforementioned obstacles, which will then enable them to focus on the text's key
details and the authors' points of view. The author wants to provide appropriate and useful
advice for the third-year students to improve their reading skills in the following chapter
based on the findings.
47
CHAPTER IV: DIFFICULTIES IN THE READING SKILLS MET BY THE
THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN
UNIVERSITY AND SOLUTIONS SUGGESTED TO IMPROVE READING
SKILLS FOR THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH,
HANOI OPEN UNIVERSITY
In chapter III, the findings about various connections between reading abilities and other
factors as well as some challenges and restrictions encountered by third-year students
while reading are demonstrated. As a result, the author would like to suggest some ways
in this chapter to help third-year students enhance their reading abilities.
4.1 Difficulties in improving the reading skills met by the third- year students of the
Faculty of English, Hanoi Open University
Vocabulary is one of the challenges that students encounter. Third-year students who lack
vocabulary will find it challenging to read in English. They value it greatly since reading
English is a fundamental ability. Since they lack the vocabulary necessary to comprehend
the meanings of English writings, they find it difficult to read them. Students in their third
year will have trouble understanding the English material due to a lack of vocabulary.
Students who lack vocabulary struggle to read well or respond swiftly, because they are
uncertain of the meaning of words.
Another issue that the students run with when reading is grammar. When reading in
English, many students commit grammatical errors. They are unable to flexibly apply
grammar to the context of the text because they are confused or forget the grammatical
rules.
Next, another problem that many students run into when improving their reading skills is
background knowledge. It's possible that students lack the knowledge needed to
comprehend the context of what they are reading. This could result in misunderstandings,
trouble summarizing, and insufficient comprehension.
Lastly, there are several reasons why a student might not be motivated to read
comprehension. Some students could find the subject matter to be overly complex,
monotonous, or unrelated to their personal experiences and interests. Others could have
48
trouble focusing and paying attention, which makes it challenging to remain interested in
the content.
4.2. Solutions to improve reading skills for the third-year students of the Faculty of
English, Hanoi Open University
To attain success in reading, students should create a thoughtful learning plan, consider
the goals they want to achieve in reading, and devise tasks that will allow them to practice
their reading abilities. Hence, several suggested activities, such as pre-reading,
while-reading, and post-reading, aim to help foster motivation for reading.
4.2.1. Before reading activities
Before reading activities can be helpful in preparing students for effective reading. These
activities can include techniques such as scanning titles and headings, making predictions,
previewing illustrations, and activating prior knowledge.
Scan titles and headings
Students can get a sense of what the text will cover and what topics may be important.
When it comes to reading comprehension, one important strategy that can greatly enhance
the process is to scan titles and headings before diving into the main body of a text. This
technique can help readers to gain a sense of what the text is about, improve their
understanding of the content, and save time.
To begin with scanning titles and headings can be especially helpful when dealing with
longer articles, books or reports. These types of texts are often divided into sections with
their own headings, which can give readers an idea of the structure and topics being
covered. By scanning these headings, readers can form a mental roadmap of the text and
anticipate what will be discussed in each section. This can help them to understand the
content more easily as they read.
Scanning titles and headings can also help readers to determine whether a particular text
is relevant or useful to them. This is especially important when conducting research or
reading academic articles, where the text may be quite dense or complex. By quickly
scanning the headings, readers can decide whether to commit to reading the whole article
or move on to something else.
49
Additionally, scanning titles and headings can also save time. When reading for leisure or
personal development, readers may have limited time to devote to reading. By scanning
headings, readers can quickly identify any sections that may be of particular interest, and
focus their attention on those areas. This can allow them to get the most out of the text,
without spending unnecessary time on less relevant material.
Thus, scanning titles and headings before jumping to the text is an effective strategy that
can greatly enhance the reading process. It can help readers to form a mental roadmap of
the text, determine its relevance and save time. By incorporating this technique into their
reading habits, readers can improve their overall comprehension and get more out of their
reading experiences.
Identify important vocabulary words
Vocabulary is the set of words used in a particular language or subject matter. It plays a
crucial role in reading comprehension because without understanding the meaning of
words, it is impossible to comprehend what is being read. Therefore, identifying
important vocabulary words before reading comprehension is an essential task.
Identifying important vocabulary words before reading comprehension helps to improve
one's reading skills. It ensures that the reader has a clear understanding of the meaning of
the words, and this, in turn, increases the reader's comprehension of the text. By
understanding the appropriate use of vocabulary, the reader can understand the author's
intent and, therefore, can better engage with the text.
Furthermore, identifying important vocabulary words helps the reader to decode the text
accurately. It enables the reader to identify words and phrases in context and aids in the
construction of meaning from the text. Additionally, understanding the words used in a
text improves the reader's overall reading efficiency and speed.
So that, identifying important vocabulary words before reading comprehension is an
essential task that leads to better interpretation, understanding, and application of the text.
It helps improve one's reading skills and strengthens one's overall understanding of the
written word. As a helpful assistant, it is essential to encourage readers to engage in the
practice of identifying important vocabulary words to strengthen their reading
comprehension and overall literacy skills.
50
Preview illustrations
It is highly recommended that readers preview illustrations before reading comprehension
because this can help students contextualize a text and engage with its themes. Previewing
illustrations before reading helps readers to understand the context of the text better.
Pictures, illustrations, graphs, charts, maps, and other visual aids make it easier for
readers to understand complex content. These visuals provide readers with the
opportunity to make connections between the text and the real world. By doing this,
readers can extract meaning more effectively and efficiently from the text.
Previewing illustrations also helps readers to predict what they will read about, take notes
more effectively, and make inferences about the content before they begin reading. It also
aids in engaging readers by making the reading material more appealing and interesting.
Additionally, illustrations and visuals are critical for readers who have difficulty with
reading comprehension or struggle with decoding printed text. For these readers,
illustrations and visuals assist in comprehension by providing visual context and support
for hard to understand words.
Activate prior knowledge
The reader's prior information is accessed through pre-reading exercises, which "build a
bridge between his knowledge and the text." Prior knowledge is the knowledge and
experiences that a reader has acquired before reading a particular text. It is also called
background knowledge, and it can significantly impact a person's ability to understand
and comprehend a text. Activating prior knowledge is the process of using what we
already know to enhance our comprehension of what we are reading. As readers engage
in this process, they begin to make connections between the new information in the text
and their existing knowledge, which makes it easier to understand.
Effective pre-reading activities can be especially useful for struggling readers, as they can
provide a solid foundation for deeper comprehension and engagement with a given text.
Activating prior knowledge prior to reading comprehension is critical. A majority of the
knowledge and experiences we possess are the result of our life experiences, and it plays a
critical role in understanding the texts we read. We use our prior knowledge to make
sense of what we read by connecting new ideas and concepts with what we already know.
51
For instance, if a reader comes across a new word that they don't understand, this process
can involve recalling related words they already know to try and deduce the meaning of
the unfamiliar word.
Moreover, activating prior knowledge reduces cognitive overload, which helps readers
process and integrate new information more efficiently. It helps readers filter out
irrelevant information while zeroing in on what is critical. This process makes reading
comprehension more effective, and the reader can retain and recall the information
learned more effectively.
In short, activating prior knowledge is a crucial process in the comprehension of texts. It
helps readers understand and recall information better, reduces cognitive overload, and
helps readers to connect new ideas with what they already know. Reading comprehension
is an active process that requires more than just decoding the printed part of a language. It
also involves tapping into our existing knowledge and experiences, to make sense of text
in a better way.
4.2.2. While-reading activities
Reading activities refer to any activity that involves the active engagement with written
materials. These activities may include reading for pleasure, reading for information or
reading for academic purposes. Reading activities involve make predictions, take notes,
and use a study guide. Individuals can engage in reading activities in many ways
including reading books, newspapers, articles, blogs or even social media.
Make predictions
Predicting during reading comprehension is one of the most effective reading strategies
that can help readers understand and remember what they read. Predicting helps readers to
actively engage with the text and anticipate what might happen next. It involves making
educated guesses about what to expect from the reading material based on the title,
pictures, headings, and other clues.
It allows students to make educated guesses about what the text may entail or what
questions it may answer. Predicting also helps readers to set a purpose for reading and
helps them to focus on key information. When readers make predictions, they are more
likely to stay engaged in the reading process because their minds are actively working to
52
make sense of the text. This can lead to greater comprehension and retention of
information, as the reader is more likely to remember what they read.
There are many benefits to making predictions during reading comprehension. The first
and foremost, it promotes active reading, making the reading experience more enjoyable
and interactive. Next, it helps readers to make connections between their prior knowledge
and the new information they are learning. This is important because when readers
connect new information to previously learned information, they are more likely to
remember it. Then, predicting can help readers identify and correct misunderstandings
they might have about the text.
It is important for readers to develop the skill of predicting because it will benefit them
both academically and professionally. In academic settings, predicting can help students
understand complex texts and prepare for discussions, and in professional settings, it can
help individuals to understand complex business reports or emails.
Therefore, predicting during reading comprehension is a valuable strategy that can greatly
improve reading comprehension and engagement. It is a skill that can be developed with
practice and can benefit readers academically or professionally. All readers should
practice this strategy as it will help them to become more effective and confident readers.
Take notes
Note-taking is an essential skill that aids in retaining information and comprehending
complex and lengthy texts. Reading comprehension involves actively processing the
information one is reading and integrating it with existing knowledge to form a complete
understanding. To achieve this, readers should take notes to enhance their comprehension,
recall and retention of information.
Taking notes allows readers to summarize key points, identify relevant details, and
connect ideas to better understand the text's overall message. It promotes critical thinking
as readers can evaluate and analyse the text while taking notes actively. Note-taking also
helps to organize ideas and creates a structure for reviewing the material later, enabling
the reader to build on their understanding.
Taking notes also improves memory retention by reinforcing the connections between
ideas and increasing reading comprehension. Having clear notes to refer to will help
53
readers remember details that they may have otherwise forgotten. Additionally, if the
reader comes across new terms, concepts or ideas, the notes will provide a reference point
for later use.
Next, note-taking is an active reading strategy that helps the reader stay focused and
engaged throughout the text. By doing so, the reader becomes an active participant in
their learning process, rather than a passive receiver of information.
So that, taking notes during reading comprehension is essential to enhancing
understanding, enhancing recall and retention of information, and facilitating critical
thinking. With practice, readers can develop excellent note-taking skills that will help
them achieve success in their academic and professional pursuits.
Use a study guide
Reading comprehension is an essential skill for anyone who wants to improve their
knowledge and understanding of a given subject. But often, reading a book or article is
just the first step towards achieving this goal, as comprehension requires more than just
reading or skimming through the text. It requires careful and analytical reading, which is
why using a study guide is highly recommended.
A study guide is an organized list of notes, questions, and prompts that help readers
interpret and analyze a text effectively. It can help readers to focus their thoughts, take
notes, and engage more deeply with the text, which can lead to better comprehension.
One of the key benefits of using a study guide is that it encourages readers to actively
engage with the text. Instead of passively reading the words, readers are prompted to
think critically about the author's message, the themes, and main ideas. This type of active
reading can help readers to retain more information and remember it for longer periods.
Furthermore, a study guide can also help readers to identify important information and
key points in the text. Sometimes, when reading a book or article, it can be easy to get lost
in the details or to miss the main point. A study guide can help readers to focus on what is
important and to make connections between different parts of the text.
Using a study guide while reading comprehension can also help readers to develop
important skills such as note-taking and analysis. These skills are useful not only for
54
academic purposes but also for everyday life situations such as researching a topic or
reading a contract.
So, using a study guide during reading comprehension can be highly beneficial for readers.
It can help readers to actively engage with the text, identify key points and develop
important skills. So, the next time you pick up a book or article, consider using a study
guide to help you get the most out of your reading experience.
4.2.3. After-reading activities
After-reading activities are essential to improve reading comprehension and retention
among students. These activities enhance a student's understanding of the material and
promote critical thinking and analysis. Some after-reading activities include summarizing
the main idea or key points of the reading, practicing reading exercises, discussing the
reading with peers or the teacher, and making connections between the reading and
personal experiences or current events.
Write a summary
After completing a reading comprehension exercise, it is recommended that readers
should summarize what they have read in their own words. Summarizing is an essential
skill that involves condensing the main points and ideas in a text while leaving out
unnecessary details. Summarizing not only helps readers to comprehend the content better
but also helps them to retain the information for longer periods.
The process of summarizing starts by reading the text carefully and understanding the
main idea or purpose of the text. Then, readers should identify the key points and ideas to
include in their summary. The summary should be written in a few sentences or a
paragraph that accurately reflects the main points of the text.
Some benefits of summarizing include better understanding of the material, improved
memory retention, and improved critical thinking skills. Additionally, summarizing helps
readers to identify the essential information in a text and distinguish it from irrelevant
information. It is an essential skill that can be applied in various aspects of life, such as
note-taking during lectures, writing an essay or report, and even during casual
conversations.
55
Practice with reading exercises
One effective way for readers to improve their comprehension skills is to practice
regularly with reading exercises. These exercises are designed to help readers better
understand the material they are reading, and can involve a variety of approaches.
One type of reading exercise is to read short passages or articles and then answer
questions about what was read. This approach helps readers to focus on the key details
and main ideas of the text. Additionally, it provides an opportunity to practice identifying
important information and distinguishing it from less relevant details.
Another type of exercise involves reading for specific purposes, such as summarizing,
analyzing, or drawing conclusions from the information in a text. These exercises can
help readers to develop critical thinking and analytical skills, which are valuable in many
areas of life.
It is important for readers to engage in reading exercises regularly and consistently in
order to improve their comprehension skills. By consistently practicing and applying the
strategies learned through exercises, readers can improve their ability to understand and
retain written information.
Lead a discussion
Discussing with peers and teacher is a helpful activity. It involves understanding,
interpreting, and appreciating information presented in a written form. However, reading
comprehension can be challenging, especially for beginners or individuals who have not
developed proper reading skills. This is why peer and teacher discussions after reading
comprehension are important.
One of the primary benefits of discussing reading comprehension with peers or teachers is
that it helps to confirm or correct the understanding of the text. Discussing the text with
peers or teachers enables individuals to learn different perspectives and interpretations of
a particular piece of literature, which enriches their understanding of the text.
Moreover, discussing reading comprehension with peers or teachers can also improve the
communication and collaboration skills of the individuals involved. Sharing ideas and
opinions about a particular text facilitates open communication and collaborative
56
problem-solving, which are vital skills for success in various academic and professional
fields.
Then, discussing reading comprehension with peers or teachers can help increase
motivation and interest in reading. Engaging in conversations and debates about different
pieces of literature can spark curiosity, stimulate creative thinking, and generate interest
in exploring new ideas and concepts.
Re-read the text
When we read through a passage for the first time, it can be easy to miss important details
or misunderstand certain sections. But by going back and re-reading the text, we have the
opportunity to fill in any gaps in our understanding and gain a more complete view of the
material.
Furthermore, re-reading can also help readers to pick up on nuances in the text that may
have gone unnoticed the first time around. For example, by re-reading a passage, we may
notice the way that certain themes or ideas are developed throughout the text, or we may
notice subtle changes in language and tone that reveal deeper meanings and insights.
Overall, by taking the time to re-read a text after reading comprehension, readers can
ensure that they have truly absorbed and understood the material. This practice can help
to enhance both their critical thinking skills and their overall reading ability, making it an
essential habit for anyone seeking to become a more effective and engaged reader.
Make connections to your self-experiences
Making these connections can help readers see themselves within the story, which can
make the experience more personal and meaningful. For example, a reader who has gone
through a difficult breakup may identify with a character who is going through a similar
situation. By recognizing this connection, the reader can empathize with the character,
understand their emotions, and possibly gain insight into their own experiences.
Moreover, making connections to self-experiences can also help readers reflect on their
beliefs, values, and experiences. It is an opportunity for self-reflection and introspection,
which can, in turn, lead to personal growth and development.
57
These activities not only help students understand the material better but also enable them
to reflect on what they've read and apply it to other situations. The process of reading
activities can also be a fun and engaging way to promote literacy skills and a lifelong love
of reading.
4.3. Changing the reading habits
The reader should be actively engaged with the text, analyzing the content and actively
seeking to understand the message of the text. This can be achieved by asking questions
such as, "What is the author trying to say?" or "What is the main idea of the text?" Active
reading can also involve taking notes while reading, highlighting key phrases, and making
connections between the content and one's personal experiences.
Next, readers should develop the habit of reading with a purpose. Reading with a purpose
means that the reader has a specific goal in mind when reading. For example, if the
purpose of the reading is to gain knowledge about a specific topic, the reader should focus
on identifying key information related to the topic. Reading with a purpose will not only
improve comprehension but also increase motivation to read.
Then, readers should develop the habit of reading regularly. Consistency is key when it
comes to improving reading comprehension. Readers should set aside a specific time
every day for reading and stick to it. It is also important to choose reading materials that
are interesting and engaging, as this will motivate the reader to continue reading.
Furthermore, readers should learn to monitor their comprehension. This means that the
reader should be aware of their own understanding of the text and identify areas where
they need to focus more attention. This can be done by asking oneself questions such as,
"What did I just read?" or "Do I understand what this means?"
Additionally, readers should learn to self-check their comprehension. Self-checking

involves evaluating one's own understanding of the text by asking questions such as,
"What did I learn from this?" or "Can I summarize the main idea of the text?"
Self-checking will help the reader identify areas where they need more practice, and
improve overall comprehension.
58
In short, changing one's reading habits is crucial for improving reading comprehension.
Active reading, reading with a purpose, reading regularly, monitoring comprehension, and
self-checking comprehension are all habits that can be developed through practice and
consistency. By implementing these habits, readers can not only improve their
comprehension but also increase their motivation and enjoyment of reading.
Reading is essential for our mental, emotional and intellectual development. The more we
read, the more we gain knowledge, skills, and insights. It is through reading that we can
explore new worlds, learn new skills and ideas, and improve our overall well-being. The
benefits of reading are numerous and far-reaching, regardless of what you read - novels,
biographies, magazines or newspapers.
One of the greatest benefits of reading is the improvement of our language and
communication skills. Reading can help improve vocabulary, grammar, syntax and
pronunciation, which leads to better communication and writing skills. When we read a
lot of materials on different topics, we not only learn new ideas and concepts but also new
word-pairs and idioms that add value in our communication.
Becoming a better reader requires improving behavior and attitudes. Readers have to
understand their mistakes, so that they can learn to be a better reader. Hopefully, the
suggestions mentioned above to improve reading skills can help the third-year students
read more effectively and gain more knowledge by practicing reading well.
59
CHAPTER V: CONCLUSION
5.1 Conclusion
In order to successfully receive information, reading comprehension abilities are crucial
in daily life. As a result, among the four talents, teaching and learning to read in English
is regarded as the most challenging.
Also, English study has become increasingly common in Vietnam's colleges as a result of
the trend of regional and global economic integration. Unfortunately, a lot of students
struggle with reading, which makes it difficult to gather data, handle statistics well, and
translate. The goal of this study was to identify certain reading-related challenges faced
by first-year students at the Faculty of English, Hanoi Open University, and to offer some
recommendations to assist them in developing their reading abilities.
The literature review at the beginning of the essay establishes the academic context for
the reading and the correlation among reading and other aspects when learning English.
The second chapter examines how third-year students are coping with their studies,
improving their English reading abilities, and having trouble when reading through
the surveys. Chapter III offers reading tactics and approaches based on the analysis of the
survey to assist students in overcoming obstacles and improving the effectiveness of their
reading.
By my research, I have discovered that many of the first-year students at the Faculty of
English, HOU, have a variety of issues that contribute to their poor reading abilities,
including laziness, lack of focus, difficulties absorbing vocabulary, issues with
grammatical structures, etc. This study's sole aim is to assist students at our faculty in
identifying their areas of weakness and choosing effective study strategies. Nonetheless,
learning to read well takes time, so pupils should have patience. I did my best to complete
the assignment inside the study's roughly forty pages. I do, however, hope that readers
would understand that some flaws are unavoidable. If this study has any flaws, teachers
and friends' feedback would be appreciated.
60
5.2. Limitations and suggestions for further study
It goes without saying that there must be some errors in this scientific research, and it has
not gone as deeply as it should have due to the limitations of time and the lack of relevant
reference materials in the topic under inquiry, as well as the difficulties the researchers
faced. The aforementioned explanations make it clear that there are still a number of
elements that require additional research.
61
REFERENCES
Vietnamese references
Nguyen (2022). Metacognitive Strategies on Reading English Texts of Non-English
Majored Students. Dong Nai Technology University
Overseas references
1. Anderson RC. Anderson RC, Spiro RJ, and Montague WE (1977). Schooling and the
acquisition of knowledg., The notion of schemata and the educational enterprise.
2. Arnold Gesell(1925). The Pedagogical Seminary and Journal of Genetic Psychology,
Volume 32, Issue 2. Monthly Increments of Development in Infancy
3. Dr Wan Fara Adlina Wan Mansor, Dr Mohamad Hassan Zakaria, Dr Adlina Abdul
Samad, Dr Noor Aireen Ibrahim (2012). A Review on the Important Role of Vocabulary
Knowledge in Reading Comprehension Performance. Universiti Teknologi Malaysia.
4. Lee, J. M., Clark, W. W., and Lee, D. M(1934). Measuring Reading Readiness.
Elementary School Journal.
5. GH Hildreth, NL Griffiths, ME McGauvran (1965) Metropolitan readiness tests:
Manual of directions. New York: Harcourt, Brace & World.
6. G Holderness, B Loughrey (1997). A Murphy. Taylor & Francis.
7. Harrison, M. L., and Stroud, J. B.(1950). The Har rison-Stroud Reading Readiness
Profiles. Houghton Mifflin Company, Boston
8. Kendeou, P., Rapp, D. N., & van den Broek, P. (2003). The influence of reader’s prior
knowledge on text comprehension and learning from text. In R. Nata (Ed.). Progress in
Education. Nova Science Publishers, New York.
9. Kendra R. Tannenbaum,Joseph K. Torgesen &Richard K. Wagner .(2009).
Relationships Between Word Knowledge and Reading Comprehension in Third-Grade
Children. Taylor & Francis.
10. LC Moll, C Amanti, D Neff, N Gonzalez .(1992). Theory into practice. Taylor &
Francis.
11. Richard R. Day, Julian Bamford. (1998). Extensive Reading in the Second Language
Classroom. Cambridge
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12. Robert T. Rude .(1973). Readiness Tests: Implications for Early Childhood
Education. International Literacy Association
13. Scrivener, J. (2005). Learning Teaching: A Guidebook for English Language
Teachers. Oxford: Macmillan
14. S Michaels. (1981). Language in society. Cambridge
15. Stephen D. Krashen. (2004). The Power of Reading. Greenwood publishing group
16. T Barrett - A. Melnick & J. (1966). Taxonomy of the Cognitive and Affective
Dimensions of Reading Comprehension. Wisconsin Elementary
17. William E. Nagy, Richard C. Anderson, & Patricia A. Herman. (1987) Learning
Word Meanings From Context During Normal Reading. American Educational Research
Journal
63
APPENDIX
SURVEY QUESTIONNAIRE ON THE READING SKILLS

1. How do you find reading skills ?
A. Very difficult
B. A little bit difficult
C. Not difficult
2. How do you think about reading skills role?

A. Very important
B. A little bit important
C. Not important
3. How about your reading academic level over the past year?
A. It was better
B. It was unchanged
C. It was worse
4. How much time do you spend practicing English reading each day?
A. Less than 30 minutes
B. About 1 hour
C. More than 1 hour
5. Do you find it easier to learn English if you have strong reading skills?
A. Absolutely yes
B. Sometimes
C. No
64
6. Have you noticed any correlation between your reading skills and your ability to have
retain English vocabulary?
A. Absolutely yes
B. Sometimes
C. No
7. Have you seen any improvement in your ability to understand written text in English
as your reading skills have improved?
A. Absolutely yes
B. Not really
C. No
8. Would you say that your reading skills have a greater impact on your spoken language
skills or your written language skills in English?
A. Absolutely yes
B. Not really
C. No
9. What types of reading exercises do you find interesting?

A. Reading and answering multiple choices
B. Summarizing
C. Gap filling
D. Answering comprehension questions
E. Reading and choosing the main idea
F. True/False statements
G. Matching headings
H. Others
65
10. Have you ever struggled to learn English due to poor reading comprehension?
A. Absolutely yes
B. Sometimes
C. No
11. What types of reading exercises do you find difficult?

A. Reading and answering multiple choices
B. Summarizing
C. Gap filling
D. Answering comprehension questions
E. Reading and choosing the main idea
F. True/False statements
G. Matching headings
H. Others
12. Which problems affect you when practicing English reading skills?
A. New words
B. Grammar structures
C. Background knowledge
D. Motivation
E. Others
13. Which sub-skills do you often use while practicing reading?

A. Skimming
B. Scanning
C. Critical reading
D. Extensive reading
E. Active reading
F. Passive reading
66
14. What strategies do you often use to improve your reading skills?
A. Improve your vocabulary
B. Make notes while reading
C. Use online resources
D. Build on existing knowledge
E. Write the summary of what you read
F. Break up the reading into smaller sections
G. Create questions and answer them yourself
H. Use critical thinking while reading
I. Others
67
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BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

BÁO CÁO TỔNG KẾT

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN

THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF

Thuộc nhóm ngành khoa học: Nhân văn

BÁO CÁO TỔNG KẾT

THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF FOREIGN

Thuộc nhóm ngành khoa học: Nhân văn

Nguyễn Tuấn Sang Nam, Nữ: Nam

Ngành học: Ngôn ngữ Anh

Người hướng dẫn: TS. Lê Phương Thảo

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI

1. Thông tin chung:

- Tên đề tài: THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF

- Sinh viên thực hiện: Lương Thị Huyền Trang

3. Tính mới và sáng tạo:

- Đưa ra hiểu biết sâu hơn về phương pháp đọc hiểu.

4. Kết quả nghiên cứu:

khả năng áp dụng của đề tài:

Sinh viên chịu trách nhiệm

Lương Thị Huyền Trang

Trần Khánh Dịu

Nguyễn Tuấn Sang

hiện đề tài (phần này do người hướng dẫn ghi):

Ngày 07 tháng 04 năm 2023

Người hướng dẫn

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

THÔNG TIN VỀ SINH VIÊN

CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI

I. SƠ LƯỢC VỀ SINH VIÊN :

Họ và tên: Lương Thị Huyền Trang

Trần Khánh Dịu

Nguyễn Tuấn Sang

Sinh ngày: 12 tháng 06 năm 2001

30 tháng 12 năm 2001

06 tháng 01 năm 2001

Nơi sinh: Bắc Giang

Lớp: K26A01 Khóa: 2019- 2023

Minh Khai, Hưng Hà, Thái Bình

Nga Thuỷ, Nga Sơn, Thanh Hoá

năm đang học):

Ngành học: Ngôn Ngữ Anh Khoa: Tiếng Anh

Kết quả xếp loại học tập: Khá

Sơ lược thành tích:

Ngành học: Ngôn ngữ Anh Khoa: Tiếng Anh

Kết quả xếp loại học tập: Khá

Sơ lược thành tích:

Ngành học: Ngôn ngữ Anh Khoa: Tiếng Anh

Kết quả xếp loại học tập: Khá

Sơ lược thành tích:

(ký tên và đóng dấu) chính thực hiện đề

Lương Thị Huyền Trang

Trần Khánh Dịu

Nguyễn Tuấn Sang

1.1. Rationale of the study..............................................................................................1

1.2. Aims of the study ....................................................................................................2

1.3. Scope of the study.....................................................................................................3

1.4. Research questions....................................................................................................3

1.5. Methods of the study.................................................................................................3

1.6. Design of the study ..................................................................................................3

1.7. Possible results..........................................................................................................4

CHAPTER 2: LITERATURE REVIEW.........................................................................5