VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH A SURVEY OF TEACHERS’ USE OF POST READING ACTIVITIES AT HON GAI HIGH SCHOOL KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG SAU BÀI ĐỌC CỦA GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THƠNG HỊN GAI M.A MINOR THESIS Major: Methodology of English Teaching Code: 60.14.10 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH A SURVEY OF TEACHERS’ USE OF POST READING ACTIVITIES AT HON GAI HIGH SCHOOL KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG SAU BÀI ĐỌC CỦA GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THƠNG HỊN GAI M.A MINOR THESIS Major: Methodology of English Teaching Code: 60.14.10 Supervisor: HOÀNG THỊ HỒNG HẢI, MA HANOI - 2012 TABLE OF CONTENTS Page Declaration i Acknowledgement ii Table of contents iii List of figures and abbreviations vii PART A: INTRODUCTION Rationale Research aims and research questions 2.1 Research aims 2.2 Research questions 3.Significance of the study Scope of the study Expected outcome and contributions of the study Design of the study PART B: DEVELOPMENT Chapter I: Literature review Definitions of reading The importance of reading General views on post-reading activities 3.1 Definitions of post-reading activities iii 3.2 Types of post-reading activities 3.3 The effectiveness when using post-reading activities 3.4 The difficulties when doing post-reading 10 activities Chapter II: The study 12 Description of subject 12 Data collection instrument 12 2.1 Survey 12 2.2 Observation 14 2.3 Interview 14 Data collection procedure 14 3.1 For the questionnaire 14 3.2 For the observation 15 3.3 For the interview 15 Data analysis method 16 Data analysis procedure 17 5.1 For the questionnaire 17 5.2 For the interview 17 Data analysis 17 6.1 Survey questionnaire for teachers 17 6.1.1 The frequency that teachers implement post-reading 17 iv activities in a class 6.1.1.1 The table shows the frequency that teachers implement 17 post-reading activities in a class 6.1.1.2 The pie chart shows frequency that teachers implement 18 post-reading activities in a class 6.1.2 The post – reading activities that teachers implement 19 6.1.2.1 The table shows the post – reading activities that teachers 19 implement 6.1.2.2 The bar chart shows the post – reading activities that 19 teachers implement 6.1.3 The effectiveness of post-reading activities suggested by 21 the teachers of English 6.1.4 The difficulties that encountered by the teachers when 21 implementing post- reading activities 6.1.4.1 The result table shows the difficulties that encountered by 21 the teachers when implementing post- reading activities 6.1.4.2 The bar chart shows the difficulties that encountered by 22 the teachers when implementing post- reading activities 6.1.5 The ways to overcome those difficulties suggested by the 23 teachers 6.2 Survey questionnaire for students 24 6.2.1 The effectiveness of post-reading activities in students‘ 24 thinking 6.2.1.1 The table shows the students‘ thinking about the 24 effectiveness of post-reading activities v 6.2.1.2 The bar chart shows the students‘ thinking about the 25 effectiveness of post-reading activities 6.2.2 The post-reading activities that students prefer to take part 26 in 6.2.2.1 The table shows the post-reading activities that students 26 prefer to take part in 6.2.2.2 The bar chart shows the post-reading activities that 27 students prefer to take part in 6.2.3 The difficulties students have to face when taking part in 29 post-reading activities 6.2.3.1 The table shows the difficulties students have to face 29 when taking part in post-reading activities 6.2.3.2 The bar chart shows the difficulties students have to face 30 when taking part in post-reading activities 6.2.4 The ways to overcome those difficulties suggested by the 31 students 6.2.4.1 The table shows how students overcome the difficulties 31 encountered when taking part in post-reading activities 6.2.4.2 The bar chart shows how students overcome the 31 difficulties encountered when taking part in post-reading activities Chapter III: Findings and discussion 1.1 Interview 1.1.1 How 33 is teachers‘ use of post-reading activities 33 implemented at Hon Gai high school? 1.1.2 What is the effectiveness of post-reading activities as 33 perceived by teachers and students? vi 1.1.3 What are difficulties encountered by students and teachers 34 when doing post-reading activities? 1.2 Observation 35 PART C: CONCLUSION 37 REFERENCES 40 Appendix 1a I Appendix 1b IV Appendix 2a VII Appendix 2b XIV Appendix XXII Appendix XXVII vii LIST OF TABLES, FIGURESANDABBREVIATIONS List of tables Table 1: The frequency that teachers implement post reading activities in a class 17 Table 2: The post reading activities that teachers implement 19 Table 3: The difficulties encountered by the teachers when 21 implementing post reading activities Table 4: The students‘ thinking about the effectiveness of post 24 reading activities Table 5: The post reading activities that students prefer to take part 26 in Table 6: The difficulties encountered by students when participating 29 in post reading activities Table 7: How students get overcome the difficulties encountered 31 when taking part in post reading activities List of figures Figure 1: The frequency that teachers implement post reading 17 activities in a class Figure 2: The post reading activities that teachers implement 19 Figure 3: The difficulties encountered by the teachers when 22 implementing post - reading activities Figure 4: The students‘ thinking about the effectiveness of post reading activities viii 25 Figure 5: The post reading activities that students prefer to take part 28 in Figure 6: The difficulties encountered by students when 30 Figure 7: How students get overcome the difficulties encountered 31 participating in post reading activities when taking part in post reading activities 3.List of abbreviations EFL: English as a Foreign Language SRE: Scaffold Reading Experience ix PART A: INTRODUCTION Rationale The importance ofEnglishhas been more and morefully recognized It can be easily noticed that reading skill is a very important factor in developing students‘ English learning Educational researchers have found that there is a strong correlation between reading skills and academic success In other words, a student who is a good reader is more likely to well in school and pass exams than a student who is a weak reader In fact, much of research has been done to find out the various methods and techniques that help students enhance their own language ability in general and reading skill in particular In Vietnam, in recent years teaching methods have been more and more improved There have been a lot of activities organized in order to enhance the effectiveness and help students be more active and self-confident in learning English in general and reading skills in particular Many universities and high schools, including Hon Gai high school apply post reading activities which can be seen as one of the most effective way to develop students‘ reading competence It is stated that post-reading activities encourage student to reflect upon what they have read For the information to stay with the students, they need to go beyond simply reading it to using it Until now, there have been a lot of researches done in the area of post reading activities In 2000, Alderson wrote ‗Assessing reading‘ with the aim of analyzing the effectiveness of reading activities, including post reading activities Sasson (n.d) wrote ―post reading activities – how teachers can end the lesson effectively‖ to give some advice so that teachers can apply when implementing post reading activities However, there is a gap between the theory and the practice In high schools in general, the advantages of post ...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH A SURVEY OF TEACHERS’ USE OF POST READING ACTIVITIES AT HON. .. ACTIVITIES AT HON GAI HIGH SCHOOL KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG SAU BÀI ĐỌC C? ?A GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THƠNG HỊN GAI M .A MINOR THESIS Major: Methodology of English Teaching Code:... read at a high speed, understand what is being read, have a rich verbal repertoire and have a good master of the language, learn more easily and have higher rates of success The level of reading