DECLARATION I certify that this thesis is the result of my own study and that it has not been submitted to any other university or institution wholly or partially Nghệ An, August, 2013 Student: Nguyễn Minh Tâm I TABLE OF CONTENTS Acknowledgements Abstract Tables of contents Chapter 1: INTRODUCTION Rationale for the study Aims of the study ………………………………………………………… … Research questions Methods of the study .9 Significance of the study .9 Scope of the study…………………………………………………………… 10 Previous studies……………………………………………………………… 11 Design of the study………………………………………………………… 12 Chapter 2: Theoretical background…………………………………………… 13 Definitions of reading and reading comprehension … ………… ……… 13 2.1.1 Definitions of reading…………… …………………………… ……… 13 2.1.2 Definitions of reading comprehension…… ………………………… 15 2.2 Types of reading……………………………………………………………… 15 2.2.1 According to manners of reading……………………………… ……… 15 2.2.1.1 Reading aloud……………………………… ……………………… 16 2.2.1.2 Silent reading………………………………………… …………….17 2.2.2 According to purposes of reading……………………………………… 17 2.2.2.1 Skimming ………………………………………………………… 18 2.2.2.2 Scanning…………………………………………………………… 18 2.2.2.3 Intensive reading……………………………………………………19 2.2.2.4 Extensive reading……………………………………………………19 2.3 Factors in teaching and learning reading…………………………… ………21 2.3.1 Teacher’s role ……………………………………………………… 22 II 2.3.2 Students’ role………………………………………………… …… 22 2.3.3 The reading texts……………………………………………… ….… 23 2.3.4 The three stages of a reading lesson………………………… ……….23 2.3.4.1 The pre- reading stage…………………………… ………… …23 2.3.4.2 The while - reading stage………………………………….…… 25 2.3.4.3 Post-reading stage ………………………………………… … 26 Summary… …….27 Chapter 3: Methodology 28 3.1 Action research…………….………………………………………… …… 28 3.1.1 What is action research? .28 3.1.2 Why should a teacher action research? 29 3.1.3 What are the steps in action research? 29 3.2 The subjects of the study……………………………………………………… 29 3.2.1 The researcher- the teacher…………………………………………… 29 3.2.2 The participants………………………………………………………….30 3.2.3 Data collection instruments…………………………………………… 30 3.3 The reading program for grade 10th at Nguyễn Trãi high school…………… 31 3.3.1 The objectives of the program………………………… ………………31 3.3.3 The schedule of the course…………………………………… ……….31 3.3.4 Characteristics of reading passages ………………………………… …32 3.3.5 Characteristics of reading tasks ……………………………………… 32 3.4 The current situation of teaching the textbook at Nguyễn Trãi High School 33 3.4.1 Introduction to Nguyễn Trãi High School and students………………….34 3.4.2 Teachers and teaching methods ………………………………………….34 3.4.3 Teaching facilities ……………………………………… ………………35 3.4.4 Syllabus of teaching English and time allocation for a reading period ….35 Chapter 4: ACTION RESEARCH PROCEDURE…………………………… 36 III 4.1 Rationale for choosing action research……………………………………… 36 4.2 Restatement of research questions…………………………………………… 36 4.3 Action research procedures ………………………………………… …… 36 4.3.1 Planning stage………………………………………………………… ….36 4.3.1.1 Identifying the problem…………………………………… …….… 37 4.3.1.2 Observing a lesson that illustrated the problem…………………… 37 4.3.1.3 Conducting a survey to get information from students…… ……… 40 4.3.1.4 Consulting with colleagues………………………………………… 45 4.3.1.5 Generating hypotheses…………………………………………… 48 4.3.1.6 Drawing a plan of action to solve the problem……………………… 49 4.3.2 Acting stage……………………………………………………………… 49 4.3.2.1 The first try – out lesson – at class 10 A……………………….…… 49 4.3.2.2 The second try – out lesson – at class 10D…………………………….49 4.3.3 Observing stage…………………………………………………………….50 4.3.4 Reflection/ Evaluation stage………………………………………… 56 Summary………………………………………………………………………… 60 Chapter 5: CONCLUSION 5.1 Summary of the main findings ……………………………………………… 64 5.2 Implications for more effective reading lessons…………………… … … 64 5.2.1 To the teachers…………………………………….……………………… 64 5.2.2 To the classroom facilities…………………………………………… 65 5.3 Limitations and suggestions for further research……………………… 65 5.4 Conclusion………………………………………………………… ……… 66 References Appendices IV ACKNOWLEDGEMENTS In the first place, I would like to express my deepest gratitude to my supervisor, Ngơ Hữu Hồng, PhD, who has provided me with insightful discussion, helpful comments, valuable support in the preparation and completion of this thesis Without his constant guiding support and continuous encouragement, my thesis would have never come out in the present form My sincere thanks also go to the teachers in the post- graduate department for what they have taught me and the materials they have supplied me in the fulfillment of this thesis I would also be very grateful to my classmates, who have given me suggestion and encouragement and to the teachers and the 10 th form students at Nguyễn Trãi high school, who actively took part in my experimental tests Finally, I would like to express my heartfelt gratitude to members of my family, who have constantly supported, inspired and encouraged me to carry out successfully the thesis V ABSTRACT In an attempt to help improve reading comprehension of students at Nguyễn Trãi high school, an action research project was carried out to answer the following questions: What difficulties the teachers and students face when dealing with a reading lesson? How can the use of while-reading activities in teaching reading lessons enhance Nguyễn Trãi tenth-grade students’ reading comprehension skill? Then action research project was carried out for five weeks The subjects were 80 students from two classes (10A and 10D) at Nguyễn Trãi high school Data were collected by means of questionnaire (one for teachers and one for students) and class observation The initial data revealed that students’ poor reading comprehension may be attributed to the unsuitable methods and techniques used by teachers of English at Nguyễn Trãi high school On the basis of initial findings, it was hypothesized that Training students while-reading activities would help improve the students’ reading comprehension The researcher implemented an action plan, in which the students were trained some while- reading activities explicitly The evaluation of the project showed that all of the students had positive attitudes toward using while-reading activities in teaching reading lessons and their reading comprehension skill could be improved through these tools, a great majority of the participants reported in the post-improvement questionnaire survey that they have made progress in their reading comprehension skill While-reading activities were useful which helped the students complete the reading tasks more effectively Besides, they felt more confident in reading VI LIST OF TABLES Table 4.1: Evaluating the students’ English reading competence Table 4.2: The expectations of the students towards teachers’ reading techniques Table 4.3: The students are asked to join in the while-reading activities Table 4.4: The reasons the students aren’t interested in taking part in the whilereading activities today Table 4.5: The teachers – related – problems make the students feel not motivated enough in today’s while – reading activity Table 4.6: The difficulties the teachers face when teaching reading Table 4.7: The reasons why the teachers not usually use while-reading activities in teaching reading lessons Table 4.8: The students’ opinions about the lessons using while-reading activities Table 4.9: The changes made by the teacher Table 4.10: The students’ own changes after taking part in the while-reading activities Table 4.11: The students’ personal problems VII LIST OF CHARTS Chart 4.1: The difficulties the students face when learning reading Chart 4.2: The students overcome the difficulties Chart 4.3: The students’ responses to those while-reading activities Chart 4.4: The reading lessons using while-reading activities have made English easier to learn VIII CHAPTER INTRODUCTION This chapter provides the rationale for the study states the aims, research questions and methods of the study, defines the scope and significance of the study, the previous studies and design of the study Rationale for the study Reading is considered as one of the most important skills which language learners should master, particularly as it helps to build a variety of language expression and structures, widen general knowledge and leads to lifelong learning and improvement in the first and second language skills “Reading is an essential skill for English as a second/foreign language (SL/EFL) student; and for many, reading is the most important skill to master” Anderson [8, p.14] According to Carrell [13.p.1-3] “For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language” What is more, when poor reading results are reported, one tends to blame the students for having poor ability or for making insufficient effort Nevertheless, the students are not always at fault There are other important factors in the process of teaching and learning reading that are worth considering It could be unsuitable teaching materials It could be the inappropriate attitude of the teachers and learners towards the subject It could be the teachers’ inappropriate teaching methods and classroom techniques In the context of the upper secondary school, reading even more important than other three skills of speaking, listening, and writing because students have to take the examinations which are grammar- and reading- based However, the students’ reading proficiency is not satisfactory even after the new textbook has been put to use Nguyễn Trãi High School, which was founded in 1980, is one of the high schools chosen to pilot the set of English textbook 10 During the piloting period the teachers have confronted a number of difficulties such as students’ general lack of motivation and opportunities to practise communicating in the target language It is further exacerbated by students’ familiarity with passive learning, the uneven IX teachers’ capacities, the large size of the classes and the poorly equipped classrooms Regarding reading skills, students at Nguyễn Trãi High school share a number of difficulties with their counterparts throughout the country They confront five major obstacles in reading, such as: the habits of wordby-word reading, overemphasis on forms rather than meaning, excessive focus on details rather than main ideas, poor vocabulary and limited background knowledge In this situation, the teachers need to take a serious look at the teaching and learning of English in general and the teaching and learning of the reading skill in particular so as to suggest suitable techniques about the teaching and learning of the reading comprehension at high schools to be more effective Being a teacher of English at Nguyễn Trãi High School, the researcher wishes to give a hand in promoting reading skills for her 10th-form students This matter of fact has offered her a chance to conduct a study on “Using WhileReading Activities to Improve Reading Comprehension for the 10th-Form Students at Nguyễn Trãi High School” In the study, the author decided to carry out the action research to find out what difficulties the teachers and students face when dealing with a reading lesson and whether the while – reading activities are important to teachers of English at Nguyễn Trãi High School Based on the results of this action research, some changes and improvements could be applied in the author’s lessons, and some appropriate strategies needed to be designed with the hope that students will work more effectively in the reading lessons Aims of the study This study has two objectives: - Finding out the difficulties of upper secondary teachers and students when dealing with the reading lessons - Exploring how the use of while-reading activities in teaching reading lessons can enhance upper secondary students’ English reading skill Research questions To achieve these two objectives, two research questions were set for the study: What difficulties the teachers and students face when dealing with a reading lesson? X REFERENCES Bộ Giáo Dục Đào Tạo (2007) Tài Liệu Bồi Dưỡng Giáo Viên Tiếng Anh 10 Nhà Xuất Bản Giáo Dục Bùi, Thị Mỹ Linh (2007) “Using While- Reading Techniques to Improve Reading Comprehension for the 11th Form Students at Phan Dang Luu High School.” Chu, Quang Bình (2007) Thiết Kế Bài Giảng Tiếng Anh 10 1st ed Nhà Xuất Bản Hà Nội Hoàng, Văn Vân Hoàng, Thị Xuân Hoa Đỗ, Tuấn Minh Nguyễn, Thu Phương & Nguyễn, Quốc Tuấn (2007) Tiếng Anh 10 Nhà Xuất Bản Giáo Dục Nguyễn, Thị Minh Hồng (2008) “A study on some possible effective pre-reading activities to improve reading skills for the nd -year English Majors at the Military Science Academy” Nguyễn, Thủy Minh & Lương, Quỳnh Trang (2007) Thiết Kế Bài Giảng Tiếng Anh 10 2nd ed Nhà Xuất Bản Hà Nội LXXVII Nhữ, Văn Lược (2005) “a study on the techniques for improving reading skills to non-major students of English at Haiphong Foreign Language Center, Haiphong University.” Anderson, N J (1999) Exploring second language reading: Issues and strategies Boston, MA: Heinle & Heinle Anne Burns (2010) Doing action research in English language teaching, Macquarie University, Australia 10 Brown, H.D (1990) Principles of Teaching and Learning Prentice Hall Regents, New Jersey 11 Brown, H.D (2001) Principles of languages learning and teaching New York: Pearson 12 Calhoun, E (1993).Action research: three approaches Educational leadership v51, n2 (62) 13 Carrell, P.L (1989) Interactive approaches to second language reading Cambridge: Cambridge University Press, 1-3; 73-77 14 Carr, W and Kemmis, S (1986).Becoming critical: education, knowledge and action research Lewes, Flamer 15 Cohen, L and Manion, L (1994) Research methods in education, London: Croom Helm 16 Dick, B (2002) Resource papers in action research: action research: action and reseach Available:http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html (Accessed: 29 June 2002) 17 Doff, A (1988) Teaching English: A Training Course for Teachers Cambridge: Cambridge University Press 18 Ferrance, E (2000) Action research Brown University, USA 19 Goodman, K.S, (1970) Reading: a psycholinguistic guessing game, in H.Singer and R.B Ruddell (Eds.) 20 Grellet, Francoise (1981) Developing Reading Skills USA: Cambridge University Press 21 Harmer, H (1989) The practice of English language teaching Harlow: Longman 22 Kemmis, S and Mc Taggart, R (1988).The Action Research Planner.3rd edition.Geelong: Deakin University Press LXXVIII 23 Lewin, K (1946) Action research and minority problems, Journal of Social Issues, (34- 46) 24 Lewis, M & Hill, J.C (1995) Practical Techniques for Language Teaching Cambridge: Cambridge University Press 25 Nunan, D (1992) Research methods in language teaching, New York, Cambridge University Press 26 Nuttall, C (1982/2000) Teaching Reading skill in a Foreign Language London: Macmillan Heinemann 27 O’Brien, R (1998) an overview of the methodological approach of action research Faculty of information studies, University of Toronto 28 Swam, M (1975) Inside meaning Cambridge: CUP 29 Urquhart, S and Weir, C (1998) Reading in a second language: Process, product and practice London: Longman 30 Williams, E (1984) Reading in the language classroom London: Macmillan Publishers Ltd 31 Taglieber, L K., Johnson, L L., and Yarbrough, D B 1988 “Effects of prereading activities on EFL reading by Brazilian college students”, TESOL Quarterly 22(3), 455-472 32 Yeeding, S (2007) Using pre-reading activities to increase learners’ motivation in reading comprehension: A case of 2nd year vocational students enrolled in the Electrical and Electronic Certificate Program at Industrial Technology College, King Mongkut Pranakorn LXXIX APPENDIX PRE-TRYING-OUT QUESTIONNAIRE FOR STUDENTS Vietnamese (For working with students to get the data) Chào em, cô thực bảng câu hỏi điều tra với mục đích thu thập số liệu cho đề tài “Sử dụng hoạt động đọc để nâng cao hiệu việc đọc hiểu cho học sinh lớp 10 trường THPT Nguyễn Trãi” Các em khoanh câu trả lời cho câu hỏi đây, cô cảm ơn tham gia em Câu hỏi Em đối mặt với khó khăn học đọc? A  Thiếu động B Thiếu kiến thức C  Hạn chế  từ vựng LXXX cấu trúc ngữ pháp D  E Thiếu kỹ đọc phù Hạn chế mặt thời gian hợp  Câu hỏi Em khắc phục khó khăn nào? A Đợi câu trả lời giáo viên sửa  B Yêu cầu giáo viên giúp đỡ  C Thảo luận với bạn để tìm câu trả lời  Câu hỏi Em mong điều từ giáo viên để giúp em khắc phục khó khăn việc học đọc? A Khuyến khích em sử dụng kiến thức trước em vào đọc đọc  B Tạo môi trường thoải mái để em trao đổi thơng tin trước đọc  C Tạo cho em nhiều hội để em đọc đoạn văn  D Cung cấp cho em số từ khóa định  E Giải thích rõ ràng bối cảnh việc đọc  F Gợi ý cho em chiến lược thiết yếu cho nhiệm vụ đọc  G Khai thác loại tài liệu đọc phù hợp với khả sở thích em  Câu hỏi Em có thích học đọc qua hoạt động đọc khơng? A Có  B Khơng  Câu hỏi Giáo viên có yêu cầu em tham gia vào hoạt động đọc ngày hôm khơng? A Có  B Khơng  Câu hỏi Em có thích hoạt động khơng? Nếu khơng, vui lịng trả lời câu hỏi tiếp theo? A Có  B Không  LXXXI Câu hỏi Những lý làm cho thân em không cảm thấy hứng thú tham gia vào hoạt động đọc? A Cảm thấy e ngại việc nói trước lớp  B Thiếu kiến thức bản chủ đề đọc  C Chủ đề viết không hấp dẫn  D Cảm thấy khơng có động thúc đẩy làm việc  E Các ý kiến khác…………………………………………………………  Câu hỏi Ngoài lý trên, theo em yếu tố sau xuất phát từ phía giáo viên ảnh hưởng đến việc em khơng hứng thú tham gia vào hoạt động đọc hơm nay? Đánh dấu (√) vào chỗ thích hợp: A Giáo viên chưa đưa hoạt động đọc hiệu quả  B Giáo viên chưa đưa lời hướng dẫn mạch lạc, hiệu quả  (Em khơng hiểu phải làm lớp học) C Giáo viên nói Tiếng Anh khơng rõ ràng, khó nghe D Giáo viên chưa khai thác tốt chủ đề đọc   E Các yếu tố khác………………………………………  APPENDIX 2: POST- TRYING-OUT QUESTIONNAIRE FOR STUDENTS Vietnamese (For working with students to get the data) Em đánh dấu (√) vào ô tương ứng đưa ý kiến khác chỗ trống Câu hỏi 1: Sau học tiết học đọc có sử dụng hoạt động đọc, em cảm thấy nào? A Q khó B Q dễ   C Bình thường  LXXXII D Thú vị  E Nhàm chán  Câu hỏi 2: Em có nghĩ tiết học đọc hiểu có sử dụng hoạt động đọc giúp em học tiếng anh dễ không? A Hồn tồn khơng đồng ý  B Khơng đồng ý  C Khơng có ý kiến  D Đồng ý  E Hoàn toàn đồng ý  Câu hỏi 3: Theo em, hoạt động đọc hôm nay, thay đổi từ phía giáo viên em cho thành công? A Giáo viên đưa hoạt động hay làm cho lớp sôi  B Giáo viên cung cấp lượng từ mới, cấu trúc đủ hiệu quả  C Giáo viên lưu ý tới em lớp giúp đỡ họ cách kịp thời  D Giáo viên đưa lời hướng dẫn rõ ràng dễ hiểu  E Tất cả thay đổi  Câu hỏi 4: Em cảm thấy đạt tiến sau tiết học đọc có sử dụng hoạt động đọc? Hồn tồn Em Khơng Đồng khơng khơng đồng ý ý đồng biết ý Các điểm thay đổi Em thúc đẩy làm việc giáo LXXXIII Hồn toàn đồng ý đưa hoạt động thú vị Em làm nhiệm vụ sách theo u cầu giáo em học từ vựng cấu trúc liên quan tới chủ đề đọc Em dám tham gia hoạt động cho dù phải đứng trước nhiều người Em làm việc tốt làm việc với bạn em quen nhóm Câu hỏi 5: Em có gặp khó khăn tiết học đọc có sử dụng hoạt động đọc không? A.Không quen đứng nói trước lớp  B Chưa quen nói nhiều Tiếng Anh tiết học  C Khơng thích hoạt động theo nhóm em khơng chơi với bạn  D Khơng gặp khó khăn  Xin chân thành cảm ơn giúp đỡ nhiệt tình em ! APPENDIX 3: PRE-TRYING-OUT QUESTIONNAIRE FOR STUDENTS English (Translated for reference) This survey questionnaire is designed for my thesis “Using while-reading activities to improve reading comprehension for the 10th form students at Nguyễn Trãi high school.” Your assistance completing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary Question 1: What difficulties you face when learning reading? LXXXIV A Lack of motivation B Lack of background knowledge C Limitation of vocabulary & grammatical structures D Lack of appropriate reading skills E Time limitation Question 2: How you overcome these difficulties? A Wait for the ring answer when the teachers correct B Ask the teachers for help C Discuss with friends to find out the right answer Question 3: What you expect from your teachers to help you overcome difficulties in learning reading? A Encouraging you to activate your previous knowledge into reading texts B Creating comfortable environment for you to exchange information before reading C Offering you as many chances to read the passage as you expect D Providing you with certain key words E Explaining clearly about the reading contexts F Suggesting you essential reading strategies needed for each kind of reading tasks G Exploiting different kinds of reading materials suitable to your reading ability and your interest Question 4: Do you like learning reading lessons through while-reading activities? A Yes B No Question 5: Does your teacher ask you to join in the while- reading activities today? A Yes B No Question 6: Do you like those while-reading activities? If No, please answer the next question A Yes LXXXV B No Question 7: Why aren’t you interested in taking part in the while – reading activities today? A I am afraid of speaking in front of the class B I don’t know much about the reading topic C The topic is not interesting enough D I don’t feel being motivated enough E Others (the classroom is not comfortable enough with the dim lights, the picture is so small to see, the fans spin slowly) Question 8: Besides the above reasons, which of the following teachers – related – problems make you feel not motivated enough in today’s while – reading activity? A Teacher doesn’t conduct the while – reading activities effectively B The teacher’s instructions are not clear enough (You feel confused with what to do) C It is hard to hear what the teacher talks in the activity D The topic is not enlightened well enough E Others: Teacher’s bad mood, she doesn’t make up… APPENDIX 4: PRE-TRYING-OUT QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for my Thesis: “Using while-reading activities to improve reading comprehension for the 10th form students at Nguyễn Trãi high school” Your assistance completing this survey questionnaire is highly appreciated Please circle the most appropriate options according to you or write the answer where necessary Question 1: What difficulties you face when teaching reading? A Students’ lack of motivation LXXXVI B Students’ lack of background knowledge and world knowledge C Time limitation D Students’ limitation of vocabulary & grammatical structures E Students’ lack of appropriate reading skills Question 2: Do you often use while – reading activities in teaching reading? Why or Why not? A Usually B Sometimes C Never Give your reasons:………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 3: Do you think using while– reading activities can enhance the students’ reading skill? A Yes, I think so B Not at all C I’m not sure Question 4: What you think should be done to solve the problem that tenthgrade students have a low level of English reading competence? ……………………………………………………………………………………… ……………………………………………………………………………………… Thank you very much for your assistance! APPENDIX 5: POST- TRYING-OUT QUESTIONNAIRE FOR STUDENTS English (Translated for reference) Question 1: What you think about the lessons using while – reading activities after learning? A too difficult B too easy C So so D Interesting and challenging E boring LXXXVII Question 2: Do you think the reading lessons using while-reading activities have made English easier for you to learn? A extremely disagree D agree B disagree E strongly agree C I don’t know Question 3: Which of the changes made by the teacher were successful? A The teacher carried out interesting activities that made the class work well B The teacher provided sufficient and effective new words and sentence structure C The teacher moved among the groups quickly to encourage less active students to work and give helps when necessary, and let the students act in groups without interrupting to correct during their performance D The teacher gave clear instructions E All of the above changes Question 4: What are your own changes after taking part in the while – reading activities today? A I am motivated to work because the teacher gives out many interesting activities B I can the tasks with the requirement in the textbook because the teacher provides right and useful new words and sentence structures C I am confident enough to act in groups even though I stand in front of the class D I can work better because I work with my acquaintances Question 5: Did you have any personal problems in the reading lessons using while-reading activities? A shyness ( not used to speaking in front of others) B not used to speak much English in the class C not good relationship with other members in the group, so group- work is not effective D nothing LXXXVIII APPENDIX 6: UNIT 13: FILMS AND CINEMA Task 1: Find the words in the passage that can match with the definition on the right column LXXXIX …………………… film-making industry ………………… series of related events or actions ………………… a period of ten years ………………… quickly and in a short time ………………… part of a film …………………… a person in a film ANSWERS: cinema sequence decade rapidly scene character Task 2: Work in pairs Answer these questions When did the history of cinema begin? What did scientists discover at that time? Did films in the early days have sound? When were audiences able to see long films? When was sound introduced? What form of films appeared as the old silent films were being replaced by spoken ones? ANSWERS: The history of cinema began in the early 19th century At that time scientists discovered that when sequences of still pictures were set in motion, they could give the feeling of movement No, they didn’t Audiences were able to see long films in the early 1910s The sound was introduced at the end of the 1920s XC As the old silent films were being replaced by spoken ones, the musical cinema appeared Task 3: Decide which of the options below is the best title for the passage A The Story of a Film Maker B A Brief History of Cinema C The History of the Film Industry ANSWERS: B A Brief History of Cinema XCI ... promoting reading skills for her 10th- form students This matter of fact has offered her a chance to conduct a study on ? ?Using WhileReading Activities to Improve Reading Comprehension for the 10th- Form. .. lessons to try out the use of While- reading activities to improve reading comprehension skill for the 10th form students at Nguyễn Trãi high school XXXII Stage 2: Acting - Trying out the techniques... investigated using While- Reading Techniques to Improve Reading Comprehension for the 11th Form Students at Phan Dang Luu High School The participants of the study were one hundred 11th form secondary