Explicit reading strategy instruction for vietnamese non-english major tertiary students
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Explicit reading strategy instruction for vietnamese non-english major tertiary students
Explicit reading strategy instruction for vietnamese non-english major tertiary students
MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentsINSTRUCTIONFOR \ IETNAMESE NON-ENGLISH NLAJOR TERTIARY STUDENTSDOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGHUE, 2022BỘ GIÁO DỤC VÀ ĐẢO TẠOĐẠI HỌC HUÉ TRƯỜNG ĐẠI HỌC NGOẠI NGƯHUỲNH THỊ LONG HÀHƯỚNG DẰN TRỰC TIÉP CÁCH sử DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU C HO SINH VIÊN Explicit reading strategy instruction for vietnamese non-english major tertiary students TIÉNG ANH KHÔNG C HUYÊN BẠC ĐẠI HỌC TẠI VIỆT NAMMÂSÓ:9 14 01 11LUẶN ẤN TIÉN Sĩ LÝ LUẶN VÀ PHƯƠNG PHẤP DẠY HỌC BỌ MÔN TIÊNG ANHNGƯỜI HƯỚNG DẢN KHOA HỌExplicit reading strategy instruction for vietnamese non-english major tertiary students
CTS. Nguyễn Thị Bao TrangTS. Trương Bạch LêHUẾ, NĂM 2022DECLARATIONI certify that the present dissertation submitted today entitled.“EXPLICIT READING MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentsanguage teaching, has been composed solely by myself and that It has not been submitted, in whole or in part, in any previous application for a degree, contains no material which has been accepted for the award of any other degree in any institute, college, or university, and previously published or Explicit reading strategy instruction for vietnamese non-english major tertiary students written by another person, except where due reference is made in the text of the dissertation.1ACKNOWLEDGEMENTSTills paper and the research process bExplicit reading strategy instruction for vietnamese non-english major tertiary students
ehind it would not have been possible without the exceptional support of my supervisors, Doctor Nguyen Tin Bao Trang and Doctor 1'ruong Bach l.c, who MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary students of wisdom. I was exceptionally fortunate to have them as mentors for this work, rheir long- lasting patience, enthusiasm, knowledge and exacting attention to detail have been an inspiration and kept my work on track from my first encounter to the final draft of this paper. They have devoted then he Explicit reading strategy instruction for vietnamese non-english major tertiary studentsart and mind to support me. understood my difficulties, sympathized my circumstances and accompanied me to the end of the PhD journey. Without then inExplicit reading strategy instruction for vietnamese non-english major tertiary students
valuable guidance and scholarly advice, tills work would not have taken its final shape.I would also like to extend my sincere gratitude to teachers, MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentse process required to complete my program of study. Then support, encouragement, and willingness to serve as academic committee members were of huge benefit to me.I also owe many thanks to my colleagues and best friends who offered me their generous assistance of review the tests, transcribing the i Explicit reading strategy instruction for vietnamese non-english major tertiary studentsnterviews, translating the questionnaire, interviews and learning reflections and coding the data for double check. Their ongoing support concerning tExplicit reading strategy instruction for vietnamese non-english major tertiary students
he study contributed to my success. A special mention also goes to my colleagues whose understanding, sympathy, and support were invaluable spiritual MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentsntion for both pilot and main study.I am particularly indebted to my parents, my mother-in-law, my husband, my two sisters and my two children for then understanding, support and compassion throughout the years of study. Without the constant financially and spiritually support of my parents and my m Explicit reading strategy instruction for vietnamese non-english major tertiary studentsother-in-law, I hardly complete my PhD journey. My heartfelt gratitude also goes to my husband for his spiritual support and empathy for my hard workExplicit reading strategy instruction for vietnamese non-english major tertiary students
and sometimes my irritation when I got Sluck with the study. I would like to express my special thanks to my daughter, Khanh Ngoc and my son. Tri DungMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary students family gave me strength and determination to complete the study.iiAbstractThe present study investigated the implementation of explicit reading strategy instruction for Vietnamese non-English major tertiary students. It first explored the students’ use of reading strategies in reading English level Explicit reading strategy instruction for vietnamese non-english major tertiary students 3 texts before and after the explicit strategy instruction (ESI). Also, it explored the students’ perceptions of the instruction. The study was a mixExplicit reading strategy instruction for vietnamese non-english major tertiary students
ed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy instruction on reading comprehension. Data wereMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary students. First, one questionnaire about reported reading strategies use was administered to 45 non-English major tertiary students in one class before the intervention. Then the instruction was conducted for 6 weeks in which students were taught explicitly previewing and predicting, skimming, scanning, gue Explicit reading strategy instruction for vietnamese non-english major tertiary studentsssing meaning of the unknown words from the context and summarizing strategies. After the instruction, students completed the same questionnaire againExplicit reading strategy instruction for vietnamese non-english major tertiary students
. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learning reflections were collected to obtain iMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentsgy categories in reading English level 3 texts from medium to high levels before the instruction. Specifically, global strategies were preferred in the pre-reading stage whereas problem-solving and local strategies were reported to be used more frequently in the while- reading and post-reading stage Explicit reading strategy instruction for vietnamese non-english major tertiary studentss. After the instruction, they also reported using various reading strategies in four strategy categories namely problem- solving, global, support andExplicit reading strategy instruction for vietnamese non-english major tertiary students
local strategies from a medium to high frequency. In addition, the ESI was perceived to be cognitively beneficial, through students’ reported heighteMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non-english major tertiary studentsscore. From a non-cognitive affective perspective, students reported that the ESI motivated them to read, and read with a higher level of confidence, and become more autonomous in reading in English.The study offers implications for teachers, students and materials writers in teaching and learning t Explicit reading strategy instruction for vietnamese non-english major tertiary studentshe English reading skill in non-English major learning contexts and perhaps in other settings.iiiMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY IMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STITHESHUYNH THI LONG HAEXPLICIT READING STRATEGY IGọi ngay
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