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 LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsNSTRUCTIONFOR VIETNAMESE NON-ENGLISH MAJOR TERTIARY STUDENTSDOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGHUE, 2022BỘ GIÁO DỤC VÀ ĐÀO TẠOĐẠI HỌC HUÉ TRƠỊỜNG ĐẠI HỌC NGOẠI NGỮHUỲNH THỊ LONG HÀHOỊỚNG DẪN TRỰC TIẾP CÁCH sử DỤNG CÁC CHIẾN LOỊỢC ĐỌC HIẾU CHO SINH VIÊN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsTIẾNG ANH KHÔNG CHUYÊN BẬC ĐẠI HỌC TẠI VIỆT NAMMÃ SÕ: 9 14 01 11LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHOỊƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANHNGƯỜI HƯỚNG DẦN KHOA HExplicit reading strategy instruction for vietnamese non-english major tertiary students
ỌCTS. Nguyên Tlìị Bào Trang TS. Trqong Bạch LêHUẼ, NĂM 2022DECLARATIONI certify that the present dissertation submitted today entitled: "EXPLICIT READMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary students language 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 Explicit reading strategy instruction for vietnamese non-english major tertiary studentsor written by another person, except where due reference is made in the text of the dissertation.iACKNOWLEDGEMENTSThis paper and lhe research processExplicit reading strategy instruction for vietnamese non-english major tertiary students
behind it would nol have been possible without (he exceptional support of my supervisors, Doctor Nguyen Thi Bao Trang and Doctor Truong Bach Le, who pMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsof wisdom. Ĩ was exceptionally fortunate to have them as mentors for this work. Their 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 their 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 their iExplicit reading strategy instruction for vietnamese non-english major tertiary students
nvaluable guidance and scholarly advice, this work would not have taken its final shape.1 would also like to extend my sincere gratitude to teachers, MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentse process required to complete my program of study. Their 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 Explicit reading strategy instruction for vietnamese non-english major tertiary students interviews, translating the questionnaire, interviews and learning reflections and coding the data for double check. Their ongoing support concerningExplicit 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 spirituaMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsrvention for both pilot and main study.1 am particularly indebted to my parents, my mother-in-law, my husband, my two sisters and my two children for their understanding, support and compassion throughout the years of study. Without the constant financially and spiritually support of my parents and Explicit reading strategy instruction for vietnamese non-english major tertiary studentsmy mother-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 wExplicit reading strategy instruction for vietnamese non-english major tertiary students
ork and sometimes my irritation when Ĩ got stuck with the study. Ĩ would like to express my special thanks to illy daughter, Khanh Ngoc and my son, TrMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary students of my 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 Explicit reading strategy instruction for vietnamese non-english major tertiary students level 3 texts before and after the explicit strategy instruction (ESI). Also, it explored the students* perceptions of the instruction. The study wasExplicit reading strategy instruction for vietnamese non-english major tertiary students
a mixed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy instruction on reading comprehension. DatMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsctions. 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, scannin Explicit reading strategy instruction for vietnamese non-english major tertiary studentsg, guessing meaning of the unknown words from the context and summarizing strategies. After the instruction, students completed the same questionnaireExplicit reading strategy instruction for vietnamese non-english major tertiary students
again. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learning reflections were collected to obMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsg strategy 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-readi Explicit reading strategy instruction for vietnamese non-english major tertiary studentsng stages. After the instruction, they also reported using various reading strategies in four strategy categories namely problem- solving, global, supExplicit reading strategy instruction for vietnamese non-english major tertiary students
port and local strategies from a medium to high frequency. In addition, the ESI was perceived to be cognitively beneficial, through students* reportedMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IN Explicit reading strategy instruction for vietnamese non-english major tertiary studentsreading score. 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 le Explicit reading strategy instruction for vietnamese non-english major tertiary studentsarning the English reading skill in non-English major learning contexts and perhaps in other settings.iiiLIST OF ABBREVIATIONSMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY INMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGESAND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY INGọi ngay
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