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 STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentsINSTRUCTIONFOR VIETNAMESE NON-ENGLISH MAJOR TERTIARY STUDENTSDOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGHUF,, 2022BỘ GIÁO DỤC VÀ ĐĂO TẠOĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỬHUỲNH THỊ LONG HÀHƯỚNG DẪN TRỰC TIẾP CÁCH SỪ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIẾU CHO SINH VIÊN T Explicit reading strategy instruction for vietnamese non english major tertiary studentsIẾNG ANH KHÔNG CHUYÊN BẬC ĐẠI HỌC TẠI VIỆT NAMMÃSÕ: 9 14 01 11LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẼNG ANHNGƯỜI HƯỚNG DẰN KHOA HỌCTExplicit reading strategy instruction for vietnamese non english major tertiary students
S. Nguyên Thị Bào Trang TS. Trương Bạch Lê-------------------nrẼrNĂNT2U22-------------------DECLARATIONI certify that the present dissertation submittMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentsheory and methodology in English 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 unive Explicit reading strategy instruction for vietnamese non english major tertiary studentsrsity, and previously published or written by another person, except where due reference is made in the text of the dissertation.iACKNOWLEDGEMENTSThisExplicit reading strategy instruction for vietnamese non english major tertiary students
paper and the research process behind it would nol have been possible without the exceptional support of my supervisors, Doctor Nguyen i hi Bao TrangMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentsation with the support and words of 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 hack from my first encounter to the final draft of this p Explicit reading strategy instruction for vietnamese non english major tertiary studentsaper. They have devoted their heart and mind to support me, understood my difficulties, sympathized my circumstances and accompanied me to the end ofExplicit reading strategy instruction for vietnamese non english major tertiary students
the PhD journey. Without their invaluable guidance and scholarly advice, this work would not have taken its final shape.1 would also like to extend myMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentseheartedly guiding me through the 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 rev Explicit reading strategy instruction for vietnamese non english major tertiary studentsiew the tests, transcribing the interviews, translating the questionnaire, interviews and learning reflections and coding the data for double check. TExplicit reading strategy instruction for vietnamese non english major tertiary students
heir ongoing support concerning the study contributed to my success. A special mention also goes to my colleagues whose understanding, sympathy, and sMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentsdents who look pari in the intervention 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 spiritu Explicit reading strategy instruction for vietnamese non english major tertiary studentsally support of my parents and my mother-in-law, Ĩ hardly complete my PhD journey. My heartfelt gratitude also goes to my husband for his spiritual suExplicit reading strategy instruction for vietnamese non english major tertiary students
pport and empathy for my hard work and sometimes my irritation when T got stuck with the study. Ỉ would like to express my special thanks to my daughtMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentss. The love and encouragement 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 Explicit reading strategy instruction for vietnamese non english major tertiary studentsstrategies in reading English level 3 texts before and after the explicit strategy instruction (ESI). Also, it explored the students* perceptions of tExplicit reading strategy instruction for vietnamese non english major tertiary students
he instruction. The study was a mixed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy instruction MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentsinterviews and learning reflections. 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 Explicit reading strategy instruction for vietnamese non english major tertiary studentspredicting, skimming, scanning, guessing meaning of the unknown words from the context and summarizing strategies. After the instruction, students comExplicit reading strategy instruction for vietnamese non english major tertiary students
pleted the same questionnaire again. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learning refMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary studentstudents used different reading 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 Explicit reading strategy instruction for vietnamese non english major tertiary studentswhile- reading and post-reading stages. After the instruction, they also reported using various reading strategies in four strategy categories namelyExplicit reading strategy instruction for vietnamese non english major tertiary students
problem- solving, global, support and local strategies from a medium to high frequency. In addition, the ESI was perceived to be cognitively beneficiaMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese non english major tertiary students reading fluency, and higher reading 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 materia Explicit reading strategy instruction for vietnamese non english major tertiary studentsls writers in teaching and learning the 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 STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH TH1 LONG HAEXPLICIT READING STRATEGY IGọi ngay
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