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 UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary students INSTRUCTIONFOR 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 LƠỊỢC ĐỌC HIẾU CHO SINH VIÊ Explicit reading strategy instruction for vietnamese non-english major tertiary studentsN TIẾNG ANH KHÔNG CHUYÊN BẬC ĐẠI HỌC TẠI VIỆT NAMMÃ SÕ: 9 14 01 11LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHGỊƠNG PHÁP DẠY HỌC BỘ MÒN TIẼNG ANHNGƯỜI HƯỚNG DẰN KHOAExplicit reading strategy instruction for vietnamese non-english major tertiary students
HỌCTS. Nguyên Thị Bào Trang TS. TrơỊơng Bạch Lê--------------------HUẾ, NĂM 2022-------------------DECLARATIONI certify that the present dissertationMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsophy in theory 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, Explicit reading strategy instruction for vietnamese non-english major tertiary students or university, and previously published or written by another person, except where due reference is made in the text of the dissertation.iACKNOWLEDGEExplicit reading strategy instruction for vietnamese non-english major tertiary students
MENTSThis paper and the research process behind il would nol have been possible without (he exceptional support of my supervisors, Doctor Nguyen Thi BMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentss dissertation 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 track from my first encounter to the final draft Explicit reading strategy instruction for vietnamese non-english major tertiary students of this paper . They have devoted their heart and mind to support me, understood my difficulties, sympathized my circumstances and accompanied me toExplicit reading strategy instruction for vietnamese non-english major tertiary students
the end of the PhD journey. Without their invaluable guidance and scholarly advice, this work would not have taken its final shape.1 would also like tMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsly and wholeheartedly guiding me through the process required to complete my program of study. Their support, encouragement, and willingness to sene 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 assista Explicit reading strategy instruction for vietnamese non-english major tertiary studentsnce of review' the tests, transcribing the interviews, translating the questionnaire, interviews and learning reflections and coding the data for doubExplicit reading strategy instruction for vietnamese non-english major tertiary students
le check. Their ongoing support concerning the study contributed to my success. A special mention also goes to my colleagues whose understanding, sympMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsh major students who look part 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 Explicit reading strategy instruction for vietnamese non-english major tertiary studentsand spiritually 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 sExplicit reading strategy instruction for vietnamese non-english major tertiary students
piritual support 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 tMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsy gatherings. 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 Explicit reading strategy instruction for vietnamese non-english major tertiary studentsof reading strategies in reading English level 3 texts before and after the explicit strategy instruction (ESI). Also, it explored the students* perceExplicit reading strategy instruction for vietnamese non-english major tertiary students
ptions of the instruction. The study was a mixed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy iMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsres, group interviews 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 prev Explicit reading strategy instruction for vietnamese non-english major tertiary studentsiewing and predicting, skimming, scanning, guessing meaning of the unknown words from the context and summarizing strategies. After the instruction, sExplicit reading strategy instruction for vietnamese non-english major tertiary students
tudents completed the same questionnaire again. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine lMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary students tertiary students 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 frequen Explicit reading strategy instruction for vietnamese non-english major tertiary studentstly in the while- reading and post-reading stages. After the instruction, they also reported using various reading strategies in four strategy categorExplicit reading strategy instruction for vietnamese non-english major tertiary students
ies namely problem- solving, global, support and local strategies from a medium to high frequency. In addition, the ESI was perceived to be cognitivelMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY Explicit reading strategy instruction for vietnamese non-english major tertiary studentsre, greater 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 Explicit reading strategy instruction for vietnamese non-english major tertiary studentsand materials writers in teaching and learning the English reading skill in non-English major learning contexts and perhaps in other settings.iiiLISTExplicit reading strategy instruction for vietnamese non-english major tertiary students
OF ABBREVIATIONSMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGY MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYl NỈVERSỈTY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THĨ LONG HAEXPLICIT READING STRATEGYGọi ngay
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