Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.
Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.
MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. INSTRUCTIONFOR VIETNAMESE NON-ENGLISH MAJOR TERTIARY STUDENTSDOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGHUE, 2022BỘ GIẢO DỤC VÀ ĐÀO TẠOĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỪHUỲNH THỊ LONG HÀHƯỚNG DẪN TRỰC TIẾP CÁCH sử DỤNG CÁC CHIẾN LƯỢC ĐỌC HIẾU CHO SINH VIÊN TI Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. ẾNG ANH KHÔNG CHUYÊN BẬC ĐẠI HỌC TẠI VIỆT NAMMÃ SÕ: 9 14 01 11LUẬN ÁN TIỄN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÒN TIẾNG ANHNGƯỜI HƯỞNG DÂN KHOA HỌCTExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
S. Nguyền Thị BàoTrang TS. Trifo’ng Bạch Lê---------------------HTÉrNĂM-2022--------------------DECLARATIONI certify that the present dissertation subMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. 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, or u Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. niversity, and previously published or written by another person, except where due reference is made in the text of the dissertation.iACKNOWLEDGEMENTSExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
This paper and the research process behind it would nol have been possible without the exceptional support of my supervisors, Doctor Nguyen i hi Bao TMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. sertation 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 th Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. is paper. They have devoted their heart and mind to support me, understood my difficulties, sympathized my circumstances and accompanied me to the endExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
of the PhD journey. Without their invaluable guidance and scholarly advice, this work would not have taken its final shape.1 would also like to extenMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. wholeheartedly 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 Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. review the tests, transcribing the interviews, translating the questionnaire, interviews and learning reflections and coding the data for double checExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
k. Their ongoing support concerning the study contributed to my success. A special mention also goes to my colleagues whose understanding, sympathy, aMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. students 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 spi Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. ritually 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 spirituaExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
l 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 to my daMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. rings. 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 read Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. ing strategies in reading English level 3 texts before and after the explicit strategy instruction (ESI). Also, it explored the students* perceptionsExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
of the instruction. The study was a mixed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy instructMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. oup 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 previewing Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. and predicting, skimming, scanning, guessing meaning of the unknown words from the context and summarizing strategies. After the instruction, studentsExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
completed the same questionnaire again. Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learningMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. ry 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 frequently in Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. the while- reading and post-reading stages. After the instruction, they also reported using various reading strategies in four strategy categories namExplicit reading strategy instruction for vietnamese nonenglish major tertiary students.
ely problem- solving, global, support and local strategies from a medium to high frequency. In addition, the ESI was perceived to be cognitively benefMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY I Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. ater 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 mat Explicit reading strategy instruction for vietnamese nonenglish major tertiary students. erials 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 THI LONG HAEXPLICIT READING STRATEGY IMINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITYUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIESHUYNH THI LONG HAEXPLICIT READING STRATEGY IGọi ngay
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