Đề tài tham khảo

1. Tên Đề tài:

Factors that affect in the development of Reading Comprehension process of 4th year
English major students when reading authentic texts.

Tác giả: Carlos Alfredo Landaverde , Doris Xiomara Maldonado Navas, Dinor , and
Rosibel Martínez Montoya (2013)

2. Website trích dẫn:

https://scholar.google.com.vn/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=%E2%8
0%9CFactors+that+affect+in+the+development+of+Reading+Comprehension+proce
ss+of+4th+year+English+major+students+when+reading+authentic+texts%E2%80%
9D&btnG.

3. Context: 69 students of 4th year major at the Foreign Language Department in the
University of El Salvador.

4. Objectives:

- To find out the major factors that have a great impact in the students’ reading
comprehension skill.

- To inform the professors about the different weaknesses students have, related to the
reading comprehension skill to find strategies that can improve it.

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- To discover the different reading strategies that 4th year major students put in
practice to deal with the factors that affect their reading comprehension skill.

5. Methodology

5.1. Type of research: Survey Method: Quantitative

5.2. Instrument: questionnaire for collecting the information to get a variety of

factual information, behavioral information and attitudinal information

Section 1: factual information: find out responders, age, occupation, level of

education, and background information.

Section 2+3: *behavioral information: find out how people react to certain
situations.

* attitudinal information: find out the attitudes, beliefs, opinions

interests and values.

- Section 1: 5 open-ended questionnaires for social demographic area: age, sex,

academic background, ethnic minority…

22 Likert questions for:

- Section 2: the factors affecting on the ethnic minority students’ reading

comprehension skill.

+ Cognitive factors: questionnaire from 1- 7

+ Background knowledge: questionnaire 8-9
+ Motivation and anxiety: 10, 11
+ Environment: 12
+ Complexity of the text: 13, 14, 15
- Section 3: Reading strategy:

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+ prediction:16, 17.
+ decoding word: 18, 19
+ guess: 20
+ Summary: 21, 22.

5.3. Data collection: 22 closed-ended likert questions that inquired about the
students’ opinions about the different factors they considered affect their reading
comprehension when having to read authentic texts.

5.4. Data analysis: the researchers gave a code to them since the questionnaire
was created with likert questions

- there was a demographic analysis about the sample’s information such

as their gender, their ages, and the type of school, English courses.

- This analysis was displayed by using pie charts and their corresponding
explanation about the findings, those statistical analyses and graphics explanation
were divided in three sections.

6. Result

- Section 1: Social demographic area: in this research, most of population belong

female and study their high school at private school. They haven’t taken any extra
English course neither before nor during this research. Reading authentic texts such as
online articles, essays, textbooks, magazine are difficult to understand. Therefore, all of
them may affect on reading skill

- Section 2: + Cognitive factors: Students seldom read authentic materials or different

types of texts in English language, they only read when there is an obligation by
teachers. To understand a text, student need to read twice or three times and have the
huge of knowledge of different vocabulary and gender. The reason why students didn’t

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read the text completely because they didn’t have enough time to do it.

+ Background knowledge: Most of students agree that a text with a few unknown
words is easier to comprehend. The previous knowledge they have about a reading is
essential to understand a written text.

+ Motivation and anxiety: Reading a text that called their attention is really easy to
understand and make the motivation. They felt comfortable when the professor asked
them to read a text out loud and then giving their understandings about it.

+ Environment: Different aspects such as the noise, the loud music, the heat, and other
factors affect their comprehension when reading a text.

+Complexity of the text: A complex and not well organized reading material was a
factor that always made difficult their understanding. Moreover, the length and
complexity of a reading material is always a factor that affects their reading
comprehension. non-fiction readings is more difficult to understand than fiction
readings.

- Section 3: Strategy reading: most of them used images, titles captions to

predict about the reading (prediction). Besides, they mentioned that they tried to guess
the meaning of words through the context, monitor understanding (metacognitive
strategy) and usually kept track about important aspects to get the main points of the
reading (synthesizing).

Áp dụng vào đề tài

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1. Tên đề tài

An investigation ethnic minority students’ perception of the factors affecting

reading comprehension skill at Dien Bien Teacher Training College.

2. Reasons choose this topic

I choose this topic because my college is a mountainous school so 90% of students

are ethnic minority such as Thái, Nùng, H-Mông…..To them, learning English is a
third language beside vietnamese and ethnic language.

Although they learn English from secondary school, their English is still poorly. They
said that when reading a text in English language they don’t understand and can’t
complete the tasks of the text. Therefore, English is the subject whose students often
have the lowest test scores. Hence, I wish to investigate the factors affecting on
reading comprehension skill of the ethnic minority students in my college.

3. Reason Choose the model of Carlos Alfredo Landaverde , Doris Xiomara

Maldonado Navas, Dinor , and Rosibel Martínez Montoya (2013) to adpat.

- First of all, in terms of the population of study, they are students at college and
university. The quantity of samples are from 70 to 90 students

- Type of research: Survey Method and use questionnaire for collecting the
information.

- Instrument: The fields of investigation are extensive and general. Apart from 5
open-ended questionnaires for section 1 about social demographic area, there are 22
Likert questions for the factors affecting on the ethnic minority students’ reading

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 comprehension skill (Cognitive factors, Background knowledge, Motivation and
anxiety, Environment) and reading strategies.

- Data analysis: using pie charts and corresponding explanation about the findings.

3. adapt their model

- type of research: Mix method, using questionnaire and structure-interview ( I am

researching and designing)

- In their topic, they investigate the factors affecting on reading Comprehension

process when reading authentic texts. To my topic, I investigate the factor affecting
on reading comprehension skill because the coursebook is taught to be elementary
and pre-intermediate New Enghish File. In the coursebook, The topics of the reading
texts are updated and authentic.

- Section 1: Social demographic area

Carlos’ model (2013) My thesis

GENDER: Male……….. Female…….. 1. GENDER:  Male  Female

Age:……….. 2. Age: 18-20 years  20-25 years

HIGH SCHOOL: Public ………  over 25 years

Private…………… 3. Have you ever learnt English?

What do you do? Work:…. Study:….  Yes  No

Work and Study:……….
4. If yes, how long have you been learning
Have you taken English courses? Yes…….. English?

No………  one year or less  two to seven years  over

seven years

4. Which department are you in?

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  Natural sciences  Social sciences
 Pre-school and primary education

5. What is your ethnicity?

 Kinh (Vietnamese)  Thai

 Hmong  Other _______________

I adapt because all of my students are public schools so I don’t investigate the kind
of high school. I want to know how long students study English, field of their study,
and ethnicity.

- Section 2: the factors affecting on the ethnic minority students’ reading

comprehension skill.

Carlos’ model (2013) My thesis

1. When did you begin reading magazines, online 1. When did you begin reading the text in English
newspaper articles, arguments, essays, textbooks, language?
or any reading not graded by the professor written
in English?
 When taking a subject in which you had to
 When taking a subject in which you had to
 When finding an interesting reading.
 When finding an interesting reading.
 When doing an assigned homework.
When doing an assigned homework.
 Another reasons:………………….
 Another reasons:………………….

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2. How often do you read online articles, essays,
textbooks, magazines, or any reading not graded
2. How often do you read by written in English?
by the professor written in English?

Always □ Usually □ Seldom □ Never

Always □ Usually □ Seldom □ Never

3. What is necessary to understand authentic texts?

3. What is necessary to understand the texts?
 Good command of language
. Good command of language
 Previous exposure to this kind of texts.
 Previous exposure to this kind of texts.
 Excellent grammar knowledge.
 Excellent grammar knowledge.
 A huge knowledge of different vocabulary and
genre.  A huge knowledge of different vocabulary and
genre.
 Another reason:……….
 Another reason:…………………….

4. How many times do you need for reading and

understanding a text?

Once □ Twice □ Three times 4. How many times do you need for reading and
understanding a text?
□ Four times □ More than five times
Once □ Twice □ Three times □

Four times □ More than five times

5. Do you consider that your English language

proficiency level is adequate to comprehend any 5. Do you consider that your English language

kind of authentic text? proficiency level is adequate to comprehend any

kind of text?
Strongly □ Agree □ Neither □
Strongly □ Agree □ Neither □
Disagree □ Strongly Disagree □
Disagree □ Strongly Disagree □

6. When the professor in a subject assigns you a

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reading as homework, do you read it completely? 6. When the professor in a subject assigns you a
reading as homework, do you read it completely?
Yes □ No □
Always □ Usually □ Seldom □ Never

( reason for adapt: Điều tra cụ thể tần suất khi

đọc)

7. What is the reason why you did not read it

7. What is the reason why you did not read it
completely?
completely?
□ Because you did not have time
□ Because you did not have time
□ Because you were not interested on that reading
□ Because you were not interested on that reading
(it's boring)
(it's boring)
□ Because the reading was difficult
□ Because the reading was difficult
□ Because you did not have the reading habit well
□ Because you did not have the reading habit well
developed
developed
□ Another reason:
□ Another reason:………………………..

8. Do you consider that is easier for you to

8. Do you consider that is easier for you to
understand a text, if there are just a few unknown
understand a text, if there are just a few unknown
words in the reading?
words in the reading?
Strongly agree □ Agree □
Strongly agree □ Agree
Neither agree nor disagree □ Disagree □
□ Neither agree nor disagree □ Disagree

9. Before reading a text, do you consider what you

9. Before reading a text, do you consider what you
already know about the subject?
already know about the subject?
Always □ Usually □ Seldom □ Never
Always □ Usually □ Seldom □ Never

10. When reading a text that calls your attention,

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do you comprehend it easily? 10. When reading a text that calls your attention,
do you comprehend it easily?
Strongly Agree □ Agree
Strongly Agree □ Agree
□ Neither agree nor □ Disagree
□ Neither agree nor □ Disagree

11. When the teacher asks you to read a text aloud

and then give your understanding about this. How 11. When the teacher asks you to read a text aloud
do you feel? and then give your understanding about this. How
do you feel?
Comfortable □ Afraid □ Anxious □
Frustrated □ Self-confident Comfortable □ Afraid □ Anxious □
Frustrated □ Self-confident

12. When there are interruptions such as noise,

loud music, heat and other factors, do you consider 12. When there are interruptions such as noise,
your reading comprehension is lower than reading loud music, heat and other factors, do you
in a peaceful place? consider your reading comprehension is lower
than reading in a peaceful place?
Strongly agree □ Agree
Strongly agree □ Agree □ Neither agree
□ Neither agree nor □ Disagree
nor □ Disagree

13. Do you consider that a complex and not well

13. Do you consider that a complex and not well
organized reading is difficult to understand?
organized reading is difficult to understand?
Always □ Usually □ Seldom □ Never
Always □ Usually □ Seldom □ Never

14. Do you consider that the length and complexity

14. Do you consider that the length and
of a text make it more difficult to understand?
complexity of a text make it more difficult to
Always □ Usually □ Seldom □ Never understand?

Always □ Usually □ Seldom □ Never

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15. What kind of reading do you consider more 15. What kind of reading do you consider more
difficult to understand: fiction readings (novels, difficult to understand:
short stories, fables, tales, etc.) or non-fiction
□ science
readings (newspapers and scientific articles,
essays, textbooks, etc.)? □ culture

Fiction readings □ Non- fiction readings □ art

□ Activities

□ sport

□ Another topic……………..

( Reason for adapt: Điều tra cụ thể chủ đề

sinh viên thấy khó hiểu)

1 2 3 4 5
No ITEMS 1 2 3 4 5

1 Before reading a text, you pay attention to its

title and images.
2 Before reading a text, you guess what it is going
to be about.
3 When reading a text, you pay attention to words
that are synonyms of a specific unknown word.
4 When the meaning of a word is not clear in a text,
you look it up in the context, so that you can
understand it.

5 When the text you read is not so clear, you ask

yourself what the text was about.

6 Finish reading a text, you keep track of what you have

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 learned from it.

7 Finish reading a text, you make a list of

everything you already knew about the topic and
joint it with something new you read.

The questionnaire for the students (Appendix 1) was designed with two parts. Parts
one consists of four questions to find out about the students’ sex, which department
they belong to, where they come from, how long they have learnt English and what
mark they got in their English subject last semester. Part two includes five questions
with which the researcher desires to explore the students’ kind of motivation in
learning the reading skills and the factors affecting their motivation.

- Section 3: Reading strategy (before reading, while reading, after reading)

1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Usually, 5 = Always

1 2 3 4 5
No ITEMS 1 2 3 4 5

1 Before reading a text, you pay attention to its

title and images.
2 Before reading a text, you guess what it is going
to be about.
3 When reading a text, you pay attention to words
that are synonyms of a specific unknown word.
4 When the meaning of a word is not clear in a text,
you look it up in the context, so that you can
understand it.

5 When the text you read is not so clear, you ask

yourself what the text was about.

6 Finish reading a text, you keep track of what you have

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 learned from it.

7 Finish reading a text, you make a list of

everything you already knew about the topic and
joint it with something new you read.

How do you feel about having to read the assigned reading coursebooks? While reading the
coursebooks, what are the factors that make you not understand? Do you think that teachers
or classmates affect your reading? Do you think that the classrooms or atmosphere affect
your reading? While reading in English, what are the text factors that distract you from
reading? While reading in English, what do you think are your personal factors that
negatively affect your reading? Is there anything else you want to mention more about your
experience in reading English?

1 I get upset when I’m not sure whether I understand what I am reading in English. 3.53 0.98
2 When reading English, I often understand the words but still can’t quite understand what
the author is saying. 3.19 1.00 3 When I’m reading English, I get so confused I can’t
remember what I’m reading. 3.16 1.03 4 I feel intimidated whenever I see a whole page of
English in front of me. 2.25 0.99 5 I am nervous when I am reading a passage in English
when I am not familiar with the topic. 2.62 1.00 6 I get upset whenever I encounter unknown
grammar when reading English. 2.60 1.05 7 When reading English, I get nervous and
confused when I don’t understand every word. 3.18 1.16 8 It bothers me to encounter words I
can’t pronounce while reading English. 2.66 1.11 9 I usually end up translating word by word
when I’m reading English. 2.12 1.04 HRD JOURNAL Volume 4. Number 1. June.2013 40
No MFLRAS x SD 10 By the time you get past the funny letters and symbols in English, it’s
hard to remember what you’re reading about. 2.97 0.90 11 I am worried about all the new
symbols I have to learn in order to read English. 2.53 0.98 12 I enjoy reading English. 2.78
1.25 13 I feel confident when I am reading in English. 2.88 0.91 14 Once you get used to it,
reading English is not so difficult. 2.70 1.33 15 The hardest part of learning English is
learning to read. 2.69 0.98 16 I would be happy just to learn to speak English rather than
having to learn to read as well. 2.94 1.13 17 I don’t mind reading to myself, but I feel very

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uncomfortable when I have to read English aloud. 2.79 1.21 18 I am satisfied with the level
of reading ability in English that I have achieved so far. 2.95 1.11 19 English culture and
ideas seem very foreign to me. 2.71 0.94 20 You have to know so much about English
history and culture in order to read English. 2.48

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