The 11th form non-English majors’ level of satisfaction with their reading comprehension lessons at phan boi chau specialized upper secondary school, nghe an

at to form the students a habit of working effectively in a set time and they also have to organize many kinds of activities in a period, not just one. However, it’s good to hear that both teachers and students like such activities as pre-reading new vocabularies and structures in the reading text, giving feedback regularly and appropriately and applying rewards (giving good marks) and punishment policy. One more important thing is that both teachers and students share the same view with the activity “writing a summary after reading”. They find that this activity time consuming and boring. IIIIV.1.4. Students’ satisfaction and dissatisfaction with the teacher’s ways of teaching reading. Question 6 seeks the answers to the questions “what are the students satisfied or not satisfied with their teacher’s way of teaching reading?”. It is divided into 2 parts. The first part is for students to express what they like and the second one is what they don’t like. A majority of the student have positive attitude towards their teacher’s ways of teaching reading. Followings are what they said: I like my teacher because she always creates an exciting atmosphere which helps me feel more interested in the reading texts. The reading lessons are really interesting because of the way the teacher teaches, so understandably and simply. What makes me satisfied is that may teacher always give examples related to the reading text. These are helps me understand the lesson much more. My teacher pronounces the words correctly and corrects us whenever we make a mistake. She always givegives comments this is what I like best. Teaching enthusiastically and a sociable character are things that impress me most. We are attracted by the teacher’s voice, so sweet and gentle. My teacher is very humorous and funny. She always makes us relaxed and comfortable. The teacher applies rewards and punishment policy appropriately. This encourages us to participate in reading activities more enthusiastically. Despite the fact that the students are satisfied with some of the teacher’s way of teaching reading as mentioned, there are some problems that are worth considering. Most of the students have the same ideas as follows: I like to participate in games because I feel more motivational and relaxed when playing games. As a result, I find it easier to understand the lesson and I can get more involved in the lesson If our teacher uses more pictures, objects or music to explain the new words, we think we can understand easily. My teacher always speakteacher always speaks in English, which sometimes makes me understand the lesson vaguely. It would be better if the teacher gave us some windenedwidened questions relating to the text so that we could enrich our knowledge. I think the teacher should let us read the text and then translate the text into Vietnamese or assign this as homework. The thing I hate most is that my teacher often asks us to do the task in a limited time. This always makes me confused and anxious for fear of not catching up with other friends in the class. Sometimes we like to write a summary about the text after reading because this activity helps us remember the text deeply and this is also a chance for us to practice writing skill. I think the teacher should apply some more different activities to avoid boredom in the reading lessons. I think the teacher should give us some extra exercises or extra materials relating to the text so that we can writtenwrite our background knowledge. Of course, there are many different ideas from the students. The above areabove are only the most common ones. It can be concluded that there is still a very big gap between the teacher’s method of teaching and the students’ preference for that. Therefore, it’s very necessary for us to find the best way to narrow that gap and bring the feeling of satisfaction to the students when they deal with the reading lessons. IIIV.2. Classroom observations. The researcher carried out to observe four different classes taught by four different teachers at Phan Boi Chau school. During each lesson, she took notes of what she observed carefully in the most detailed way. When visiting these classes, she realized that all the teachers tried their best to use different reading activities to encourage their students to get as much involved as possible in the lessons. Apparently, the teachers appreciate the importance of using reading activities in the classroom. Firstly, the researcher came to observe class 11A1 with Unit 4 ( Volunteer(Volunteer work). The reading text is about the voluntary work in the United States. It is a rather long text and with a lot of new words which may hinder the students from understanding. In the pre-reading stage, students were really motivated because the teacher used many suitable activities. First, she elicited the topic by showing some pictures. Second, she used many other pictures to explain the new words. Students seemed very eager with this activity because most of them were curious about what was in the picture. In addition, the teacher also used careful explanation and particular situation to illustrate the new words. So that the students could understand the meaning of new words. However, when checking the new words, the teacher didn’t employ any special activity. She just asked the students to work individually to do the gap filling. The students appeared very bored with this. Besides, it wasted a lot of time. In the while-reading stage, the teachers let students work in pairs and in groups. She created a competitive atmosphere among groups so that almost all students were attracted by these activities. They got actively involved in the activities. After that, the teacher gave some comments on the students’ answers. As a result, they were very satisfied and eager to continue the lesson. Finally, in the post-reading stage, the teacher had her students work in group to discuss. At first, the students seemed very willing but when the teacher raised the question to discuss, they didn’t look very interested. This is because the question is too difficult and beyond the students’ knowledge and experience. The second observation was taken from class 11A4 with unit 9 ( The Post office). Frankly speaking, the reading text in this topic is very boring. It tells the reader some services in Thanh Ba post office. To some extent, it may demotivate the students to learn. However, almost all the students were eager to learn the lesson because the teacher applied many useful and interesting activities. Before letting the students read the text, the teachers got the whole class to brainstorm the services that the post office offers. The students were excited to participate in brainstorming. They found to be interested in the topic they were going to read. The students were also attracted by the way the teacher presented and explained the new words. The pictures were highly attractive to the students. During the while-reading stage, the teachers let students work in pairs and always gave detailed and careful instructions. As a result, the students had almost no difficulty in finishing the task. Besides, she organized a game for students to do the next task. Most of the students showed their willingness to join the game. The atmostphereatmosphere in the class was really relaxing and enjoyable. There seemed to be no gap between the teacher and the students. They got involved in this activity actively and naturally. As a result, most students could give the correct answers. For the last stage (post-reading one), the teacher asked her students to close the book to ask and answer about the services at Thanh Ba post office. Before doing that, she provided the students with some cues by asking some questions about the text. Therefore, the students didn’t find this activity difficult. Almost all of them took part in enthusiastically. In fact, with this activity the teacher could check how much her students could understand and remember the lesson. The next class observation was done in class 11A5 with unit 11 (Sources of energy). The reading text is about different sources of energy. It has many new words that may have negative impact on the students’ understanding. The students were attracted by the teacher’s funny and humorous characteristics. The teacher started the lesson by asking the students to look at the pictures in the textbook and to discuss the questions (What source of energy does each picture refer to?,. Can you list some other sources of energy? And what do you need energy for?). Almost all the students worked very hard. They looked very excited about what the passage they were going to read about. As said above, the reading had many new words so that the teacher applied “pre-teaching vocabulary” technique. She used explanation, definition and translation to illustrate the new words. Then she asked the students to make sentences with them. For some difficult and vague sentences in the reading text, she asked the students to translated into Vietnamese. As a result, the students were very eager to find new words and structures and translate the text. After that, she checked the students’ understanding by giving them a task. Luckily, most students could give correct answers. In the while-reading and post-reading stage, the teacher created a competitive and exciting atmosphere among students. She asked students to work in groups and also gave good marks for groups that could do the task well within the shortest time. The students showed their interest in these activities. Some of them were happy to receive good marks. Some others expressed their regret because of missing a good chance. Finally, the researcher came to observe class 11C2 with unit 12 (Asian Games). The reading text is about the history of Asian Games. The students were first attracted by the way their teacher led in the topic. She divided the class into two groups and asked them to guess the letters of the words she was going to write down on the board. Almost all the students were very fond of this. They predicted the letters excitedly. Then, the teachers asked the whole class to guess what they were going to read. From the observation, the researcher could see the students’ eagerness and curiosity about the prediction. Next, the teacher pre-taught some new words by using pictures, making questions and doing some actions. For students, they found these words interesting and they are eager to know. Some of them were very happy to look at the teacher’s actions. In the while-reading, the teacher organized a game so that the students became more excited. However, when dealing with the last task, the students were put under pressure of time, therefore some of them felt rather stressful. The classroom observation data support the data from the survey questionnaire that the students prefer to take part in reading activities. They would like to participate in such exciting activities as playing games, using visual aids or pictures…Most of them are very eager to receive feedback from the teacher…What is more, from the findings of the study, it is clear that almost all the students don’t like to be put under pressure of time when they do the tasks or to be asked to write a summary after reading. Obviously, suitable reading activities play an important role in enhancing the students’ interest in reading. In conclusion, this chapter analyzes the data in order to answer the four research questions proposed in I.3. Firstly, the analysis of the data reveals that students have positive attitudes toward the teacher’s reading activities and they are aware of the importance of reading activities in reading lessons. Secondly, teachers at Phan Boi Chau school often use reading activities to cultivate their students’ interest and help them enjoy the lesson. Next, almost all students would like to take part in reading activities their teachers organize. However, it is clear that there is a big gap between the frequency of the teachers’ using reading activities and the students’ preferences for these activities. Finally, while in general, the students are satisfied with some reading activities their teachers offer, they expect to be given more chances to participate many other activities. Especially, they would like to be provided supplementary reading material or extra exercises after reading to improve their reading skill. The next chapter will discuss the findings and the recommendations for using reading activities in a reading lesson. How is classroom observation data connected to the questionnaire data? In other words, in what way does observation data help you interpret the questionnaire data better? CONCLUSION: Present major points presented in the chapter. Then say: “The next Chapter discusses the findings and the recommendations To sum up, the teacher’s teaching method is a very important factor in the classroom to cultivate students’ interest and help them enjoy the lesson. These activities have a positive effect on students and make them satisfy with the reading lesson more. CHAPTER IV. FINDINGS AND RECOMMENDATIONS FOR USING READING ACTIVITIESFOR MAKING STUDENTS SATISFIED WITH THE READING LESSONS. IV. 1. Findings: Most important in this is WHAT ARE YOUR ANSWERS TO THE TWO RESEARCH QUESTIONS? According to the result and discussion, several important findings has been gained by the researcher. She has divided them into fiveour categories: the students’ attitudes towards the teacher’s reading activities importance of reading activities in a reading lesson, ; the current situation of using reading activities at Phan Boi Chau school; frequency of reading activities used by the teachers at Phan Boi Chau school, reading activities that can help to increase the students’ satisfaction tthe students’ preferences for reading activities and the students’ satisfactions and dissatisfaction with the teachers’ way of teaching reading. IV.1.1. The students’ attitudes towards the teacher’s reading activitiesThe importance of reading activities: Using reading activities in reading comprehension lessons is of great importance. It is clear that a reading lesson will not be a successful and effective one if the students tend to show their boredom or dissatisfaction after each lesson. However, making the students satisfied with the lesson is really a challenging task. Many factors are supposed to rely on such as students’ needs, interests, feeling, levels of language proficiency; students’ learning styles; the topic of the reading text; the reading tasks; the teacher’s characteristics, creativeness and the teacher’s teaching styles…Whatever the problem is, the teacher’s reading activities in the classroom bring a lot of benefits to satisfy the students duing all the three stages of the lesson. Besides, when dealing with reading lessons, both the teachers and the students can not help meeting some difficulties, which may have a great influence on the students’ level of satisfaction with their reading lessons. According to the data analysis, such factors as students’ interest, feeling and level of language proficiency or the limitation of time within each period…affect their satisfaction with reading as well as their understanding. The difficulties can not be overcome at once but hopefully, after each reading lesson with the suitable reading activities, the students will be more satisfied than ever. In fact, from the data analysis, both teachers and students are aware of the importance of reading activities in reading lessons. The usage of reading activities helps activate students’ knowledge, stimulate self-confidence, encourage them to learn reading and more importantly make them like learning reading. For the students, when they always have a chance to take part in interesting reading activities during the whole period, they will feel much relaxed and enjoyable , which may result in better understanding. In other words, “the more interested people are the more they will preserve in reading” (Aebersold, J. A &Field, M. L. 1997:39). To sum up, the factors affecting students’ satisfaction with reading lessons will be diminished if students are equipped with suitable and useful activities during the lesson. IV.1.2. The current situation of using reading activities at Phan Boi Chau school This part is the answer to the research question 2 (What is the current situation of using reading activities at Phan Boi Chau school?). It will be divided into two parts: the frequency of reading activities used by the teachers at Phan Boi Chau school reading activities that can help to increase the students’ satisfaction V.1.2.1. The frequency of reading activities used by the teachers at Phan Boi Chau school The frequency of reading activities used by the teachers at Phan Boi Chau school. Because of the benefits that the application of reading activities during the reading lesson bring about, almost all teachers try to employ specific activities in some way in order to give a reason for reading, encourage the students to deal with the text efficiently and make them satisfied after each lesson. From the students’ survey questionnaire, the frequency of using reading activities by teachers is arranged in the following order: - _The most frequently used activities are: Giving some pre-reading questions to think before reading Pre-teaching new vocabulary and structures in the reading text Asking students to do tasks in a limited time Giving feedback regularly and appropriately The first activity is a traditional one. The teacher doesn’t have to spend much time preparing, designing and it is not difficult to handle. Besides, some pre-reading questions are sometimes available in the reading text. So the teacher gets used to employing this activity. Pre-teaching new vocabulary and structures is also very necessary. In fact, almost all the readers find that words or structures play an important part in increasing the students’ comprehension, especially when they read unfamiliar and difficult texts. Due to this advantage, the teachers always try their best to teach their students necessary new words and structures in each lesson. Next, asking students to do tasks in a limited time and giving feedback regularly and appropriately are two of the most familiar activities. The explanation for this is that the time for each reading lesson is almost not enough for both teachers and the stuentsstudents to cover a reading text and the teachers always want to let their students know how good they are when they deal with the reading lesson at different time and different stages. For the above the reasons, these listed-activities are most frequestlyfrequently used by the teachers. The second group of activities used by teachers are giving a short discussion before reading and applying rewards and punishment policy. These activities help activate the students’ knowledge, develop their speaking skill as well as encourage them to continue to learn. - _The next group refers to activities that are sometimes applied: Giving a short and simple introduction of the text Asking students to have a discussion after reading Giving a short and simple introduction of the text are sometimes not necessarily applied in all lessons because some of the students may read the text at home or prepare for the lesson before going to class. Referring to the next activity, that is asking students to have discussion after reading, it’s very useful for the students to remember what they have read and improve the skill of giving opinions or arguing. However, time for each lesson is limited. Moreover, the students spend most of time in the first two stages, especially for long texts with difficult tasks. As a result, time spent on this activity is hardly available. - _The rarely-used group of reading activities: Using games during the lesson Using visual aids to introduce the topic of the text or the new words These two activities are rarely used because they need careful preparation and design. Moreover, organizing games during the lesson is very noisy and often difficult to control. For some students, they are not very fond of funny activities. - _The least frequently used activities are: Asking students to write a summary after reading The reason for this least-used activity is that it is time-consuming and to some extent, it is rather boring. The students may get tired especially after doing difficult task, which may result in their unwillingness to write the summary. IV.1.32.2. Reading activities that can help to increase the students’ satisfaction: From the data analysis, the most effective reading activities in increasing the students’ satisfaction are using games or visual aids and giving feedback regularly and appropriately. For the first two activities, they are rarely used by the teachers. For the rest one, it is sometimes used by the teachers because of its helpfulness in forming the students’ level of language proficiency. The second affective reading activity is asking the students to have a discussion after reading. This activity is then followed by such activities as pre-teaching new vocabulary and structures and applying rewards and punishment policy. Fourthly, giving a short discussion before reading and giving simple and short introduction are also favoured by a lot of students. making students understand the text better. Finally, andasking the students to do tasks in a limited time and asking the students to write a summary after reading are the least effective activities. These activities are only for good active and hard working students. For the lazy and bad students, these activities are found to be very boring and even beyond their level. IV.1.43. Students’ preferences for reading activities As mentioned in the data analysis, there is a big gap between the frequency of teachers’ using reading activities and the students’ preference for those activities, which is particularly presented as follow: Most of the students show their interest in such activities as using games or using visual aids. Meanwhile, these activities are reported to be rarely used by their teachers. There are many reasons for the students’ preference for these activities: It is an effective way to call the students’ attention to the reading text These techniques make students more interested in the text The students feel relaxed and less stressful They help students remember the new words easily The reading will become more interesting The second finding is that giving some pre-reading questions to think before reading is considered to be normal by the students despite the fact that they are frequently employed the teacher. In fact, this activity is used in each reading lesson so frequently that they become familiar and uninteresting any more. Another reason is that most of the teachers use the available pre-reading questions in many reading texts so the students may prepare at home and know the answer already. As a result, they find pre-reading questions are of little usefulness and interestingness. Having a discussion after reading is the next preferred activity. With this activity, the students have a chance to develop the skills such as speaking, giving opinions and to improve their reactions. However, the teachers only sometimes apply it. The reason for this may be because of time constraint and difficulty in controlling. The next important finding is that although the activity “asking the students to do tasks in a limited time” is said to be frequently used by more than half of the teachers, many of the students tend to hate this very much or feel normal. Understandably, the students do not like to be put under pressure meanwhile their teachers have to control and organize many activities in a limited time. As a result, almost all the teachers apply this activity frequently. However, both teachers and students prefer the activities such as pre-teaching vocabularies and structures in the reading text, giving feedback regularly and appropriately, and applying rewards and punishment policy. They find these activities useful to the students. What’s more, both of them have the negative attitude toward the activity “writing a summary after reading” because this activity is reviewed to be boring and time consuming. IV.1.54. Students’ satisfaction and dissatisfaction with the teacher’s way of teaching reading Basing on the data analysis, the researcher can get some following important findings: Most of the students like their teacher’s method of teaching because their teacher uses a great variety of interesting activities such as pre-teaching new vocabularies and structures in the reading text, giving discussion after reading, applying rewards and punishment policy…The second thing they prefer is the teacher’s characteristics, funny manner and sweet voice that make the reading lessons more interesting. However, there are still many things that the students are not satisfied. First, they would like their teacher to apply more activities to avoid boredom, for example, brainstorming, predicting….Some students prefer to be given supplementary reading material or extra exercises after reading. Next, it would be better if the teacher spoke less English and translated the text into Vietnamese. Finally, the most-preferred activities (using games or visual aids) are expected to be used more often during the lesson. IV.2. Recommendations for making students satisfied with the reading lessonsusing reading activities in a reading lesson From the data gathered from the survey question and classroom observations, major findings have been pointed out to help the researcher to have an overview of the situation of applying reading activities at Phan Boi Chau school for the 11thth form non- English majors. The findings enable the researcher to give some recommendations to better the situation for the sake of the students Firstly, as indicated in the findings the teacher’s way of using reading activities plays an important role in motivating the students to learn. If the students find the teacher’s teaching style suitable, they will feel more interested in learning, and as a result, they understand the lesson better. Therefore, it is necessary and beneficial for the students if various techniques for different reading texts are employed so that boredom can be avoided. Obviously, there is no certain recipe for which techniques can work best for which task, but the hard principle is the use of a variety of techniques to suit different students’ learning styles. Although reading activities are available in the textbook, teachers should not follow rigidly without considering whether they are suitable and motivational or not. In contrast, the teachers should apply other more appropriate activities for their students. From the findings, there is always a big gap between the frequency of teachers’ using reading activities and the students’ preference for these activities. Using games or visual aids is rarely adopted by the teachers but is favoured by the majority of students because they will feel more interested in the information and will be eager to join in the reading process after dealing with such activities. Therefore, the teachers should employ these activities more often. Secondly, from the experience of an English teacher for some years at Phan Boi Chau school, the author found out that it is the inappropriateness and inflexibility of using reading activities that causes boredom among students. Therefore, although it may be time-consuming and difficult to design any reading activities in order to suit the students’ needs and interests, teachers should use these activities appropriately and flexibly. The researcher takes unit 1 (Friendship) as an example. The reading text in this unit is about the qualities of friendship. In the pre-reading stage, the teacher can apply some activities to introduce the text. The first activity is the same as in the textbook. That is looking at the picture and giving comments about the friendship in that picture. The second one may be brainstorming, which may help the students to exchange their ideas and activate their existing vocabulary. (The students can speak Vietnamese) The qualities of friendship enthusiasm sympathy unselfishnish loyalty Trust One more alternative activity is group discussion. The teacher asks students to work in group to discuss the qualities of true friendship. Besides, the teachers should take into account the flexibility of using reading activities. The flexibility here refers to the ability of the teachers to vary the activity to suit the students’ level and interests. For instance, in unit 2 (Personal experiences) if the teacher only ask students to read the text again and work with their friends to answer the questions in Task 3, they will not feel eager to give the answers. In this case, the teacher should organize a game such as “Lucky numbers”. By organizing this activity, the students are more willing to do the task. Thirdly, the teachers should give feedback appropriately and regularly especially to the students who are making real effort. This can be done briefly and frequently by the using “yes”, “good”, “that’s right” or even by nodding the head. However, the teachers need to be aware of the dangers of over reliance on praise. In any case, the students really want to know how well they did in the lesson and whether they made any improvement. Therefore, the teachers’ feedback should be informative. In addition to this, the teachers should not compare one student’s performance with that of their friend. Instead, the teachers should compare the students’ work with their own previous performance. That is the way the students know how good or bad they are. What is more, the teachers should apply the activity “applying rewards and punishment policy” more often to encourage their students so that they are more willing to learn. Fourthly, it’s necessary for teachers to consider the students’ personal factors such as feelings, interests, needsand needs. These sometimes affect their motivation for learning, especially for a reading lesson. Therefore, the teachers should help the students to build up their strong motivation for reading by raising their awareness of the importance of motivation to their understanding as well as to their skill development. The teachers’ activities should not be too demanding. Moreover, before designing or employing any activity, the teachers should consider these personal factors. Next, the teachers’ characteristics are very important factors. It’s the teachers’ helpfulness and enthusiasm that make students feel like learning. Besides, the teachers’ friendliness and humor make learners feel at ease. Finally, from the survey questionnaire, most of the students would like their teachers to translate some reading texts into Vietnamese or give them some extra questions, exercises and materials to improve enrich the knowledge. Therefore, the teacher should sometimes translate difficult paragraphs into Vietnamese or sometimes speak in Vietnamese so that their students can understand the lessons more easily. Besides, the teachers should prepare extra exercises, materials for their students before going to class. In short, there are no fixed activities for teachers to apply in every reading lesson. So teachers should consider which reading activities are appropriate to students’ level, interest and knowledge in order to gain a great success for their reading teaching V.3. Sample work Unit 13- “Hobbies” In the pre-reading stage, different activities can be employed. Predicting activity by using the pictures which present some hobbies may be exciting to the students. The teacher asks the students to look at them and guess what the reading text is about. Another activity is brainstorming. The teacher gets students to brainstorm what activitesactivities they do in their free time. activities Playing sports Collecting stamps Reading books, newspaper Watching TV chatting activities Playing sports Collecting stamps Reading books, newspaper Watching TV chatting Asking students to work in pairs to talk about their hobbies is also a helpful activity because it can activate the students’ existing knowledge. Then, the teacher pre-teaches new vocabularies: The teacher introduces the reading text briefly (“You are going to read a text about hobbies that the author does in his/her free time”) and then presents some new words such as: accomplished, tunes, accompanying, avid, discarded, indulge, keep sb occupied … In the while-reading stage, the students have to answer the questions about the reading text. Instead of asking students to work in pairs to ask and answer the questions, the teacher can organize a game, that is “Lucky numbers” or asking students to play the role of an interviewer and the character in the reading text to ask and answer the questions.. In the post-reading stage, the teacher can have the students work in groups to talk about their hobbies. The teacher can also organize a game (Guessing) in which some students will go to the board to give some information about their hobbies so that their friends can guess what their hobbies are. CHAPTER VI. CONCLUSION This chapter first summarizes the study and then discusses the limitations of the study and give some suggestions for further study VI.1. Summary of the study The 11th form students at Phan Boi Chau school sometimes are not satisfied with their reading lessons. The typical reason for this is the big gap between the teachers’’s teaching styles and the students’ learning styles. This study investigates the students’ attitudes towards the teachers’ reading activities, the current situation of using and the students’ preferences for these activities at Phan Boi Chau school. Based on the instrumentation as survey questionnaire and classroom observations, some important findings haves been discovered. From the data analysis, almost all the students are aware of the important role of reading activities in reading comprehension lessons. However, reading activities used by the teachers do not always make students satisfied with the lesson. What the teachers do in their reading lesson is different from what the students prefer. To better the situation, some important things such as student’s needs, feeling, interests, background knowledge, the text types, reading activities…should be taken into consideration. In more details, the teachers should vary reading activities flexibly and appropriately. Some activities that the students prefer should also be applied more often such as using games, visual aids…. Besides, the teachers should be awaysalways friendly, enthusiastic and helpful to their students. A sample work of different reading activities for one unit is provided in order to suggest the teachers to have a good choice of using reading activities in their lessons. Finally, it is hoped that the study will make a small contribution to better the current situation of teaching and learning at Phan Boi Chau school. VI.2. Limitations and suggestions for further study. Findings from this study were elicited from a questionnaire which is administered to the students. Information was therefore was not in-depth . These call for further research which uses other instruments like in-depth interviewing and classroom observation. 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P (1996), A course in Language Teaching, Cambridge: Cambridge University Press Williams, E (1984), Reading in the Language Classroom, New York: Macmillan Wallace M.J. (2001), Action Research for Language Teachers, London, Methuen. Zhenhui, R (2001), Matching Teaching Styles with Learning Styles in East Asian Context, The Internet TESL Journal 7, (7) (accessed September 2003) APPENDIX 1: SURVEY QUESTIONNAIRE PHIẾU ĐIỀU TRA NGHIÊN CỨU ----------------------------@&?---------------------------- Bảng câu hỏi dưới đây nhằm phục vụ đề tài nghiên cứu mức độ hài lòng của học sinh lớp 11 không chuyên Anh đối với giờ đọc hiểu tại trường THPT chuyên Phan Bội Châu. Các câu trả lời mà các em cung cấp rất quan trọng đối với công trình nghiên cứu này. Các dữ liệu điều tra chỉ sử dụng cho việc nghiên cứu, không vì mục đích nào khác. Hãy tích ( v ) vào những câu trả lời: Các hoạt động của giáo viên trong giờ đọc hiểu là ………… đối với em A. Rất quan trọng B. Quan trọng C. Không quan trọng lắm D. Không quan trọng tí nào Cái nào trong số những yếu tố sau có ảnh hưởng đến sự hài lòng của em khi học giờ đọc hiểu? A. Bài đọc B. Hoạt động đọc hiểu không phù hợp C. Bài tập khó D. Yếu tố khác:…………………………………… Giáo viên có thường xuyên sử dụng các hoạt động sau không? TT Hoạt động Luôn luôn Thỉnh thoảng Hiếm khi Không bao giờ 1. Nêu câu hỏi trước khi vào bài đọc 2. Cho học sinh thảo luận trước khi đọc 3. Dạy trước từ mới và cấu trúc trong bài đọc trước khi đọc 4. Giới thiệu đơn giản và ngắn gọn về bài đọc trước khi đọc 5. Cho học sinh làm các bài tập trong một khoảng thời gian cố định 6. Sử dụng trò chơi 7. Sử dụng các giáo cụ trực quan (tranh ảnh, âm nhạc….) 8. Phản hồi học sinh thường xuyên và phù hợp 9. Cho học sinh viết bài tóm tắt sau khi đọc 10. Cho học sinh thảo luận sau khi đọc 11. Áp dụng chính sách thưởng, phạt rõ ràng (VD: cho điểm tốt….) Trong các hoạt động dưới đây, những hoạt động nào có ảnh hưởng đến sự hài lòng của em đối với giờ học đọc hiểu nhất? TT Hoạt động 1. Nêu câu hỏi trước khi vào bài đọc 2. Cho học sinh thảo luận trước khi đọc 3. Dạy trước từ mới và cấu trúc trong bài đọc trước khi đọc 4. Giới thiệu đơn giản và ngắn gọn về bài đọc trước khi đọc 5. Cho học sinh làm các bài tập trong một khoảng thời gian cố định 6. Sử dụng trò chơi 7. Sử dụng các giáo cụ trực quan (tranh ảnh, âm nhạc….) 8. Phản hồi học sinh thường xuyên và phù hợp 9. Cho học sinh viết bài tóm tắt sau khi đọc 10. Cho học sinh thảo luận sau khi đọc 11. Áp dụng chính sách thưởng, phạt rõ ràng (VD: cho điểm tốt….) Em có thích các hoạt động đó không, Thích như thế nào? TT Hoạt động Rất ghét Bình thường Không có ý kiến gì Không thích lắm Rất thích 1. Nêu câu hỏi trước khi vào bài đọc 2. Cho học sinh thảo luận trước khi đọc 3. Dạy trước từ mới và cấu trúc trong bài đọc trước khi đọc 4. Giới thiệu đơn giản và ngắn gọn về bài đọc trước khi đọc 5. Cho học sinh làm các bài tập trong một khoảng thời gian cố định 6. Sử dụng trò chơi 7. Sử dụng các giáo cụ trực quan (tranh ảnh, âm nhạc….) 8. Phản hồi học sinh thường xuyên và phù hợp 9. Cho học sinh viết bài tóm tắt sau khi đọc 10. Cho học sinh thảo luận sau khi đọc 11. Áp dụng chính sách thưởng, phạt rõ ràng (VD: cho điểm tốt….) Em hãy cho biết những gì em hài long và không hài long với cách dạy đọc hiểu của giáo viên? - Những điều em hài lòng:……………………………...…………………………………… ……………………………………………………………………………………………… - Những điều em không hài lòng: …………………………………………………………… ……………………………………………………………………………………………… APPENDIX 2: OBSERVATIONAL PROTOCOLS Observational protocol 1 (Unit 4: Volunteer work) Class: 11A1. Date : 29th October 2007 T’s activities Ss’ attitudes towards T’s activities I. Pre-reading - T shows Ss some pictures about some volunteer work and asks Ss what the people in the pictures are doing (about 4 pictures) to elicit the topic of the lesson - Most Ss are eager to participate in this activity - Pre-teaching vocabulary + T chooses some important new works and phrases in the text to teach Ss. She uses some pictures, explanation and gives some situation to illustrate the new words Eg: handicapped (a) (picture) à T shows a picture of the handicapped voluntary (a) (situation) à T asks Ss to fill in the gap with one suitable word In her spare time, she does the work without being paid for it In her spare time, she does … work - Ss are very willing to look at the pictures to see what is in them and make predictions - Checking + T hangs a chart on the board and ask Ss to fill in the gaps with new words individually II. While-reading - Activity 1: Multiple-choice (task 2) T asks Ss to work in pairs to choose the best answer for each sentence. Then, she calls some Ss to give the answer and gives feedback. Most of the Ss are not interested in doing this task but when receiving some feedback from the teacher, they feel more excited to continue the lesson. - Activity 2: Answer the questions (Task 3) + T has Ss work in groups of four or five and call one representative of each group to write the answers on the board. The group which has correct answers and finishes first will be the winner Ss are very willing to share the ideas with their friends and get much involved in the competition among groups III. Post-reading: Discussion - T let Ss work in groups of four or five to discuss some extra questions (what kind of volunteer work do you usually do at school?/ What do you usually do in each kind of volunteer work? Most of the students are not eager to participate in the discussion because these questions are beyond their knowledge and experience. Observational protocol 2 (Unit 9: The post office) Unit 9: The post office Class: 11A4. Date : 13th February 2008 T’s activities Ss’ attitudes towards T’s activities I. Pre-reading - T asks Ss to brainstorm the services that the post office offers: The services of the post office Making phone call Sending letters, flowers.. Distributing newspaper The services of the post office Transferring money - Ss are willing to find as many services as possible - Pre-teaching vocabulary T shows some pictures about the services that a post office provides and asks Ss if they can call the name of these services or not. From that, T presents the new words. - Ss show their eagerness to look at the pictures and predict the names II. While-reading - Activity 1: Multiple-choice (task 2) Before asking Ss to work in pairs to do this task, the teacher gives some detailed instructions about the way to solve this kind of task. - Due to the teacher’s careful instruction, Ss find it easier to do this task. - Activity 2: Questions and Answers + T organizes a game (Lucky numbers) for the Ss to answer the questions in this task Almost all the students show their willingness to join the game III. Post-reading: - T asks Ss to work in pairs to ask and answer about the services of Thanh Ba post office without looking at the textbook. - T provide the Ss with some cues by asking them some questions about the text -Ss are very fond of this activity. All of them try to remember the content of the reading text. Observational protocol 3 (Unit 11: Sources of energy) Unit 11: Sources of energy Class: 11A5. Date : 20th February 2008 T’s activities Ss’ attitudes towards T’s activities I. Pre-reading - T has Ss work in groups to look at the pictures in the textbook and to discuss the following questions: + What source of energy does each picture refer to? + Can you list some other sources of energy? + What do you need energy for? - Most of the students work hard to join the discussion. They look very excitedly. - T reads the passage and asks Ss to find out new words and structures. T uses explanation, definition and translation to illustrate the new words. Then she asks Ss to make sentences with new structures. For some difficult and vague sentences, she asks Ss to translate in to Vietnamese - Listening to the teacher’s explanation carefully. They are very eager to find new works and structures and translate the text - Checking the vocabulary (Task 1) T hangs a poster on the board and then asks Ss to go to the board to stick suitable posters (on which she has written the new words) to the sentences - Most Ss show their willingness to do the matching II. While-reading - Activity 1: Scanning (task 2) + T divides the class into 4 big groups and gives each groups a poster and a pen. + T asks Ss to scan the passage and write down the main points (advantages and disadvantages) in the table on the poster. After that, she ask Ss to go to the board and stick the poster there. The group that has correct answers and works the quickest will be the winner. T gives them some marks - Most students show their interest in the activity. In groups, they try to scan the passage and write down the main points as quick as possible. - The students given good marks are very happy meanwhile their friends reveal some regret because they miss the chance to get good marks - Activity 2: Questions and Answers (Task 2) + T asks Ss to work in pairs to ask and answer the questions in Task 2 - Start working in pairs immediately. After reading the passage again, they are willing to find the answers to the questions. III. Post-reading: - T hangs the summary of the reading passage on the board (2 posters) - T asks Ss to choose 4 students from each group and then asks these 4 students take turn to fill in the blank of the summary with the word given - All the selected students get activity involved in this activity. They are very interested. Their friends encourage them enthusiasticly. The atmosphere of the class is very exciting. Observational protocol 4 (Unit 12: Asian Games) Unit 12: Asian Games Class: 11C2. Date : 8th March 2008 T’s activities Ss’ attitudes towards T’s activities I. Pre-reading - T divides the class into 2 groups and asked them to take turn to guess the letter of the following work - - - - - - - - - - - Key: A S I A N G A M E S - Ss are eager to predict the letters. - T asks Ss to predict what are they going to read about the Asian Games - Most Ss are very fond of guessing what they are going to read. They show their eagerness and curiosity about their prediction. - T pre-teaches some new words by using pictures, making questions for Ss to guess, doing some actions or even some translation. - Students find these words interesting and they are eager to know. Some are very happy to look at the teacher’s actions. - T checks the students’ understanding the new words by asking them to do the gap, fill in Task 1 - Most students are motivated to continue the lesson II. While-reading - Activity 1: T organizes a game ( the Magic hat) for students to do task 2. The group which gains more points will be the winner - Almost all the students show their interest in this activity. - Activity 2: T lets Ss work in pairs to do Task 3 in about 7 minutes - The students are put under pressure get doing the task so that they do not like this activity very much. Some of them haven’t finished yet III. Post-reading: - T divides the class into teams. They take turn to name the sports in which Vietnamese athletes participate at the Asian Games. The team that can list more sports is the winner. - Most Ss are very willing to name the sports because they are working in a competitive atmosphere. - After the game, T asks Ss which sports Vietnamese athletes won gold medals. ...................................