Së gi¸o dôc vµ ®µo t¹o h−ng yªn
tr−êng trung häc phæ th«ng mü hµo
S¸ng kiÕn kinh nghiÖm
Sö dông t− liÖu trªn Internet ®Ó n©ng cao
kh¶ n¨ng ®äc hiÓu cña häc sinh
Teaching experience
Improving reading comprehension
by using Internet-based reading materials
Hä vµ tªn: NguyÔn ThÞ Hång Thuý
Chøc vô: Phã HiÖu tr−ëng – Gi¸o viªn tiÕng Anh
§¬n vÞ c«ng t¸c: tr−êng THPT Mü Hµo
Mü Hµo, th¸ng 5 n¨m 2010
1
Table Of Contents
PART 1: INTRODUCTION ........................................................................... 2
1.1 Rationale …………………………………………………….…………...3
1.2 Aim and objectives of the study ………………………….……………... 5
1.3 Scope of the study ……………………………………….……………… 5
1.4 Schedule ……………………………………………………….………... 5
1.5 Method of the study …………………………………………….………. 6
1.6 Time of fulfillment …………………………………….…….………….. 6
PART 2: DEVELOPMENT ……………………...…………………………..7
2.1 LITERATURE REVIEW ………………………………………………...7
2.1.1 Definitions of reading ………………………………………………….7
2.1.2 Internet-based reading materials ……………………………………….8
2.2. THE STUDY …………………………………………………………..14
2.2.1 The contexts of the study …………………………………...………...14
2.2.2 Data gathering and analysis ………………………………………......15
PART 3: CONCLUSION …………………………………………………..17
3.1 Pedagogical implications …………………………...…………………..17
3.2 Conclusion …………………………..…………………………………..17
REFERENCE ……………………………………………………………….18
2
PART 1: INTRODUCTION
1.1 Rationale
Of the four language skills, reading seems to be the most important one
because in the learning process, it helps students develop other skills and provides
knowledge on the target language. Educational researchers have found that “there
is a strong correlation between reading and academic success”. In other words, a
student who is a good reader is more likely to do well in school and pass exams
than a student who is a weak reader.
Moreover, reading is very necessary for daily life. Reading can help us to
achieve some clear aims. For example, we read a road sign so that we know
where to go. We read the instructions on a ticket machine because we need to
know what to do next.
Being aware of the importance of learning reading, authors of new English
10 have choosen interesting topics for reading lessons with the aim to promote
students in reading and improve their reading comprehension. However some of
them are not familiar with students genre and reading in the text book only is not
enough
to enhance students interest in reading and reading comprehension.
Successful reading depends on the interaction of reading stratergies for
processing the text, background knowledge and linguistic competence. Thus
besides the reading texts in the textbooks students need to read more outside the
classroom to enrich their vocabulary as well as their background knowledge. That
means students must read extensively.
In the last ten years educational circles have witnessed a dramatic shift from
seeing the computer as an adjunct or source of supplementary educational
3
material to treating it as a platform where effective teaching and learning can
be
promoted. Computer
assisted
teaching
and
learning
have
become
increasingly indispensable components of mainstream education. This is
particularly true for language teaching and learning. With the recent advances
in the computer technology, especially in terms of the Internet, authentic target
language is no more than a click away. The Internet offers large amounts of
authentic language in many languages. The Internet provides opportunities
to obtain instant and more interactive feedback compared to traditional
media such as textbooks, audio cassettes, etc. and an environment where
autonomous self-study language learning can be realized much more efficiently
and effectively. Rich multimedia components, low-anxiety, student-centered
learning environments, interest-driven materials are other assets the Internet
provides. At least in the areas of reading comprehension, preliminary studies
indicate that web-based activities may be probably beneficial. Considering this
wide spectrum of benefits of online language learning, we can claim that
online activities will pave the way for better learning gains for reading.
In fact, in Vietnamese high schools, teaching and learning reading are
mostly based on textbooks. Therefore, the sutents don’t seem to be interested in
reading lessons. Many of them find reading difficult and boring and even some
are afraid of reading. After reading a text, they don’t understand much about its
content or they misunderstand the author’s ideas.
As a high school teacher, I think that something has to be done about raising
students’ interest in reading and helping them comprehend the texts better. When
seeking for materials to design the lessons, I realise that internet is a useful source
of information for high school students to increase their background knowledge.
4
Here, I want to share ideas about the dificulties that the students in High schools
in general, in my school in particular encounter in reading lessons, how internetbased reading materials are useful in improving high school students’ reading
comprehension skills and how to organize internet-based reading activities
effectively. I will present three types of internet-based reading activities that can
help improve high school students’ reading comprehension skills.
1.2 Aim and objectives of the study
This study aims at improving the quality of teaching/learning English
reading as second language in the upper secondary education for Vietnamese
students by using internet-based materials.
To achieve this aim, the study sets out to obtain the three following specific
objectives:
1. To investigate the situation of learning reading with internet-based
materials among high school students in My Hao high school.
2. To find out how effective are internet-based materials in improving high
students’ reading comprehension.
2. To offer recommendations for the application of internet-based materials
to improve the students’ reading comprehension.
1.3 Scope of the study
Internet-based reading materials play more and more important part in
raising the effectiveness of teaching and learning foreign languages in general,
English in particular. This study focuses on the role of Internet-based reading
materials in helping improve reading comprehension skills for students in My
5
Hao High school and offers some suggestions for the intergration of internetbased materials in high school teaching and learning curricular in Vietnam.
1.4 Schedule
To achieve the given aim, this study is intended to be fulfilled in 4 months,
from February to May, 2010:
February, 2010: making schedule, preparing detailed research proposal,
seeking for concerning materials.
March, April: Collecting data, analyzing and processing data, drawing
conclusions.
May: Writing research
1.5 Method of the study
With the aim of finding out the role of Internet-based reading materials in
helping improve reading comprehension skills for students in high school, a
survey approach is adopted for this study. Participants will be 43 students of class
11A12 of My Hao high school. First, interviews will be conducted on a group of
20 grade 11A12 students. These students will be randomly selected among the
students of class 11A12. All the interviews will be audio-taped and fully
transcribed. Data will be analyzed qualitatively to identify the situation of
learning reading, the difficulties they encounter in the reading lessons. Then all
43 students will be guided to use internet-based reading materials for a month.
Questionnaires will be conducted after that to find out if internet-based materials
help improve reading comprehension skills.
1.6 Time of fulfillment: By May 20th, 2010
6
PART 2: DEVELOPMENT
2.1 LITERATURE REVIEW
2.1.1 Definitions of reading
2.1.1.1 What is reading ?
Reading is a huge topic. It is a receptive skill. Reading can be defined as
a process, which involves a reader, a text and a resultant interaction
between the two. Reading is the process of constructing meaning from written
texts. It is a complex skill requiring coordination of a number of interrelated
sources of information.
Reading is a holistic act. Success of reading comes from practice over long
periods of time. And also, there may be more than one interpretation of a text.
The interpretation depends on the background of the reader, the purpose for
reading, and the context in which the reading occurs.
2.1.1.2 Extensive reading
So many studies have been conducted to find out ways to improve reading
effectiveness. Recently, there have been a lot of reseaches about the effect of
extensive reading in improving students’ reading comprehension. Research
suggests that one of the best ways to help students increase their language
proficiency is to encourage them to read extensively. Krashen (1993), as a result
of an examination of research on in-school reading and "out of school" selfreported free voluntary reading conducted in many different countries, concludes
that free voluntary reading or sustained independent reading results in better
reading comprehension, writing style, vocabulary, spelling, and grammatical
development. The students who reported reading more English books experienced
7
significantly greater improvement in reading ability and vocabulary knowledge
than those who reported reading less. The students also reported that the extensive
reading program helped them to improve their English. Extensive reading is
believed to be not only more pleasurable, but also more beneficial for language
acquisition than instruction in grammar. Colin Davis suggested that any
classroom will be the poorer for the lack of an extensive reading programme and
will be “ unable to promote its students’ language developement in all aspects as
effectively as if such a programme were present”, he also claimed that such a
programme will make students more possitive about reading, improve their
overall comprehension skills, and give them a wider passive and active
vocabulary. Strong (1996) also stated that “extensive reading of literature can
encourage students to develope possitive attitudes toward reading”.
2.1.2 Internet-based reading materials
2.1.2.1 Reasons for choosing Internet-based materials for extensive reading
Materials for extensive reading are available everywhere. But internet-based
materials seem to be the most suitable for high school students. There are several
reasons for choosing Internet-based materials. First of all, in recent years, the
use of the World Wide Web (WWW) as a resource for language learning
materials has gained increasing popularity among language teachers and learners.
The Internet can now be used for supplementing and reinforcing what we do
in the classroom as well as providing rich opportunities whereby students can
start learning languages on their own. Moreover,
students
generally
have
positive feelings about learning languages via the Internet. I have interviewed
some of my students about their attitudes towards learning English through
websites. Despite some difficulties encountered, they found that students had
an overall positive attitude to using websites in their learning of English.
8
Secondly,
the
Internet
facilitates
individualization
of
instruction
and
introduces a more interesting platform to learn by incorporating multimedia
into the process. Thirdly, it enhances the accessibility of information,
language materials in this case, as well as offering various ways to connect with
the target speech community. Unlike traditional textbook-based teaching,
language material on the Internet can be updated periodically. Recent literature
on methodological and pedagogical considerations requires language learners
to become active participants in the process rather than passive recipients of
information. In this age of information explosion, language learners are
encouraged to be explorers and creators of language, and assessors of their own
linguistic progress. Two other important aspects are the issues of learner
autonomy and motivation. Learner-oriented online language teaching materials
demand that the individual background of learners, their needs, and
learning styles are accommodated. In other words, learner-directed language
instruction provides learners with the control of choosing material, sequencing it,
as well as deciding on the pace of delivery. Communicative language teaching
and learner autonomy have become increasingly important for language teachers
in the last few decades. Students are no longer expected memorize lists of
grammar rules and vocabulary items but to understand and convey meaning
with an adequate knowledge of the form, use, and appropriacy of the language.
They do not need to be spoon-fed all the time. Mistakes are natural in the
language acquisition process and learners are encouraged to be willing to
learn and to take responsibility for their own progress. Finally, students at this
age are curious and they like reading something new, atractive and linked with
modern technology. Internet-based materials are plentiful with various topics.
2.1.2.2 Internet-based reading materials improve reading comprehension
9
Thanks to the ever expanding flexibility and versatility of IT in
performing many jobs, most of the language teaching authorities support using it
in facilitating teaching in general, teaching English in particular. With recent
advancements in software technology, multimedia computing and extensive
use of the Internet, computers have become so widespread in schools.
Internet technology is a medium of global communication and a source of
limitless authentic materials. With the emergence of the Internet technology, email, list-serves, streaming audio-video, chat rooms, audio-video and message
boards, language learners now have more chances to improve their language
competence. Easier access in terms of distance and time considerations, selfpaced
language
study,
low
affective
filter,
increased
motivation,
opportunities to access and use authentic language, and hence enhanced learner
autonomy are among the advantages of using the web in language teaching and
learning. Internet-based reading provides language learners with a much better
opportunity for initiative in language learning, enhancement of learning
strategies. Engagement in meaningful authentic exercises promotes enthusiasm
and motivation on the part of the learners. Internet-based reading helps create
relaxed (in terms of learner anxiety) environments.
Internet-based reading
establishes a basis for reflecting on the experience of language learning, selfcorrecting, self-evaluating, and searching for information on any linguistic
and/or socio-cultural aspect learners might want to learn more about right on
the spot, something that cannot be realized easily in traditional type of media.
The Internet as a resource can enrich and expand language instruction. The
teachers can integrate the Internet into a language curriculum. The most
compelling reason is definitely the convenience in accessing and obtaining an
endless supply of authentic materials in target languages. The WWW has brought
the world to the fingertips of each learner. Applying the WWW to foreign
10
language teaching also provides the opportunity to meet the Standards in several
ways.
2.1.2.3 Types to internet-based reading
Here are three different types to internet-based reading, which can help
students improve their reading comprehension skills using the materials from the
Internet.
a. Teacher-determined lessons
The reading activities and materials of this type are comparable to the
computer as an online electronic workbook. The teacher prescreens and selects
reading
materials
or
cultural
readings
from
Internet-based,
designs
comprehension activities, and makes them available through his/her Web page.
By pre-selecting and preparing the readings, the instructor tailors the contents and
tasks to the students' proficiency level. The tasks are designed to support the
reader's comprehension process focusing on textual, linguistic and cultural
features. Reading is a silent process that is best done individually. The learners
get to explore authentic reading materials outside of class at their own pace. This
frees up classroom time that can be spent more effectively getting students
involved in communicative language learning activities. Furthermore, depending
on the instructional program design, students' answers may be forwarded to the
instructor. Students' responses to reading tasks are limited by the capacity of the
teachers’ packages. Tasks can be true/false, matching, or multi-choice answers, or
short answers. To create such activities, skills and expertise in language
pedagogy, instructional design, and some programming are required. The latter
may include experience with HTML editors, HTML or Internet-based authoring
packages such as Half-Baked Software, or WebCT. Other technological skills
such as the use of scanners and graphic programs are recommended.
11
b. Teacher-facilitated lessons
Internet-based reading activities that have gained most wide-spread attention
and popularity among language teachers and students are those in which the
instructor provides a set of learning tasks that engage the learners in exploring
reading materials in their authentic environments. The instructor determines a
particular topic and set of goals for his lesson, such exploring English wedding,
American education. The teacher prescreens and selects a set of sites to ensure its
contents are appropriate for their pedagogical goals. Through a particular task
design, the instructor facilitates the students' reading process and guides the
learners to explore a variety of pre-selected resources, thus providing a clear goal
to be accomplished by the students. Furthermore, the tasks should be designed so
that they are not so broad that students wander aimlessly through the material yet
open enough to provide multiple paths, outcomes, and interpretations, which can
form the basis for classroom interaction. In this way, the teacher controls the
navigational scope and the number and kind of Internet sites that the students
access. Despite the restriction, the learner has some autonomy as the tasks
provide the learner a choice in the sites he or she accesses and explores. Task
types usually include comparisons, gathering factual information, descriptions,
and short summaries. The outcome of the student assignments is clearly defined,
but open-ended. The teacher's role can best be described as a guide and facilitator.
The students follow the teacher's lead but get to explore the contents themselves.
Teachers should list the most popular search engines such as Google, Yahoo ....
c. Learner-determined lessons
12
Learner-determined lessons follow an approach to integrating Internet-based
resources that is entirely learner-centered. The learners determine the topics,
reading materials, and the way they go about exploring the readings themselves.
They decide on the process and the product, formulate the goals, identify Internetbased resources, and make a decision on how the outcomes should be evaluated.
In this way, the students take on the roles of self-directed and autonomous
learners, and take full charge and responsibility for their outcomes. The teacher
only gets involved in the role of a facilitator offering support and guidance
throughout the process as much as necessary. Types of assessment may include
teacher-, self-, or group-assessment. Assessment of learner outcomes may be
teacher-directed or student-determined. Examples are short writing assignments,
essays, or mini-projects or presentations that show the students' analytical and
interpretative skills of cultural readings and texts. The technological skills
required to implement this approach are minimal. If the teacher is to provide
guidance to his/her students on searching the Internet, then knowledge about Web
browsers, search engines and their effective use are indispensable.
There is no doubt, the vast amount of authentic resources on the Internet
provides learners an opportunity to improve their reading skills. Yet, to make the
integration of WWW-based activities a successful learning experience, it requires
effective organization and presentation of that information.
2.1.2.4 Considerations in using Internet-based materials
As pointed out above, there are numerous convincing arguments in favor of
integrating Internet-based materials into a foreign language curriculum. At the
13
same time, several arguments can be made that ask for a more cautious approach
when using the Internet. The Internet is not an ideal way of delivering instruction,
and there are numerous challenges to overcome. First, there are still many
limitations on interactivity and bandwidth. Second, the hyper-linked structure and
presentation of information on the Internet may easily cause students to get lost.
Third, we have no control over the quality and accuracy of the contents of the
information. In other words, the use of the Internet resources completely depends
on reader judgment, which presupposes solid language proficiency and critical
reading skills. Fourth, little theoretical and empirical research actually exists that
demonstrates how to make use of Internet-based materials or how to design tasks
that allow the learners to explore these materials and yield expected learning
outcomes. In the same vein, little is known about students' attitudes towards the
integration of Web-based readings in the foreign language curriculum.
2.2. THE STUDY
2.2.1 The contexts of the study
2.2.1.1 The students, their learning conditions
The subjects of this study are the students of class 11A12. It is a selected
class. It has 43 students (36 females and 7 males). The students are interested in
learning English. All of them desired to enter a foreign language college after
they finish school. They have been learning English for 6 years. Generally, they
are at the same proficiency level. However, during the years in lower secondary
schools, the main method that their teachers often used to teach them is the
Grammar-translation one. Furthermore, they were not provided with modern
14
facilities that are necessary for their learning such as cassettes ….Therefore, the
students are not very active in class.
2.2.1.2 Setting
My Hao High school was founded in 1961. it is located in My Hao district,
a highly developed industrial area. It has got good teaching and learning
traditions. It is considered one of the best high schools in Hung Yen province.
Especially, having upgraded to a national standardized high school, in recent
years the school management board has considered the application of IT in not
only managing but also in teaching and learning to make real innovation on its
way to develop. The school has a local network with nearly 100 computers
granted to learning activities. The computers are connected to the LAN, providing
access to the Intranet and Internet. 25 computers of these are installed with
software called Magic Class, which supports teaching and learning English. Many
other softwares are installed to help the teachers prepare E-lessons more easily.
Online lessons are useful sources that help motivate students in learning English.
2.2.2 Data gathering and analysis
2.2.2.1 Interviews
The interview data showed that 70% of the students are not interested in
reading lessons. The main reasons why students are not interested in reading
lessons are their lack of background knowledge as well as vocabulary about the
topics they are reading. Some topics are unfamiliar, some others are boring so the
students find it difficult to understand them. Some students say that there are texts
that they have read several times without understand anything. Moreover, time for
reading lesson at high school is limited. There are 3 English classes every week.
In five or six classes, there is only one for reading, it means that there is not much
15
time for reading. In extra classes at school the teachers tend to pay more attention
to grammar exercises. The students have opportunities to practise vocabulary but
in separated sentences, not in reading texts. Because teaching reading is time
consuming, the teachers often neglect it. Large class size adds to the difficulties
the students encounter in the reading lessons. Another important reason is their
lack of motivation. ‘Practice makes perfect’, that is the reason why teachers have
to find ways to enhance students to read more so that they can improve their
reading ability.
2.2.2.2 Questionnaire
The questionnaire data showed that internet-based reading materials to
some extent can improve reading comprehension skills. Having observed the
students during the experimental time, I found that the students maintained a high
level of interests in reading electronic texts. The new learning environment
motivated them and encouraged them to read. More than half of the students
indicated that learning reading on the internet was really enjoyable. For them, it
was much better than reading paper texts. Approximately two thirds of the
students thought internet-based reading materials can promote their autonomy in
learning. Electronic material can be made in a way that students are exposed to
important lexical, grammatical and cultural information multiple times. Students
can access to internet-based material at any time and in any location. 25 0f 43
students said that they could learn and remember new words better and more
easily. However, one third of the students had difficulties in using internet. Some
were not skillful in using softwares, some couldn’t find suitable texts, therefore,
they wasted a lot of time. They suggested that internet-based materials be
downloaded and copied for them.
16
PART 3: CONCLUSION
3.1 Pedagogical implications
The study indicates that computer-based material can lead to improve
reading comprehension. Teachers and curriculum designers need to consider the
role of internet-based reading material in the development of My Hao high school
students’ reading comprehension in particular and the English proficiency in
general. The government and education administrators should provide high
schools with more modern facilities so that students can access to internet more
easily.
3.2 Conclusion
Above are some of my experiences in using internet-based materials for
extensive reading that can help students in high schools improve their reading
comprehension. I have presented three different types of lessons that engage
students in developing reading skills by exploring authentic Internet-based
materials. None of these is absolute, but to some extent, they can help teachers
and students gain their teaching and learning goals.
Once again, in light of the literature, we can argue that internet-based
reading materials with built-in dictionaries and audio/visual aids and the
integration of the opportunities the Internet offers, such as the links to
interesting sites, further supplementary material on socio-cultural issues of
the target speech community, pave the way for greater gains in reading
comprehension, vocabulary acquisition, etc.
17
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language curriculum: From teacher- to student-centered approaches.
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