A CASE STUDY INTO READING COMPREHENSION STRATEGIES OF FOURTH YEAR FAST-TRACK STUDENTS AT FELTE, ULIS-VNU
The change in language teaching from teacher-centeredness to learnercenteredness in language classroom has resulted in empirical research on the good language learners, among which is the investigation into learners‟ strategy. In Vietnamese, learners‟ chief exposure to English language is through...
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| Format: | Final Year Project |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/100913 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | The change in language teaching from teacher-centeredness to learnercenteredness in language classroom has resulted in empirical research on the good
language learners, among which is the investigation into learners‟ strategy. In
Vietnamese, learners‟ chief exposure to English language is through reading, which
reinforces the necessity of becoming proficient readers if they want to be a good
language learner. Therefore, this research aims to explore students‟ reading
comprehension strategies and find out the differences in strategy use by successful and
less successful readers. Two cases from the fast-track division at FELTE, ULIS-VNU
were selected for in-depth investigation. The two main instruments of data collection
were think-aloud protocols and documents with the former as the main instrument.
Triangulation was made between these two types of data while qualitative analysis
method was employed to reach the most valid and reliable conclusions. This research
yielded significant findings to proposed research questions. The successful reader took
an interactive approach to the text while the counterpart approached it mostly from
bottom-up. The successful reader was found to employ higher frequency of both
metacognitive and cognitive strategy than the less one. More notably, active
combination of cognitive strategies and interactive relationship between metacognitive
and cognitive strategies were seen almost all the time in the successful reader while
absent the less one. Based on these findings, implications were made for the reading
classroom and language assessment. “Modeling what good readers do” and thinkaloud protocols as alternative assessment in reading class are the two significant
implications of this research |
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