A study on demotivating factors in reading lessons of the 10th form students at High School for Gifted Students, Hanoi National University of Education = Nghiên cứu về những yếu tố gây mất hứng thú trong giờ đọc hiểu của học sinh lớp 10 tại trường THPT Chuyên–Đại Học Sư Phạm Hà Nội
Reading has long been considered as a fundamental skill by many second language learners. Reading itself, however, causes students a lot of difficulties to acquire. This study was conducted to investigate demotivating factors in English reading lessons of the 10th form students at High School for...
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| Format: | Theses and Dissertations |
| Language: | English |
| Published: |
ĐHNN
2017
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| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/41014 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | Reading has long been considered as a fundamental skill by many second language learners. Reading itself, however, causes students a lot of difficulties to acquire. This study was conducted to investigate demotivating factors in English reading lessons of the 10th form students at High School for Gifted Students, Hanoi National University of Education. To meet the objectives of the study, two different groups of participants are taken into investigation, 109 students of three classes including 10 Math1, 10 Physics and 10 Chemistry and 6 teachers of English. This study was carried out in the form of survey research. The main instruments employed for data collection were questionnaires and interviews. Specifically, two sets of questionnaires were designed, one for the students and the other forsixteachers. Furthermore, to get the validity of the collected data from questionnaires, interviews were conducted among 10 randomly selected students who have already done the survey questionnaires. The data were then analyzed both quantitatively and qualitatively. The results show that the out-of-date content of reading texts in the current textbook “Tieng Anh 10”was the most dominant demotivating factors. In addition, teachers‟ boring teaching methods, students‟ inadequate vocabulary knowledge and boring classroom activities should be taken into account. Based on the findings, feasible solutions are provided to mitigate students‟ demotivation in reading lessons. Hopefully, this study is of great help to better teaching and learning reading comprehension at High School for Gifted Students, Hanoi National University of Education |
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