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THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
READING PERFORMANCE AND READING INTERESTS OF
COLLEDGE FRESHMEN OF THAI NGUYEN UNIVERSITY: BASIS
FOR DEVELOPING COLLEGE SUPPLEMENTARY INTERGRATIVE
READING MATERIALS
A Dissertation
Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Ma
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jor in English
By:
DINH THI HUONG (LILAC)
December, 2014
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TABLE OF CONTENTS
Page
TABLE OF CONTENTS...........................................................................i
LIST OF TABLES ..................................................................................iii
LIST OF FIGURES..................................................................................v
CHAPTER
I. THE PROBLEM.........................................................................1
Introduction................................................................1
Statement of the Problem..........................................7
Scope, Limitations and Delimitations of the Study ....9
Significance of the Study...........................................9
II. REVIEW OF LITERATURE...................................................13
Conceptual Literature ..............................................13
Research Literature.................................................49
Synthesis.................................................................78
Theoretical Framework............................................83
Conceptual Framework ...................................................86
Hypothesis...............................................................88
Definition of Terms ..................................................88
III. RESEARCH METHOD AND PROCEDURE .........................90
Research Design.....................................................90
Subjects of the Study ..............................................93
Data Gathering Instrument ......................................95
Data Gathering Procedure ......................................97
Statistical Treatment of Data ...................................98
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA...................................................................................99
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V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..132
Summary ...............................................................132
Findings.................................................................134
Conclusions...........................................................137
Recommendations ................................................138
BIBLIOGRAPHY.................................................................................140
APPENDIX ..........................................................................................148
CURRICULUM VITAE ........................................................................177
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LIST OF TABLES
Table Title Page
1. Distribution of Participants...........................................................93
2. Percentage Distribution of the Students’ Demographic
Profile in Terms of Gender ..........................................................99
3. Percentage Distribution of the Students’ Demographic
Profile in Terms of Type of High School Graduated from .........100
4. Percentage Distribution of the Students’ Demographic
Profile in Terms of Living Accomodation...................................101
5. Percentage Distribution of the Students’ Demographic
Profile in Terms of Monthly Family Income ...............................101
6. Percentage Distribution of the Students’ Demographic
Profile in Terms of Educational Attainment of Parents..............102
7. Level of the Students’ Reading Performance in English...........104
8. Relationship Between Demographic Profile and Reading
Performance of the Students’ ....................................................106
9. Reading Interests of Freshmen Students with Regards to
Music .........................................................................................108
10. Reading Interests of Freshmen Students with Regards to
Food and Health........................................................................112
11. Reading Interests of Freshman Students with ..........................114
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12. Regards to Sports and Games..................................................114
13. Reading Interests of Freshmen Students with Regards to
Science......................................................................................116
14. Relationship Between the Reading Performance of the
Students’ and Reading Interests of Freshmen Students...........118
15. Proposed Supplemental Reading Materials..............................120
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LIST OF FIGURES
Figure Title Page
1. The Conceptual Model of the Study Using the
Input-Process-Output Approach..90
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CHAPTER I
THE PROBLEM
Introduction
The importance of education could hardly be denied by every one
for it is not the quality alone that most educators are after, but most of
all, an effective English language teaching instruction especially in non-
native English speaking countries like Vietnam. This world is now in
global competition where teaching college English emphasizes not only
theory but more on practice in order to compete communicatively with
other countries. It is now the concern of English teachers to apply
language learning into useful, meaningful and worthwhile classroom
engagements and create career advantage in life.
As English is the language of academic instruction, the success
of students depend on their communication ability which is anchored on
their listening, speaking, reading and writing skills in English. But recent
studies show that the performance of the college students have fallen
short of the standard output expected while there is an increasing
complaint of the college professors that most college students are
disabled readers. Most of the college students are no longer fluent in
speaking, reading, and writing the English language.
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With the advent of new technology, students nowadays spend
more of their free time enjoying with their gadgets, mostly for games
rather than with their reading materials. No matter how hard educators
push the campaign of reading among students, most of them would
prefer not to participate
One of the most important skills being taught to students today is
reading. This is the foundation for which the individual builds new skills,
expands knowledge, and drives great satisfaction. Perhaps, the most
complex process the students experience is the skill in reading. The
teacher, whether in elementary, secondary or even in college, needs to
guide the students properly in the acquisition of basic skills to be able to
read with understanding.
Development of reading skills is vital most especially for students.
Reading is a multifaceted process that develops only with practice.
There are certain aspects of reading, such as fluency and word
recognition, which can be learned in a few years. These basics must be
mastered but at the same time reading comprehension should be
emphasized in the process. Students can parrot words on a page all
day long but if they don’t have the necessary comprehension skills they
will not be able to make predictions about what will happen next,
monitor their understanding of content, sequence or characters, clarify
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confusing parts of the text, or connect what they’re reading to their own
experience or prior knowledge (Marshall, 2012).
The model of what “reading” is has changed quite dramatically
from an earlier model where reading was mainly a process of decoding
the words on the page (Mather, 2003). The current view about reading
is that it is a complex cognitive process; a bottom-up process in which
the pre-existing knowledge structure of the reader is brought to bear on
the text. Silvertain added that there are two kinds of background
knowledge. They are formal schemata, which involve knowledge of
rhetorical structures and conventions, and the content schemata which
involved knowledge of the word beyond text. In this contemporary view
of reading, the teacher’s role is to assist in developing an appreciation
schema during the reading process.
Nowadays, in Vietnam, English is considered as a basic subject.
It is being taught in most of the universities, including Thai Nguyen
University.
Reading in English is very interesting because it helps the learner
not only to study English well, but also to understand more about the
outside world. The learners will be informed the events, culture, people,
and others in foreign countries through English newspaper, magazines
or books. Reading is the key that unlocks the door in the world of
enlightenment and enjoyment. However, the input or the information
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ones gets through reading depends on his interpretations about similar
things that he reads. Each person is unique individual trying to put
meaning to an author’s message.
Learning to read is one of the most important accomplishments
that can be achieved during ones formal schooling. However, reading is
a complex process that causes students a lot of troubles.
According to reading specialists, many students do not become
good readers when they have poor reading habits and negative
attitudes toward reading. Usually they are those who have numerous
unrelated, disorganized and incomplete pieces of words floating in their
memories and more often than not, they become the disable readers
and the poorest individuals in the class.
A disabled reader is not an exemption from those who are termed
as slow learners. He is one and the same as those who experience
difficulty within the learning situation in connection with mental ability. If
this is the case, the teacher must set specific attention to the disable
readers or slow learners although it is believed that the overall
curriculum must be the same for all students. Whether each student
reads well or poorly, the teacher must be to make an analysis for each
case and the teacher should determine the learner’s points of strengths
or weaknesses before giving intelligent assistance.
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The goals of reading are to understand written text, integrate new
ideas, and generalize from what is read. Reading comprehension
depends on several interrelated skills: understanding oral language,
decoding the printed word, reading fluently, and using strategies to
increase comprehension. No matter what the student’s age is, it’s
important his skills develop in all areas because significant difficulty in
any one of them can cause a breakdown in the whole process of
reading (Baumel, 2003).
Reading is a process of extracting meaning from print. It involves
both visual, perceptual and linguistic processes. Good readers know
and understand the processes involved in reading and consciously
control them. This awareness and control of the reading processes is
called metacognition, which means “knowing about knowing”. Some
students do not know what they are reading. They continue to red even
though they do not comprehend. Poor readers tolerate such confusion
because they either don’t realize that it exists or don’t know what to do
about it. Poor reader focuses on facts whereas good readers try to
absorb details into a larger cognitive pattern.
The reading problem and comprehension of the college students
must really be given priority so that they will be able to cope up with the
demands of both academic and professional endeavors. To see better
development, the researcher decided to tap the freshman students of
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Thai Nguyen University so that in the end, a reading program will be
proposed to enhance the reading skills of freshman students.
As a college instructor in English courses, the researcher too,
have a notion that the first year college students enrolled in the different
programs of Thai Nguyen University could be the main concern of this
academic issue. Despite their having finished the secondary level, they
are still deficient in the basic communication skills especially in reading.
Hence, the problem in skill acquisition that prevails among the
first year college students has to be identified and given attention to.
The researcher really wanted to come up with a concerted effort among
English instructors of the different colleges of this university– to lessen,
if not eradicate the reading weaknesses of the students. Such effort
however, is an expectation for better quality of today’s college
graduates.
Likewise, the need for this study is really on call since it should
always be the concern of the English teachers to know the abilities,
interests, needs and characteristics of the students under his control
and at the same time discuss the weaknesses of each student in
reading as well as give the corresponding measure. As one goes up the
ladder of education, this student has to learn to read extensively in
order to improve his level of achievement. He has to develop the basic
skills in reading. The researcher wanted to emphasize the need for
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reading skills because she believes that success in reading is success
in school, thus, success in future life. It is even obvious that the ability to
read is vital to learning because access to knowledge in the various
disciplines is made possible through reading. This eventually prepares
the youth for both local and global competitiveness.
Since this should be the focus of tertiary education, a very
alarming finding proved that there is a need to refocus attention to the
reading program in the college level because reading is a primary
avenue to knowledge. To advance in knowledge, one should forever
learn more, study more, and reason more. Likewise, reading is the most
important task of learning and all the lessons and subjects in the
academe need the skills in reading. A student who has developed the
basic skills in reading loves to read well. As he goes up the ladder of
education, he has to learn to read extensively in order to improve his
level of achievement. The researcher at this point wanted to become an
instrument in developing college supplementary integrative reading
materials that will assist each individual learner to attain his reading
potential as a student.
Statement of the Problem
This study will attempt to determine the reading performance and
reading interests on of freshman students of Thai Nguyen University.
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Specifically, it seeks answers to the following questions:
1. What is the demographic profile of college freshman students of
Thai Nguyen University in term of::
1.1 gender
1.2 type of high school graduated from
1.3 living accommodation
1.4 monthly family income
1.5 educational qualification of parent?
2. What is the level of the students’ reading performance in English?
3. How does reading performance relate to the demographic profile
of the students?
4. What are the reading interests of college freshman students along
the following:
4.1 literature
4.2 science
4.3 sports and games
4.4 Music
4.5 Food and health
5. How do the profile variable relate to reading performance and
reading interest?
6. What supplementary integrative reading materials may be
prepared?
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Scope, Limitations and Delimitations of the Study
This study will focus and is limited to the reading performance of
freshman students of Thai Nguyen University.
It will also deal with the survey of reading interests of students
along literature, science, sports and games, music, food and health.
The study will be conducted in the school year 2013-2014 among 400
freshman students of TNU.
Significance of the Study
The Thai Nguyen University is a tertiary institution that is
committed and accountable for providing classroom instruction with
positive results which is being manifested in high performance level with
regards to student learning outcomes. Teachers are dedicated to the
well-being of the students and communities they serve, taking into
account their cultural diversity, group aspirations, and what is valued in
education.
With the good intention of the researcher, this study will be in a
way benefiting directly or indirectly to the following who are involved in
the educational system most especially those concerned with the
English courses or even other tool subjects where the medium of
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instruction is English .The researcher believe that this study would be
beneficial to the following.
The Students of TNU. The useful and relevant information
acquired from the study will encourage them to keep on using English
as their second language. They would even realize that learning reading
skills would enable them to easily change the printed words and
symbols into ideas or thoughts, thus, reflects on their significance,
relates with them and sees their implications. With this, becoming
grammatically competent will make the students speak English with
confidence, as well as their improved performance in language tests.
The acquired skills in reading would help the students in their active
participation in recitation, reporting and investigation projects, in
explaining mathematical solutions, and campus writing.
To add, this would challenge them harder to improve their weak
points and enhance their strong points of the reading skills.
The English Teachers. The results of this study could provide
them insights on how they will address the needs, problems and
constraints toward the concept of reading. The results could even enrich
their English syllabus design and content as well as instructional
development. They would be encouraged, too, to think of additional
creative techniques of the reading activities in their classes to improve
students’ reading skills particularly on scanning, vocabulary and study
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aids. More so, they could be able to understand better the attitudes,
interest, comprehension skills and problems of the pupils as regards
reading.
The Language Department of TNU. The findings would serve as
an indispensable basis in revitalizing and intensifying English as well as
the Reading Program. The results too, would give them ideas of
integrating a well-planned reading activities in English and
developmental Reading subjects.
School Administrators. This study would be instrumental in the
performance of the school as far as students’ development is
concerned. With an improved grammar, the school would be well
represented in inter-schools and community activities. Moreover, the
output of the study could be considered as supplementary to the
reference materials provided in the school library. This could also
encourage them to further intensify the school’s both English and
Reading Programs.
More likely, the findings would motivate the administrators to
implement a reading program that could assist English teachers to
discover students’ strengths and weaknesses in reading skills.
Parents. The program to be proposed in the study would be
easily appreciated, since the end beneficiary in any educative process
is the student. They would be proud knowing that their children are
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being developed in school in terms of language particularly reading
proficiency. As a result, they will not hesitate to extend their full support
to whatever school activities their children are involved in. In addition,
the findings will make them more aware and cooperative of the reading
program that the school implements because they are vital in the
educative process of their children.
Other Higher Education Institutions. It is also perceived that
the data collected would likely be useful for the teachers of other higher
education institutions who have limited English proficient students. The
fact that reading is a complex process, these institutions could motivate
and challenge their own organization to boost the manifold skills and
abilities needed in the successful reading act.
Syllabus Designers. This research study could make the
syllabus designers find a place for reading competencies in the course
of activities for lessons they have to make. This would give them the
realization that reading should not be taken for granted and that it needs
to be involved in their design. This would prompt them to continue
developing materials that will enrich the students’ reading competence.
The future researchers. This could provide them insights on how
to help individuals improve their reading skills deficiencies to work
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CHAPTER II
REVIEW OF LITERATURE
This chapter presents the review of conceptual and research
literatures which are related to the present study. They provide insights
of facts and discussed as basis of the study.
Conceptual Literature
Characteristics of Freshmen College students. Gardner and Lambert
(2000) defines ‘attitude’ as the persistence shown by the learner in striving for
a goal. Brown uses the term ‘attitudes’ to refer to the set of beliefs that the
learner holds towards members of the target language group and also
towards his own culture. Gardner and Lambert have investigated a number of
different attitudes which they consider relevant to L2 learning. Stern classifies
these attitudes into three types: (1) attitudes towards the community and
people who speak the L2 (i.e. ‘group specific attitudes’); (2) attitudes towards
learning the language concerned; and (3) attitudes towards languages and
language learning in general (Ellis, 2010). All these types of attitudes
displayed by language learners appeared in the survey questionnaire.
The attitude of the reader is an important factor in constructing
meaning. Because of an unfriendly teacher long ago in a high school physics
class, one adult finds any article about physics almost impossible to
understand. However, warm memories of a chemistry teacher make this
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subject more readable. Many students with reading problems are literary
afraid of books. Nine-year-old Kenisha experienced a magical feeling
achievement after she overcame her fear of books and read and enjoyed her
first hardcover book. For those who teach students with problems, developing
positive attitudes toward reading is an extremely important and sometimes
challenging task (Richek et. al. 2002).
In developing positive attitudes in language learning, several steps may
be helpful in this regard. First, the teacher will want to establish positive
relationships with students. It may be helpful for the teacher to have an
understanding of the students’ cultural backgrounds and the values they bring
to school. Once positive relationships and open communication have been
established, students accept the teacher as a role model and as a model of
literate behavior. Second, to serve as a good model of literate behavior,
teachers must demonstrate the kind of literacy they want to show. Teachers
must see themselves as readers and writers if they want their students to read
and write (Au, 2002). The teacher also plays a vital role in developing positive
attitudes in language learning though students play the central role.
Education Secretary Br. Armin A. Luistro, FSC (2012) quotes that it is
important to assess the reading capability of students because reading is the
foundation of all academic learning. He added that if a pupil fails to master
basic reading skills at the outset, it will be a constant struggle for them to get
through other disciplines successfully, thus depriving them of the chance to
become literate and productive individuals.
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Reading Performance. One of the most important skill that a person
can acquire is reading. It helps the learner to understand the world by
enabling them to learn about the past and plan for the future (Grove et
al, 1982). For academic success, reading is important since it is also
considered a critical skill. In the educational system reading is well
integrated that either educational or academic success is considered
synonymous to reading success.
In term of reading skills, the ability to read is essential to the
ability to talk. Without this ability, one can find this modern world a
confusing place to live in. It will be difficult to find one’s way about a
strange city without help.
One must be able to read if he desires to talk or write in such a
way as to interest, convince, or persuade other people. Through
reading, he will learn, not only what other people thought, felt, dreamed
of, or believed in; but also have those people expressed their ideas,
emotions, dreams, and beliefs.
In academic setting, reading is the central means for learning new
information and gain access to alternative explanations and
interpretations. Reading also provides the foundation for synthesis and
critical evaluation of skills. It is the primary means for independent
learning wherever the goal is performing better on academic tasks,
learning more about subject matter, or improving language abilities.
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Reading as pointed out by Beber (1995) is a process by which
information is extracted from written or printed texts. Since reading is a
complex process there are critical aspects of which it is dependent and
these are the written format of the word and the reader’s ability to
decode the phonetic relationships between the letters of the page and
the sounds of the spoken language and a semantic or syntactic process
that has to do with meaning of the words which are being pronounced.
Reading as one skill in language performance is basically about
making sense of a text and is the receptive skill of the morphologic form of
the language. It is astoundingly complex cognitive process. It has cognitive
consequences that extend beyond its immediate task of lifting meaning from
a particular passage (www.csun.ed/know/ands/content/Academic
Resource/Reading). Dauzat (1981) on the other hand states that reading
as a process involves mental ability embedded in other communication
abilities and converts graphic stimuli into meanings. It is an act of
reconverting symbols into language with which the individual is already
familiar. For reading and academic success, strong vocabulary skills
both expressive and receptive are critical. Vocabulary depth is
significant because it supports reading development. Reading can also
help us develop our own ideas about relationship as well as the world of
thoughts and emotions.
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Reading has to be considered in the role of language because
according to Anderson (1985), it is a basic life skill and creates almost
limitless possibilities for achievements. Much of the learning takes place
in the form of reading in spite of other medium of instruction used
whether it be in the form of a textbooks or a written work. In conveying
information and new knowledge, reading plays a pivotal role.
The National Reading Panel in Washington D.C. (2000) noted the
interaction between a reader’s ability to recognize the meanings of
individual words in printed text (vocabulary comprehension) and that
reader’s skill at comprehending the larger meaning of a passage (text
comprehension). Vocabulary instruction should be t... series of recursive interaction, and interact
gradually by interactions. Here, the readers reconstruct their own
meaning.
Strategic reading is flexibility in the use of reading techniques
when reading. A strategic reader is one who understands different
reading goals and various kinds of strategies for each kind of text. A
strategic reading, according to Mather (2003), has appropriate
strategies for these reading situations: skimming, summarizing,
paraphrasing, comprehending, sequencing events, looking for
relationships, clarifying or predicting, among others. To be more
effectively developed as a skill, the reading process may use different
strategies. Semantic mapping is a visual method of expanding and
extending vocabulary knowledge by displaying words related to other
words or concepts in a relationship pattern.
In developing positive attitudes in language learning, several
steps may be helpful in this regard. First, the teacher will want to
establish positive relationships with students. It may be helpful for the
teacher to have an understanding of the students’ cultural backgrounds
and the values they bring to school. Once positive relationships and
open communication have been established, students accept the
teacher as a role model and as a model of literate behavior. Second, to
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serve as a good model of literate behavior, teachers must demonstrate
the kind of literacy they want to show. As Graves and others have
argued, teachers must see themselves as readers and writers if they
want their students to read and write (Au, 2002). The teacher also plays
a vital role in developing positive attitudes in language learning though
students play the central role.
Today, rapid development of educational technologies lead to
construction of information societies (Alkharusi, H. 2010). Thus
“Information” has become the focus of economic development of the
modern societies (Tezer, M., &Bicen, H. 2008). Moreover six or seven
thousand essays have been published in a day and information is
multiplied in five and a half year time (Aỳkar, 1992). Rapid renovation of
information affects education systems directly and it requires training
individuals who can adapt to 21st century. Information societies need
individuals who can reach information, easily, contribute their production
by using information that they reach, who have gained the power of
doing analysis and linking, and the habit of evaluation systems have to
train individuals who have qualities that are expressed. Reading rate of
people who read regularly, between 16 and 21, decreased to 63% in
1983 from 75% when it is compared to 1978. So, analyzing university
students’ reading habits became necessary. Especially the quality of
reading habits and interests of candidate teachers has vital importance
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in order to be a good example for pupils and teenagers. Thus
determining reading habits and interests of university students is seen
required in order to develop the characteristics that are expressed and
make suggestions about this subject it is thought that results of this
research will give clues in determining characteristics of today’s
effective teachers.
Research from the Organization for Economic Co-operation and
Development (OECD, 2002) showed that reading enjoyment is more
important for children’s educational success than their family’s socio-
economic status. Reading for pleasure could therefore be one important
way to help combat social exclusion and raise educational standards.
According to Krashen (1993), who is a major proponent of the value of
reading for pleasure: when children read for pleasure, when they get
“hooked on books”, they acquire, involuntarily and without conscious
effort, nearly all of the so-called “language skills” many people are so
concerned about: they will become adequate readers, acquire a large
vocabulary, develop the ability to understand and use complex
grammatical constructions, develop a good writing style, and become
good (but not necessarily perfect) spellers. Although free voluntary
reading alone will not ensure attainment of the highest levels of literacy,
it will at least ensure an acceptable level. Without it, children simply do
not have a chance. What young people has been an area of interest to
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researchers, teachers, librarians and other interested parties for more
than a century and many studies have attempted to answer it.
Researchers have studied children's reading interests and preferences
using a variety of methods, such as surveys and interviews. However,
there still is no definitive understanding of what children prefer to read
and when these preferences develop. Research findings are also likely
to present only a temporal snapshot of children’s and young people’s
reading preferences.
However, what studies show time and again is that children and
young people read a diverse range of materials outside class,
incorporating materials not traditionally regarded by schools as
acceptable reading matter. For example, the Reading Connects survey
(Clark & Foster, 2005) showed that when pupils were asked what types
of materials they were reading outside class, magazines, websites, text
messages, jokes and books/magazines about TV programmes emerged
as the most popular reading choices. Over half the pupils also indicated
reading emails, fiction, comics, while newspapers were also popular
choices. When asked specifically about what type of fiction, if any, they
preferred reading, adventure, comedy and horror/ghost stories were the
most frequently chosen types. Only 5% of pupils did not read fiction.
Integrative supplementary reading materials. Two reasons
cited for reading: pleasure and study. The type of materials used for
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study includes dictionary, textbook, instructional material, internet
material, report and story/novels. This implies that the materials
associated with academic work would be regarded as important for
study. Whereas those cited for pleasure reading include magazines,
emails, newspapers and novels. These types of reading material do not
require much processing as the others cited for study. Thus, learners
are more relaxed and feel comfortable reading these materials in a
leisurely manner. (Noor, 2011), stated that young people favored
reading magazines and newspapers most and novels least.
Recently introduced e-reader brands have attracted so much
attention that it is sometimes difficult to remember that those currently
on the market are not the first generation of such devices. The first
generation was introduced, to little fanfare, in the 1990s. Devices such
as the Soft Book and the Rocket E-Book reader are well documented
in the literature, but were unsuccessful in the market. The most recent
wave of e-readers began with the Sony Reader in 2006 and
Amazon’s Kindle in 2007, and thus far is enjoying more success.
Barnes and Noble and Borders have entered the market with the Nook
and the Kobo, respectively, and Apple has introduced the iPad, a
multifunction device that works well as an e-reader.
Amazon claims that e-book sales for the Kindle have outstripped
their hardcover book sales. These numbers may reflect price
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differences, enthusiasm on the part of early adopters, marketing efforts
on the parts of these particular companies, or a lack of other options for
e-reader users because the devices are designed to be compatible
primarily with the offerings of the companies who sell them.
Nevertheless, they certainly indicate a rise in the con- sumption of e-
books by the public, as the dramatic increase in wholesale e-book sales
bears out. In the meantime, sales of the devices increased nearly 80
percent in 2010. With this flurry of activity have come predictions that e-
readers will replace print eventually, perhaps even within the next few
years. Books have been published with such bold titles as Print is
Dead. However, despite the excitement, e-readers are still a niche
market.
According to the 2010 Pew Internet and American Life survey, 5
percent of Americans own e-book readers. Those who do skew heavily
to the wealthy and well-educated, with 12 percent having an annual
household income of $75,000 or more and 9 percent of college
graduates owning an electronic book reader. This suggests that e-book
readers are still a luxury item to many.
To academic librarians, it is especially important to know whether e-
readers are being adopted by college students and whether they can be
adapted for academic use. E-readers’ virtues, including their light
weight, their ability to hold many books at the same time, and the speed
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with which materials can be delivered, could make them very attractive
to students. However, they have many limitations for academic work.
Most do not provide the ability to copy and paste into another document,
have limited note-taking capabilities, and rely on navigation strategies
that are most effective for linear reading.
The format also presents many difficulties regarding library lending.
Many publishers rely on various forms of DRM (digital rights
management) software to pro- tect copyrighted materials. This
software often prevents e-books from being compatible with more than
one type of e-book reader. Indeed, because e-book collections in
academic libraries predate the emergence of e-book read- ers, many
libraries now own or subscribe to large e-book collections that are not
compatible with the majority of these devices. Furthermore, publishers
and manufacturers have been hesitant to establish lending models for
their books. Amazon recently announced that they would allow users
to lend a book once for a period of four- teen days, if the publisher
gave permission. This very cautious and limited approach speaks
volumes about publishers’ fears regarding user sharing of e-books.
Several libraries have developed programs for lending the devices,
but there is no real model for lending e-books to users who already own
e-readers. A service called Overdrive also provides downloadable
collections, primarily of popular fiction, that can be accessed in this
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manner. However, the collections are small and are not compatible with
all devices, including the most popular, the Kindle. In the United
Kingdom, the Publisher’s Association has pro- vided guidelines under
which libraries can lend e-books, which include a requirement that the
user physically visit the library to download the e-book. Clearly, we do
not currently have anything resembling a true library lending model for
e-reader compatible e-books, especially not one that takes advantage
of the format’s strengths. Despite the challenges, it is clear that if e-
book read- ers are enthusiastically adopted by students, libraries will
need to find a way to offer materials compatible with them. As
Buczynski puts it, “Libraries need to be in play at this critical juncture
lest they be left out or sidelined in the emerging e-book marketplace.”
However, because the costs of participating are likely to be substantial,
it is very important to discover whether students are indeed adopting
the hardware. Few studies have focused on spontaneous student
adoption of the devices, although several mention that when students
were introduced to e-readers, they appeared to be unfamiliar with the
devices and regard them as a novelty. However, e-readers have
become more prevalent since many of these studies were conducted.
Thus this study surveys students to find their attitudes toward e-book
readers. Only a few studies have attempted to quantify the popularity
of e-readers. As mentioned above, the 2010 Pew Foundation
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survey, Internet and American Life, found that e-readers were luxury
items owned by the well educated and well off. In the survey, 5 percent
of respondents reported owning an e-reader. In the ECAR Study of
Undergraduate Students and Information Technology, 3.1 percent of
undergraduate college students reported own- ing an e-book reader,
suggesting that college students are adopting the devices at a slower
rate than the general population. Commercial market research
companies, including Harris Interactive and the Book Industry Study
Group, also have collected data on e-book adoption. The Harris
Interactive poll found that 8 percent of their respondents owned e-
readers, and that those who did claimed that they read more since
acquiring it. However, as a weighted online poll with no available
measure of sampling error, these results should be considered
with caution. The Book Industry Study Group survey, although it was
sponsored by several publishers and e-reader manufacturers,
appears to use a more robust method. This survey, Consumer
Attitudes toward E-Book Reading, was conducted in three parts in
2009 and 2010. Kelly Gallagher, who was responsible for the group
that conducted the study, remarks that “we are still in very early days
on e-books in all aspects—technology and adoption.” Although the
size of the market has increased dramatically, the survey found that
almost half of all e-readers are acquired as a gift and that half of all e-
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books “purchased” are actually free. However, among those who
used e-books, about half said they mostly or exclusively purchased e-
books rather than print. The e-books purchased are mostly fiction (75
percent); textbooks comprised only 11 percent of e-book purchases.
Much of the literature on e-book readers consists of user
studies, which provide useful information about how readers might
interact with the devices once they have them in hand but provide
no information about whether students are likely to use them of their
own volition. However, these studies are of interest because they hint
at reasons that students may or may not find e-readers useful,
important information for predicting the future of e-books.
User studies have covered small devices, such as PDAs
(personal data assistants); first-generation e-readers, such as the
Rocket eBook; and more recent e-book readers. The results of many
recent e-reader user studies have been very similar to studies on
the usability of the first generation of e-book readers: the devices
offer advantages in portability and convenience but lack good note-
taking features and provide little support for nonlinear navigation.
Amazon sponsored large-scale research on academic uses of e-
book readers at universities, such as Princeton, Case Western
Reserve University, and the University of Virginia, while other
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universities, such as Northwest Missouri State University, 20 carried
out their own projects with other e-readers. Other types of programs,
most notably Texas A&M’s Kindle lending program, and many
academic focus groups have also contributed to our knowledge of
how students use e-readers.
Users in nearly every study have praised the portability of these
devices. This can be very important to students; users in one study
noted that the portability of reading devices allowed them to “reclaim an
otherwise difficult to use brief period,” and in another, students were
able to multitask, doing household chores and study- ing at the same
time. Adjustable text size and the ability to search for words in the text
have also been popular among students, as has the novelty value of
these devices. Environmental concerns surrounding heavy printing have
also been cited as an advantage of e-readers.
However, the limitations of these devices, some of which are
severe in an academic setting, also have been noted. The comments
of students at Gettysburg College are typical: they liked the e-
readers for leisure reading, but found them awkward for classroom
use. Lack of note-taking support was an important drawback for
many students. Waycott and Kukulska-Hulme noted that students
were much less likely to take notes while Their first encounter with
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an e-book reader.” While this is mere anecdote, it, along with the
survey results noted above, raises the question of how popular the
device really is on college campuses.
Finally, a third group of studies attempts to predict the future of e-
readers and e-books. Even before the introduction of e-readers, some
saw e-books as the likely future of academic libraries. More recently,
one report discusses the likelihood of and barriers to e-book
adoption. This article concludes that “barriers to e-book adoption still
exist, but signs point to this changing within the next two to five years.
That, of course, has been said for most of the past 15 to 20 years.”
Still, Nelson points out that technologies can become ubiquitous very
quickly, using the iPod as an example, and warns libraries against
falling behind.
Graphic organizers are strategies employed which assist teachers and
students to identify and classify the major relationships between
concepts, objectives and key vocabulary of the lesson through visual
representation. For example, pre-reading activity, the teacher analyzes
the key vocabulary words and arranges them in a way that highlights
the text meaning. For post-reading, the students this time arrange key
vocabulary terms provided in the test according to the relationship
patterns.
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The “Think Aloud Strategy” feature teachers verbalizing their
thoughts while reading aloud-modeling the kind of strategies skilled
readers use during reading and pointing out specifically what they are
doing to cope with a particular comprehension problem. During the think
aloud strategy, students make predictions, describe the picture
visualized, share the analogy that links new knowledge with prior
knowledge; verbalize a confusing point to show how to monitor
continuing comprehension and demonstrate fix-up strategies by
rereading ahead, and checking the context to figure out a word. On the
other hand, the “Request Procedure” is the acronym for reciprocal
questioning, which helps readers cope with text material. Teacher and
students take turns asking one another questions about common
portion of an assignment they have read together. This helps students
think and develop questioning techniques and fosters an active search
for meaning.
The “Guided Reading Procedure” (GRP) is designed to help
readers to improve organizational skill comprehension and recall. This
procedure is claimed to be especially useful to high school or college
students in dealing with non-cohesive or “inconsiderate” texts.
Suggested steps in using GRP are the preparation of students for
reading by discussing both the GRP and its goals and passage itself.
The content of the passage is related to information with which the
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students are already familiar. The students are asked recall information.
Silent reading is preferable. The teachers should act as role models in
reading the passage and students are encouraged to recall information.
The test is then reviewed to clarify points already recorded the students
are taken beyond the text by discussing the various connections and
inferences that are needed on the board: how the information items are
linked, both explicitly and implicitly, and how the overall structure
coordinates all the information. Reasoning strategies beyond those
connections and inferences are focused on.
In many institutions of higher learning, many students both local and
foreign are limited English proficient in terms of second language. They
are either high school graduates, college students, even adults with
limited ability to speak, read and write, nor understand English. They
are the ones who live in a family or community environment where a
language, other than English is dominant.
Research Literature
The recent emphasis placed on improving children’s English
Language Arts test scores often leads teachers to ignore the role of
student attitudes in the process of becoming literate. In order for
students to develop into effective readers, they must possess both the
skill and the will to read (Seitz, 2010). This goes true with the study of
50
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Verma (2005) among 350 students pursuing different professional
courses in different English medium universities in India. She studied
the learner’s attitude and its impact to language learning. She found out
that students want a teacher who can motivate them to speak more and
more in the classroom and teach them how to use language outside the
classroom. They want their teacher to be good at English and capable of
correcting their mistakes without hurting their ego or without accusing
them of not having knowledge of English. They want their teacher to
create an informal environment in the class where they can learn with fun.
The reading comprehension level of Turkish students was found
to be under international standards in examinations carried out in
international arenas such as the PIRLS (MEB, 2003). Because of this
academic failure of Turkish students in international examinations, the
Turkish Education System has been revised and the elementary and
high school curricula have been renewed under the light of international
educational progresses in order to develop students’ academic skills
such problem solving, critical thinking, effective listening as well as
reading comprehension. Developing positive attitudes towards reading
is also crucial in terms of measuring and assessing the objectives of
reading skills (Roettger, Szymczuk and Millard, 1979 as cited in ĩnal,
2010). On the other hand, the determination of reading attitudes of high
school students is believed to contribute to policymakers, curriculum
51
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Republic of the Philippines
developers and teachers in order to design better high school
curriculum that will enable students to read more and get higher marks
from examinations (Gửkhan, 2012). This proves that reading attitudes of
students may be a basis on how LPU could shape their language
curriculum in the coming years.
Reading attitudes and beliefs about reading competency are
thought to affect reading frequency, and thus exert an indirect influence
on reading achievement. The downward trend in reading attitudes
documented in previous studies of elementary school students does
continues through grade eight, but then a plateau is reached, marking
an essentially stable level of attitudes throughout the rest of the
secondary school years. Results on the development of self-efficacy
over time are roughly the same as those conducted previously on self-
concept, with stability across grade levels and a slight increase in the
upper grades, particularly among girls, as they move from adolescence
to the transition to adulthood (McQuillan, 2013). In short, as the
students develop their reading attitudes and beliefs on reading
competency in upper grades, they tend to read more.
On a research conducted by Pedrina (2002) entitled “Reading
Preferences of College Freshmen Students” at Saint Michael’s College
of Laguna, she found that on the average, the selected college
freshmen students achieve a grade of 2.0 to 2.5 only in English and
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Filipino subjects. Most of them do read outside the classroom in school
and at home with or without being assigned by the instructors. In
addition, they only like to read materials in English like magazines,
romantic novels and textbooks in school while on the other hand, they
like Filipino reading materials such as textbooks, newspapers, and
dictionary at home. And lastly, they prefer to read materials written in
English and Filipino interchangeably.
The recent emphasis placed on improving children’s English
Language Arts test scores often leads teachers to ignore the role of
student attitudes in the process of becoming literate. In order for
students to develop into effective readers, they must possess both the skill
and the will to read (Seitz, 2010). This goes true with the study of Verma
(2005) among 350 students pursuing different professional courses in
different English medium universities in India. She studied the learner’s
attitude and its impact to language learning. She found out that students
want a teacher who can motivate them to speak more and more in the
classroom and teach them how to use language outside the classroom.
They want their teacher to be good at English and capable of correcting
their mistakes without hurting their ego or without accusing them of not
having knowledge of English. They want their teacher to create an
informal environment in the class where they can learn with fun.
53
THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines
The reading comprehension level of Turkish students was found
to be under international standards in examinations carried out in
international arenas such as the PIRLS (MEB, 2003). Because of this
academic failure of Turkish students in international examinations, the
Turkish Education System has been revised and the elementary and
high school curricula have been renewed under the light of international
educational progresses in order to develop students’ academic skills
such problem solving, critical thinking, effective listening as well as
reading comprehension. Developing positive attitudes towards reading
is also crucial in terms of measuring and assessing the objectives of
reading skills (Roettger, Szymczuk and Millard, 1979 as cited in ĩnal,
2010). On the other hand, the determination of reading attitudes of high
school students is believed to contribute to policymakers, curriculum
developers and teachers in order to design better high school
curriculum that will enable students to read more and get higher marks
from examinations (Gửkhan, 2012). This proves that reading attitudes of
students may be a basis on how LPU could shape their language
curriculum in the coming years.
In addition, Bacong (2013) found in her study that lack of positive
outlook towards reading or English language learning could be one of
the reasons why Filipinos are falling behind in English proficiency tests.
Recent language test results released by the IDP Education Pty. Ltd.
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Philippines, an accredited group that administers the International
English Language Testing System (IELTS) to Filipinos seeking to work
and migrate abroad, showed that the Philippines is no longer the top
English-speaking country in Asia. With an overall score of 6.71,
Malaysia is now the No. 1 in English proficiency in Asia. The Philippines
placed only second with 6.69, followed by Indonesia (5.99), India (5.79)
and Thailand (5.71). This was gleaned from IELTS results in 2008,
during which some 35,000 Filipinos — 70 percent of them nursing
graduates applying for jobs abroad — took the language exam to
evaluate their English proficiency in reading, writing, speaking and
listening. This is one of the challenges that the current educational
system in the Philippines needs to focus on and where LPU educators
could take part in crafting solutions.
According to the country director of IDP Philippines (the world’s
leading student placement service provider and co-owner of IELTS
Test), Andrew King (2010), attributes “the decline in English to the poor
quality and training of local school teachers, as well as the continuing
use of outdated or erroneous textbooks. He added that students are not
being taught correct English and the resources and materials they are
given are incorrect”. Instruct...mplications April, May, June
2012 Volume: 3 Issue: 2 Article: 04 ISSN 1309-6249.
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APPENDIX
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Appendix A
Questionaire for student
Questionnaire on English Reading Skills
Guide in answering the questionnaire.
Good day! May I request you to answer the questions below truthfully?
Rest assured that all responses will be treated confidentially. Do not
forget to fill in your personal data. Do not leave any questions
unanswered as this will invalidate your answer sheet.
Thank you and more power!
-----------------------------------------------------------------------------------------------
Part I - Demographic Profile of Students
Kindly check the box of your answer.
1. Gender Male Female
2. Type of High School graduated from Private Public
3. Living accommodation Owned Rented
4. Monthly Family Income
High (10.000.000 VND and above)
Average (5.100.000-9.999.999)
Low (5.000.000 and below)
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5. Educational Attainment of Parents
Mother Father
College graduate
High school graduate
Secondary school graduate
Elementary school graduate
Part III – Reading Interests of Students
Kindly tick the box of your answer
Legend
Reading Materials
Very
Interesting
(5)
Interesting
(4)
Less
Interesting
(3)
Least
Interesting
(2)
Not
Interesting
at all (1)
Music
1. The Life Story of
Beethoven
2.Musical Reviews
3. The Birth of a
New Tenor
Literature
4. Diaries of Famous
people in Vietnam
5.Historical Novels
Food and Health
6. Health journals
7.Fitness and
Wellness Magazines
8. Recipe Books
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Sports and Games
9. Sports Reviews
10. Basketball Tips
11. Journals of
Great Athletes
12.Biographies of
Football Stars
Science
13. Issues on Ebola
Virus
14. Discoveries on
Space and
Astronomy
15.Reading on Stem
Cell Therapy
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Part II - Reading Comprehension
Direction: Answer the questions that follow the texts. Write the letter of
your answer on the space provided before each number.
A
Every year students in many countries learn English. Some of
these students are young children. Others are teenagers. Many are
adults. Some learn at school, others study by themselves. A few learn
English just by hearing the language, in film, on television, in the office,
or among their friends. But not many are lucky enough to do that. Most
people must work hard to learn another language.
Learning another language! Learning English! Why do all these
people want to learn English? It is not difficult to answer that question.
Many boys and girls learn English at school because it is one of their
subjects. They study their own language, and Math and English. (In
England, or American, or Australia, many boys and girls study their own
language, which is English and Mathand another language, perhaps
French, or German, or Spanish.)
Many adults learn English because it is useful for their work.
Teenagers often learn English for their studies, because some of their
books are in English at the college or university. Other people learn
English because they want to read newspapers or magazines in
English.
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_____1. According to the writer,
a. only adults learn English
b. no children like learning English.
c. English is only useful to teenagers.
d. English is popular in much of the world.
_____2. Many people learn English by
a. watching videos only.
b. hearing the language I the office.
c. talking with the film stars.
d. working hard on their lessons.
_____3. Many boys and girls learn English because
a. English can give them a job.
b. it is included in their study course.
c. their parents make them.
d. they have to study their own language.
_____4. In America or Australia many school children study
a. English as a foreign language.
b. English and Math only
c. such foreign languages as French, German, and Spanish.
d. their own language and no foreign language.
_____5. Many adults learn English because
a. their work is useful.
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b. they want to go abroad.
c. most of their books are in English.
d. it helps them in their work.
B
Alexander Graham Bell was born in Edinburgh Scotland in the
nineteenth century, and later came to the United Stage. Several
members of his family did a great deal to encourage him in the field of
science. His father helped him a lot by supervising his work with the
deaf. When he worked with the deaf and investigated the science
acoustics, his studies eventually led to invention of multiple telegraph
and his greatest invention – the telephone. He dedicated the last
quarter century of his life to advance in aviation.
_____6. What was Alexander Graham Bell’s greatest invention?
a. multiple telegraph c. aviation
b. telephone d. acoustics
_____7. To what did Bell dedicate the last years of his life?
a. acoustics science c. adventure
b. aviation d. architecture
_____8. How many years did Bell dedicate to aviation?
a. 100 b. 50 c. 35 d. 25
_____9. What can we conclude about Alexander Graham Bell?
a. He worked very hard, but never succeeded.
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b. He spent so many years working in aviation because he want to
be a pilot.
c. He dedicated his life to science and the well-being of mankind.
d. He worked with the deaf so that he could invent the telephone.
_____10. Which of the following statements is NOT true?
a. Bell was born in the 18th century.
b. Bell worked with the deaf.
c. Bell experimented with the science of acoustics.
d. Bell invented a multiple telegraph.
C
Where vegetarian meals are served in courses, the parts are
usually fitted into an unchanged pattern: soup, main course, salad and
dessert. Many vegetarian cooking books have imposed this old
structure into the vegetarian diet and try to find a “meat substitute”.
However, the first thing to do when considering the vegetarian cuisine is
to get free of these ideas.
Vegetarian cookery is not the replacement for anything. It is a rich
and varied cuisine, full of many marvelous dishes with definite
characteristics, not the imitation of anything else. There are many ways
to arrange a vegetarian menu. It need not be the slave of the traditional
pattern, though this arrangement seems fitting and useful. It can also
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consist of several equally important courses or several dishes served at
once.
_____11. How many courses are there in a vegetarian meal?
a. one b. two c. three d. four
_____12. What does the word “meat substitute” in bold mean?
a. things that are made of meat.
b. things that replace meat.
c. things that look like meat.
d. things that imitate meat.
_____13. According to the first passage, the author seems to
a. agree that the vegetarian meals should be the same as in the
cookbooks.
b. agree on the vegetarian cookbook’s old structure.
c. disagree that the vegetarian meals should always follow the
traditional pattern.
d. agree that the pattern should be kept unchanged.
_____14. According to the second passage
a. the vegetarian menu lends itself to various arrangements.
b. there is only one main course but there are different arrangements in
a vegetarian menu.
c. the traditional arrangement for a vegetarian menu is useless.
d. the traditional arrangement for a vegetarian menu is the best.
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_____15. What is the writer’s main purpose in the passage?
a. to say that the traditional vegetarian meal is not suitable.
b. to tell the readers that the vegetarian meal is served in course.
c. to say that the vegetarian meals are rich and various cuisine, full of
many marvelous dishes with definite characteristics.
d. to give background knowledge on the vegetarian meal.
D
To many people, smoking is not only a pleasure but also an
addiction. They need smoking, depend on it, and can hardly get rid of it.
If they do not smoke for hours. They will feel a craving for a cigarette.
They often chain smoke that means they light once cigarette after
another. Smoking is often considered anti – social because many
people do not like smell of cigarettes or the sight of the smoker’s
stained fingers and of ash-trays full of cigarette-ends. Above all,
smoking is harmful to health. In many countries, they forbid to advertise
cigarette and a warning is printed every packet of cigarette that is
“Smoking is bad for your health”. Scientists have proved that there is a
close link between smoking and lung diseases, such as cough and
tuberculosis and the worst of all is a fatal cancer.
_____16. People smoke..
a. for pleasure only c. for addiction
b. for fun d. for pleasure and addiction
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_____17. A smoker
a. can stop smoking easily
b. depend on smoking and can hardly stop it
c. do not addict to smoking
d. do not depend on smoking
_____18. A “chain smoker” means
a. one who never smokes
b. one who hates smoking
c. one who rarely smokes
d. one who lights one cigarette after another
_____19. In many countries, .
a. they forbid to encouraged
b. smoking is illegal
c. smoking is encouraged
d. all are correct
_____20. smoking has a link to
a. cough b. tuberculosis c. cancer d. all are correct
E
Viruses were not isolated until 1935. Since the time, a great many
viruses have been discovered. Although some are harmless to humans,
many are pathogenic which means it causes disease. Human diseases
are caused by viruses include polio, smallpox, influenza, measles,
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mumps, rabies, and viral pneumonia. Other diseases caused by viruses
include distemper in dogs and cats, food and mouth diseases in cattle
and swine influenza in pigs.
_____21. The word pathogenic refers to
a. Disease causing organisms
b. Fungi causing organisms
c. Bacterial causing organisms
d. Both a and b
_____22. Which of the following statements are false?
a. Viruses were isolated in 1935
b. Many viruses were discovered
c. Some virus are harmless to human
d. Many viruses are pathogenic
_____23. Human diseases caused by viruses include
a. Smallpox b. Measles and Influenza c. Polio D. All of the above
_____24. What is the appropriate title for this passage?
a. Virus – Great Causes of Diseases
b. Disease-causing organisms
c. The Pathogenic
d. All of the above
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_____25. Which of the following diseases is not a caused by virus?
a. Viral pneumonia
b. Rabies
c. Foot and Mouth diseases
d. None of the above
F
Plants that reproduce by seeds are the most abundant on earth
today. In one group of these plants, the conifer, seeds are
produces in structure called cones. Cnifers have twi kinds of
cones, male and female cones are found on separate branches of
the same tree.
_____26. Which of the following statements is true?
a. Plants that reproduce by the stem are the most abundant
b. Conifers have four kinds of cones
c. Female cones are smaller than male cones
d. None of the above
_____27. The plants which are more abundant on earth are the
a. Plants that reproduce by the stem b. Branches class
b. Plants that reproduce by seeds d. Conifers
_____28. Male and female cones are found on
a. Separate branches of another tree
b. Separate branches of the same tree
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c. Same branches of the same tree
d. Same branches of the other tree
G
How a bee informs other bee depends on distance. Suppose a
bee discovers food at a distance of less than one hundred meters from
the hive, the bee returns to hive and perform a round dance on the
inside wall of the hive. The bee circles first in one direction and then in
the other. Soon other bees leave the hive, return shortly and perform
the dance. Later, almost all the bees are aware of the distance to the
food. The round dance must mean, “there is food somewhere within a
radius of one hundred meters.”
_____29. How a bee informs others depend on
a. Distance b. Sound c. Light D. A and B
_____30. Which of the following statement is true
a. The round dance is useless.
b. The round dance is for courtship.
c. The round dance means food is near.
d. The round dance is important.
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Answer:
1. 11. 21.
2. 12. 22.
3. 13. 23.
4. 14. 24.
5. 15. 25.
6. 16. 26.
7. 17. 27.
8. 18. 28.
9. 19. 29.
10. 20. 30.
Thank you for participating!
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Appendix B
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Appendix D.
Documentation for dry-run in Thai Nguyen University of
Agriculture and Forestry
1. Teachers’ questionaire validation
2. Dry run of students’ test questionaire
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Appendix E: Photographs of the Research Sites
University of Agriculture and Forestry
(UAF)
University of Education (UE)
University of Economic and Business
Administration
University of Sciences
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College of Information Technology
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Appendix E. Photographs of the Approval Test Administration of
the Head of Colleges
College of Information Technology
College of Education
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College of Economics and Business Administration
]
College of Sciences
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College of Agriculture and Forestry
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Appendix F. Photographs of the Student Respondents
College of Information Technology
College of Sciences
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College of Economics and Business Administration
College of Education
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College of Agriculture and Forestry
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CURRICULUM VITAE
DINH THI HUONG
Viet Yen, Bac Giang
Mobile no. 0989 122622
E-mail add: dinhhuong.lilac@gmail.com
PERSONAL INFORMATION
Date of Birth
Place of Birth
Age
Nationality
Religion
Sex
Civil Status
Children’s names
: August 22nd , 1981
: Bac Giang Province, Viet Nam
: 33
: Vietnamese
: Buddhism
: Female
: Married
: Ngo Ngoc Linh Dan, Ngo Dinh Thien
EDUCATIONAL BACKGROUND
1986-1991 : Tu Lan Elementary School, Bac Giang province
1996-1999 : Viet Yen High School, Bac Giang province
1999-2003 : Bachelor of Arts Major in English Thai Nguyen
University.
2007- 2009 : Master of Arts in English
Laguna State Polytechnic University,
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WORK EXPERIENCE
2003-2008: Teacher of Basic Knowledge Department of Viet Bac Arts
and Culture College
2008-2014: Vice – Dean of Basic Knowledge Department of Viet Bac
Arts and Culture College
May, 2014 – now: Teacher of Centre of Foreign Languages of Ha Noi
university of Home Affairs.
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