“FROM AN EXTENSIVE READER TO A CRITICAL READER: DO STUDENTS THINK THEIR CRITICAL READING SKILLS ARE ENHANCED?” Nguyễn Thị Diệu Hà Phạm Hoàng Long Biên University of Languages and International Studies, VNU
MAIN POINTS 1. Rationale 2. Research aims 3. Key terms 4. Methods 5. Findings 6. Suggestions 7. Conclusion
RATIONALE • Critical thinking/reading provide students with the ‘right tool’ (Milan, 1995) enhance their process of studying serve them well in their future life Students critical reading skills should be reinforced
RATIONALE • Extensive Reading - different from the traditional approach of reading at university - more motivating to students - cater for the needs of different students
RATIONALE • Bookworm Project - exposes students with different reading genres (adapted novels, short stories, book chapters, novels) - helps them improve their critical reading skills (summarizing, reflecting, etc.) through various acvitivies guided by teachers Not sure whether this REALLY enhance students’ critical reading skills as stated ???
RESEARCH AIMS (1) investigating students’ perception of critical reading and Bookworm project; (2) identifying the relation between their perception and application of critical reading shown through their reading reflections; (3) pointing out the existing problems confronting students in studying and applying critical reading and suggesting solutions
RESEARCH QUESTIONS • What is student’ perception toward critical reading and its effectiveness? • How are they applying critical reading over their Bookworm project? • What are problems confronting students in studying and applying critical reading?
KEY TERMS • Critical thinking Maiorana, Victoria (1992), Commayras (1990) and Stahl and Stahl (1991): critical thinking involves reasoning process. The purposes of critical thinking are to achieve understanding, evaluating points and solving problems (Maiorana, Victoria, 1992)
KEY TERMS • Critical reading good comprehension skills + a critical sense, a means of judging the worth of what you read. keeping an open mind - not accepting unquestioningly what you read - not rejecting ideas simply because they are different from your beliefs (Milan, 1995).
KEY TERMS • Critical reading skills Preview: learn about a text before really reading it. Contextualize: understand the historical context of the writer Questioning: the purposes to read, types and subject of text, the author’s purposes of and attitude towards the topic (Reed, 2004; Sunda & Brisas, 2002), the effectiveness of evidence, the conclusion drawn (Kirszner and Mandell, 1992)
KEY TERMS Outlining and summarizing outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis Analyzing and evaluating analyze and evaluate the reading (content, organization, writing style) and comparing it with their beliefs and values
KEY TERMS Reflecting on challenges to your beliefs and values Decide whether to believe in what you read
BOOKWORM PROJECT Traditional Reading approach Process: Read Answer comprehension Questions CRITICAL READING SKILLS?? Reading materials: Mainly factual, not updated, not catering for students’ different needs Normally not involve group work
BOOKWORM PROJECT One assessment tool of Social English - For first-year English-major students - Along with traditional reading materials (from textbooks) - Reading materials for the project are relevant to students’ weekly themes
Examples - Stuart Little , White, E. B. (2008) - Outsiders: American Short Stories for Students of English as a Second Language. Mullen, J. S. (1984) - Land of my Childhood: stories from South Asia. (C. West, Ed.) Romesh Gunesekera, M. Athar Tahir, Chitra Banerjee Divakaruni, Anu Kumar, Anne Ranasinghe, Ruskin Bond, Anita Desai, VijitaFernando, Amara Bavani Dev,. (2008).
- A Very Short Introduction: Emotion. Evans, D. (2003). (Chapter 5) - The Secret Garden . Burnet, F.H. (2007). - The Perks of Being a Wallflower. Chbosky, S. (1999).
BOOKWORM PROJECT Procedure • Students read what is assigned at home and are recommended to take notes of the chapters’ main ideas. • In the classroom, teachers organize some pre-reading and post-reading activities and quizzes to aid and check students’ understanding. Students must complete the quizzes individually.
BOOKWORM PROJECT Assessment • Short summary of literary works (OBLIGATORY) • What they like or dislike • Favourite character + Explanation • Change / Adaptation of plot or details + Explanation • Change of the ending + Explanation • Comparison between written work and film version (if any) • Students’ own ideas • Length • - Oral Presentations: 10-15 mins • - Written Reflection: About 400 words
METHODS OF THE STUDY Participants 116 first-year students and 4 teachers of the Faculty Research tools - Questionnaires for Ss and Ts - Interview for selected participants
MAJOR FINDINGS • Importance of critical reading Ss: CR is important. Not important: too challenging for first-year students, too new Ts: CR is extremely important (more experience)
MAJOR FINDINGS Frequency of CR techniques in the in-class activities C2. Provoke students’ background knowledge about the topic C5. Ask searching and thoughtful questions which require students to argue for their own answer C6. Ask students to paraphrase and summarize the author’s ideas. C7. Help students to determine the author’s purpose and attitude. C11. Get students to talk about their own thoughts of the subject matter in the reading text. C12 . Encourage questions from students about the subject matter in the reading text. C13. Collaborating with other readers to work with the ideas in the reading.
MAJOR FINDINGS Frequency of CR techniques in the homework activities • H2. Writing comments: provide students with a reading text and ask them to write comments on the problems raised in the reading text. • H3. Establishing arguments: at the end of the reading lessons, raise an open question which is related to the issues n the reading class, ask students to read related articles and then write a small essay to establish their own arguments based on these articles.
MAJOR FINDINGS Effectiveness of Bookworm project Figue 11: STUDENTS' READING Figure 10: EFFECTIVENESS OF APPROACH READING REFLECTION 100 100 90 90 80 80 70 70 57.2 60 52.4 60 50 50 40.9 36.4 40 40 28.6 30 22.7 30 22.2 20.6 19 20 20 10 10 0 0 Literal level Evaluative Applied level Surface Medium Deep level Life Lesson Academic issues Reading Approach
Bookworm project - Students think they are better readers when the involves life lessons rather academic issues. - Many have not reached the evaluative and applied level of reading Most students are still reading at surface level
MAJOR FINDINGS Difficulties for Ss and Ts Ss: - Still lack guidance from teachers - Low English proficiency Ts: - Not enough time - T’s low English proficiency - Some materials are not suitable for CR skill development
SUGGESTIONS • More detailed introduction and practice for critical reading skills • Activities and assessment for individual students
CONCLUSIONS • Students become better and more critical reader through the activities of Bookworm project • However, many students have difficulties reading critically. • Developing critical reading skills should be a long-term target
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