Sở giáo dục và đào tạo hng yên
trờng trung học phổ thông mỹ hào
Sáng kiến kinh nghiệm
Sử dụng t liệu trên Internet để nâng cao
khả năng đọc hiểu của học sinh
Teaching experience
Improving reading comprehension
by using Internet-based reading materials

Họ và tên: Nguyễn Thị Hồng Thuý
Chức vụ: Phó Hiệu trởng Giáo viên tiếng Anh
Đơn vị công tác: trờng THPT Mỹ Hào
Mỹ Hào, tháng 5 năm 2010
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

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. 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 internet-based 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

help improve reading comprehension skills.
1.6 Time of fulfillment: By May 20
th
, 2010
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" self-reported 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 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

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
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, e-mail, 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, self-paced 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

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.
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
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 Internet-based resources, and

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 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

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.
REFERENCES
1. Blake, J. (1997). The virtual global village: The world wide web, instructional
technology and the communicative language classroom. Retrieved April 15, 2010, from
http://www.mtsu.edu/~itconf/proceed97/village1.html#anchor778030
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language curriculum: From teacher- to student-centered approaches. Language
Learning & Technology, 6 (3), 87-107.
3. Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second
language acquisition. In M. Warshauer & R. Kern (Eds.), Network-based language
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