HANOI PEDAGOGICAL UNIVERSITY N
0
.2
FOREIGN LANGUAGE FACULTY

LUU THI THUY VAN

THE EFFECTIVENESS OF EXTENSIVE READING
ON READING COMPREHENSION
AND READING MOTIVATION OF TENTH GRADERS
AT TRIEU THAI HIGH SCHOOL

A MINOR THESIS FOR GRADUATION Supervisors: Ms. Emily Parenteau
Mrs. Nguyen Thi Ha Anh, M.A. HANOI, 2015
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STATEMENT OF AUTHORSHIP
Title:
“THE EFFECTIVENESS OF EXTENSIVE READING ON
READING COMPREHENSION AND READING MOTIVATION
OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL”
(A minor thesis for graduation)
Date submitted: May 2015 Supervisor 1: Emily Parenteau

Supervisor 2: Nguyen Thi Ha Anh, M.A

Student: Luu Thi Thuy Van iii

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LIST OF ABBREVIATIONS

1. CG: Control Group.
2. ESOL: English for speakers of other languages.
3. EG: Experimental Group
4. EFL: English as Foreign Language
5. ESL: English as Second Language
6. GR: Graded Reader
7. L2: Second Language
8. TEFL: Teaching English as Foreign Language
9. TESL: Teaching English as Second Language
10. TTHS: Trieu Thai High School
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LIST OF TABLES AND FIGURES

Figure 1: The vicious circle of weak readers. Source: Nuttall (2000, p.127) 2
Figure 2: The circle of good readers. Source: Nuttall (2000, p.127) 3
Figure 3.Organization of the study 7
Figure 4: Model of the major variable motivating the decision to read in a
second language (Day and Bamford, 1998, p.28) 18
Figure 5: Scale conversion between international English certificates (2014) 23
Table 1: Background information about the participants of the study 24
Table 2: Results of the control group in the pre-motivation questionnaire 33
Table 3: Results of the experimental group in the pre-motivation questionnaire 35
Figure 6: Comparison of students‟ opinion toward reading English in the control
group and the experimental group on the pre-motivation questionnaire 36

CHAPTER ONE: INTRODUCTION
1.1. Rationale 1
1.2. Statement of the Problem 3
1.3. Methodology of the Study 4
1.4. Questions of the Study 4
1.5. Significance of the Study 4
1.6. Scope of the Study 5
1.7. Research Objectives 5
1.8. Research Tasks 5
1.9. Organization of the Study 6
CHAPTER TWO: LITERATURE REVIEW
2.1. Reading Comprehension 11
2.2. Extensive Reading 11
2.2.1. Definition of Extensive Reading 11
2.2.2. Principles of Extensive Reading 12
2.2.3. Extensive Reading versus Intensive Reading 13
2.2.3.1. Intensive Reading 13
2.2.3.2. Extensive Reading versus Intensive Reading 14
2.2.4. Benefits of Extensive Reading 15
2.2.4.1. Extensive Reading in Developing Vocabulary Knowledge 16
2.2.4.2. Extensive Reading in Developing Speed 16
2.2.4.3. Extensive Reading in Fostering Reading Motivation 16
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2.2.4.4. Extensive Reading in Developing General World Knowledge 17
2.3. Reading Motivation 17
2.3.1. Intrinsic Motivation 19
2.3.2. Extrinsic Motivation 19
2.3.3. The Differences between Intrinsic Motivation versus Extrinsic Motivation
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2.4. Previous Studies on the Effects of Extensive Reading 20

SAMPLE STORIES XV
APPENDIX 6: THE SCORES OF THE CONTROL GROUP AND THE
EXPERIMENTAL GROUP IN THE PRE-ENGLISH READING TEST XVI
APPENDIX 7: THE SCORES OF THE CONTROL GROUP AND THE
EXPERIMENTAL GROUP IN THE POST-ENGLISH READING TEST XVII
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CHAPTER ONE: INTRODUCTION

1.1. Rationale
In today‟s globalizing world, the significance of English cannot be understated.
English has been playing a major role in many sectors, including education, science,
engineering, technology, politics, economics, and entertainment. English is considered
an official language of communication and trade. Because of its vital role, the study of
English has garnered attention on an unprecedented international scale, especially for
those involved in the fields of learning and teaching. Vietnam is a developing country
ranked 121 on the United Nations Development Program‟s Human Development
Index. It is widely considered to be South East Asia‟s economic powerhouse, with
significant dedication to industrial advancement.
According to a survey of the private education institution, Education First
reported on by vietnamnews.com, Vietnam is one of the fastest progressing nations on
English-language proficiency. In 2013 Vietnam ranked 28
th
out of 60 non-native
English speaking countries in English-language proficiency. As anyone who has ever
attempted to learn a foreign language is well aware, language learning can be difficult.
In order to succeed in learning English, learners have to focus on developing
comprehensive skills including speaking, writing, reading, and listening. Anyone who
has ever studied English might agree that reading comprehension can be just as
difficult as other skills.
Reading comprehension is a foundation skill. Through reading comprehension,

significant role of extensive reading over intensive reading in enhancing learners‟
comprehension (Day and Bamford, 2008; Krashen, 1982; Erfanford, 2013).
First, in extensive reading, learners become the nuclear element during the
learning process. “Extensive reading, therefore, develops learners‟ autonomy” (You
need to cite your source here. Also, if a quotation is less than 40 words long, you
reads
slowly
doesn‟t
enjoy
reading
doesn‟t read
much
doesn‟t
understand
3
should not italicize it, but just leave it in regular text in quotation marks). It also
increases a learner‟s responsibility in his or her own learning process, under the
teachers‟ guidance, which promotes self-awareness and reading motivation:

Figure 2: The circle of good readers. Source: Nuttall (2000, p.127)
Second, extensive reading has been proven to increase students‟ ability in
English reading tests. Students got higher marks after reading extensively. (Wu J.,
2012; Day & Bamford, 1998). Many educators have studied ER and proved it to be
effective. In order to contribute to this existing body of knowledge, and to examine its
relevance on a local level in secondary education, the researcher will conduct the study
“The Effectiveness of Extensive Reading on Reading Comprehension and Reading
Motivation of 10
th
Grade Students at Trieu Thai High School” to examine the benefits
of reading extensively on students‟ reading comprehension and motivation.

analyzed, and compared in order to come to a conclusion about the effectiveness of
extensive reading. Motivation questionnaires in this study were multiple-choice
questions with the answers “strongly agree”, “agree”, “disagree”, and “strongly
disagree”. English reading tests were selected which are suitable for Tenth Grade
students. The difference between pre-test and post-test comprehension scores for each
group was tested to determine whether vital gains were made in each group. Graded
readers were also used as a tool for independent reading activities in the experimental
group.
1.4. Questions of the Study
Through using experimental method, the study main answers for these
questions:
- Does extensive reading improve students‟ English reading comprehension?
- Does extensive reading improve students‟ motivation to read in English?
1.5. Significance of the Study
This study is significant for several reasons. Firstly, extensive reading is an
important approach to help students be successful in learning. To understand clearly is
the main goal for students in reading lessons. The more students read, the more they
develop their ability to understand language. Consistent contact with the English
language will help students to become familiar with it and understand it.
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Secondly, improvement in reading can be caused by both students‟ ability and
their reading motivation. Motivation in learning is very important. Reading motivation
will boost student reading skills, maintain the reading process, and promote reading
activity.
Thirdly, the findings of this thesis will be useful for promoting other studies in
the future. There are many people who are keen on teaching or learning a foreign
language who will need to conduct their own research on extensive reading.
In conclusion, after understanding the impact of extensive reading on reading
motivation and English reading comprehension, teachers and students can apply
extensive reading as a method in teaching and learning processes to achieve

This thesis consists of five chapters. The first part is the introduction, which
explains the rationale for choosing the topic and methodology, as well as the tasks and
objectives. In Chapter Two: Development, there is an overview of extensive reading,
reading comprehension, and reading motivation. The beginning of the chapter
discusses some related international and domestic studies on the benefits of extensive
reading. In the third chapter, Methodology, the experimental methods are explained,
namely that a questionnaire, graded readers, and a comprehension test will be used as
instruments to gather the data. In the chapter on Findings and Discussion, the data is
illustrated and analyzed. Finally, some recommendations, limitations of the study, and
suggestions for future study will be contained in the final chapter. Please see the
graphic below for a visual overview of the project organization.

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Abroad and
Domestic
Design Motivation
Questionnaire
Find suitable English
Reading test
Literature Review
The Effectiveness of Extensive Reading on Reading
Comprehension and Reading Motivation of tenth Graders at
Trieu Thai High School
Research Significance
Application
Questionnaire
Comparisons
between Data
from Pre-test
and Post-test
Analysis collected Data

Analysis on Effectiveness of
Extensive Reading on Reading
Comprehension

Analysis on Effectiveness of
Extensive Reading on Reading
Motivation
Discussion of results
Findings and Limitations
Suggestions for future studies
1, Analysis Data in Groups

reap these benefits, English teachers must acknowledge that extensive reading “should
be noted first” as the method for improving reading comprehension. Byun‟s literature
review found that reading was essential to gaining a strong vocabulary. Using
extensive reading to acquire words naturally is the ideal method for the development
of a learner‟s vocabulary and leads to much greater reading fluency. In this study,
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Byun used experimental and theoretical studies to demonstrate the benefits of
extensive reading on language acquisition and its effects on language learners.
Fourteen teachers participated in that study over the course of two weeks to immerse
themselves in a print-rich environment replete with interesting journals and books in
English. All the perceptions of the applicability issue of the extensive reading
approach were explored.
In an English language learning context, extensive reading is highly appreciated
for both learning and teaching. For example, Day and Bamford (2008) have published
a book called Extensive Reading in the Second Language Classroom, which gives
practical ideas for organizing extensive reading instruction in language classes. Day
and Bamford also suggest extensive reading should be an integral part of reading
instruction in the second language classroom for not only does it help students to read
but also it leads them to enjoy reading. In regards to materials used in extensive
reading, in another of their books called Extensive Reading Activities for Teaching
Language (2003), Day and Bamford explain the extensive reading approach
encourages learners not just to read, but to read a lot of material in the new language.
Learners take responsibility by choosing their own texts and reading independently of
their teachers. Teachers can of course help students in setting up their self-selected
reading, and it is also their duty to tie it in with the rest of language curriculum.
Scholar Pham Minh Hien‟s study on Đọc rộng với việc tạo động lực và phát
triển kỹ năng đọc hiểu cho sinh viên năm thứ ba- khoa Anh
[
Extensive Reading in
Creating Motivation and Developing Reading Comprehension Skills for Third-Year

„comprehensible input‟; citing Krashen‟s ideas in The Power of Reading (2004).
Extensive reading contributes to developing learners‟ reading comprehension ability,
helping to build confidence with extended texts. As learners are able to complete
longer texts in their extensive reading, they become more confident in their abilities
when faced with shorter texts on reading exams. Bell‟s article explores the practical
side of running extensive reading programs in schools. In Bell‟s program, learners
ages 17 to 42 were exposed to graded readers. They were encouraged to read and
practice reading aloud to the class. Although his program had some limitations in
“time, energy and resources on the part of those charged with managing the materials”
(1999), it provided an effective foundation for promoting reading improvement and
development from elementary levels upwards.
Although there have been numerable of studies on reading and extensive
reading, only a few studies of EFL extensive reading have been conducted. Almost all
studies give methodological theories rather than providing practical instructions in a
specific objective.
For learners wishing to quickly advance their skills in almost any area of
language study extensive reading is indispensable. The discussion in the above
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paragraphs, taken as a whole, reveals that the current situation of English learning for
grade tenth students at TTHS is a context where teaching and learning English is of
paramount importance. Therefore this study seeks fill the existing learning gap by
applying this methodology to a new environment.
2.1. Reading Comprehension
Reading comprehension is an important skill, and there are many definitions for
reading comprehension. This researcher has elected to use Webster’s College
Dictionary (2008) to define the word “comprehension,” as this source is almost
universally accepted as the expert on English word definitions. According to this
source, “comprehension” is understood to be “the capacity of the mind to perceive and
understand”; and when specifically applied to reading it is “the power to grasp ideas”
from written text. It means an interaction takes place between a reader and a text. The

simpler books or materials that are at or slightly below the level at which they read
fluently. This lets readers reinforce the words they already know and helps they learn new
words from context.
2.2.2. Principles of Extensive Reading
Bamford and Day are some of the foremost authorities on the principles of
extensive reading. Their explanations of the principles of extensive reading (1998) are
discussed at length in the paragraphs that follow.
Firstly, the reading material is easy. For an extensive reading class to succeed,
students must read books and other material that are well within their reading
competence. More than one or two unknown words per page might make the texts too
difficult for overall understanding. Learners should start with books and material that
have been especially written for beginning and intermediate levels of reading ability.
Secondly, a variety of reading material on a wide range of topics must be
available. In extensive reading, students should read as much as possible. Nuttal (1989)
said: “We want our students to be able to read better, fast and with full understanding.
To do this they need to read more” (p.168). So it is critical to have a large number of
books on a wide variety of topics to appeal to all students. The reading material should
consist of both fiction and non-fiction books, magazines and newspapers. With the large
amount of reading material, students are given the opportunity to read a lot. These kinds
of materials should be informative and entertaining.
Thirdly, learners should be free to choose what they want to read. This principle
was highlighted by Day and Bamford (1998): “it is also important that learners feel
free, or are even encouraged the stop reading a text if they find it is too difficult or of
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low interest to them.” Allowing students to select what they want to read is the key to
extensive reading. They are more likely to read material in which they are interested,
so it makes sense for them to choose what to read.
Fourthly, the purpose of reading is usually related to pleasure, information, and
general understanding. This is the purpose which distinguishes between intensive
reading and extensive reading. In spite of requiring detailed understanding and

complete and detailed understanding is also associated with the teaching of reading in
terms of its component skills” (2008). Teachers using this kind of reading to ensure
that their students understand the information presented in lessons and can correctly
answer questions related to the text.
In intensive reading, readers can focus on the certain aspects of language.
However, readers often have to face many unknown words in intensive reading texts,
meaning that the learners will be required to use a dictionary. Intensive reading has its
advantages, most notably including vocabulary improvement and ease of testing
understanding. Its main disadvantage is that it can discourage readers who do not find
the topic interesting or who find the interruption of looking up unfamiliar words to
distract from understanding the meaning of the text.
2.2.3.2. Extensive Reading versus Intensive Reading
Extensive reading and intensive reading are two approaches which have their
own distinct features. In this part, the differences between Extensive reading and
intensive reading in terms of their purposes, materials levels, reading motivation, and
the evaluation of students‟ comprehension are explored. It is important for this paper
to make these distinctions because intensive reading is the traditional method used in
many places, including TTHS, while extensive reading is the method which the
researcher uses in the experiment.
Intensive reading is a method used in classroom which aims at developing
language study. The material levels are aimed to be higher than that of the students‟
current ability, with a large number of unknown vocabulary items and grammar forms
that may be difficult for learners. During intensive reading, students are supposed to
use many reading skills such as skimming, scanning, and guessing meaning from
context. Additionally, they need to learn new words and apply these words
immediately. In this method, students also need to understand the text and answer
some specific questions to demonstrate to the teacher that they have read the text and
understand it. Brown (2007) commented that intensive reading is a “classroom-
oriented” activity, where students focus on the linguistic or semantic details of a
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Bamford, 2000; Hung S. S, 2011). As Nuttall states: “We learn to read by reading”
(p.168).