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Luận văn tiếng Anh:Using Timed-reading Activities to Increase tenth graders’ reading rate and fluency at Tran Phu High School, Vinh Phuc Province: an action research = Nghiên cứu hành động về việc áp dụng hoạt động đọc tính giờ nhằm nâng cao tốc độ đọc và độ trôi chảy của học sinh lớp 10, trường THPT Trần Phú . M.A Thesis Linguistics: 60 14 01 11

Miêu tả:M.A. Thesis English teaching methodology -- University of Languages and International Studies. Vietnam National University,
PART A: Introduction
I. Rationale
Reading skill is one of the four language skills that language learners need to
master. The four skills, which are interdependent, are of importance in the success
of one‘s language acquisition. In regard to reading skill, it is vital for learners to
acquire this skill, because they can receive information on vocabulary, grammar as
well as knowledge about life. Reading keeps their cognitive abilities developed.
Thus, teaching reading plays an important role in teaching a foreign language in
general and English in particular.
However, teaching reading is a really challenging job. It takes much time and
energy to make progress in this skill. For teachers, it is a difficult task to get
students complete reading activities accurately and punctually. For students, they
often have to struggle with reading tasks because of the lack of specific skills
necessary for proficient reading especially in a limited time, which is popular in
Vietnamese high schools. And in Tran Phu High school where the writer is
working, this problem happens in the same way. The 10th graders at Tran Phu High
School had great difficulty in doing reading tasks in allotted time. Their reading
rate, which was measured in the reading test before the research, was very slow
(around 80 wpm) whereas many authors prove that the optimal reading speed
for L2 readers should be around 200 – 300 words per minute (wpm)
(Alderson, 1984; Anderson, 1999; Carver, 1990; Dubin and Bycina, 1991).
According to Nuttall (1996), slow reading rate leads to the frustration in her
description of the ―vicious cycle of the weak reader‖. Faster reading encourages the
reader to read more; as a result, comprehension improves.
Increasing reading rate, which is essential, can be done through reading rate
activities. Later studies show that readers achieve not only rapid-reading skills but
also better comprehension when specifically taught rapid-reading techniques
(Cranney, Brown, Hansen, and Inouye 1982). There have been a lot of reading rate activities such as rate-buildup reading, repeated reading, class-paced reading and
self-paced reading (Neil J. Anderson 1999).
Timed reading activity is one of reading rate activities which can Giúp improve 10th
graders‘ reading rate. Therefore, I conducted a research to find out how timed
reading activity helped increase the student‘s reading rate and improve their
fluency.
II. Aims and objectives of the study
The study is aimed at to improving the students‘ reading skills through timed
reading activity.
Objectives of the study are to examine the effects of timed reading activity on tenth
graders‘ reading rate and fluency at Tran Phu High School, Vinh Phuc Province and
to explore their attitudes towards timed reading activity
III. Research Questions
In correspondence with the aforementioned aims and objectives, the researcher
attempted to answer the following questions:
RQ 1: To what extent does timed reading activity affect learners‘ reading rate and
fluency?
RQ 2: What are the students‘ attitudes towards timed reading activities as a
technique used to improve their reading rate and comprehension?
IV. Scope of the study
The study focuses on testing the hypothesis ―Timed-reading activity can increase
tenth graders‘ reading rate and fluency at Tran Phu High School, Vinh Phuc
Province‖. The study of factors affecting learners‘ reading rate would be beyond the
scope of the study.
V. Methods
The study is to be conducted as an action research that utilizes quantitative research
method. The quantitative analysis is used to deal with the data collected from
reading rate chart, pretest and posttest, pre-questionnaire and post questionnaire.

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