THE EFFECTS OF USING COLLABORATIVE STRATEGIC READING ON READING COMPREHENSION SKILLS FOR NON-ENGLISH MAJORED COLLEGE STUDENTS / ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC HỢP TÁC TRONG KỸ NĂNG ĐỌC HIỂU DÀNH CHO SINH VIÊN TRƯỜNG CAO ĐẲNG KHÔNG CHUYÊN TIẾNG ANH

Authors

  • Mai Thi Chuong MA Candidate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
  • Vo Thi Lien Huong Lecturer, College of Foreign Languages, Hue University, Vietnam

DOI:

https://doi.org/10.46827/ejals.v4i1.294

Keywords:

Collaborative Strategic Reading (CSR), reading comprehension skills, non-English majored college students, reading experience, experimental research, English language teaching

Abstract

This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting.

Author Biography

  • Mai Thi Chuong, MA Candidate, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
    Ms. Mai Thi Chuong, English teacher at Trung An High School, Can Tho City, Vietnam. He has just got her Master degree in TESOL program from Can Tho University in 2021 in Principles and Methods in English Language Education. Her main research issues are English language education, high school English learning, teaching and testing. She can be reached at mkchuong@gmail.com.

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Published

2021-10-23

Issue

Vol. 4 No. 1 (2021)

Section

Articles

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