VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
BUI THI HONG
IMPROVING 10TH GRADERS’ READING COMPREHENSION
THROUGH COGNITIVE READING STRATEGY TRAINING:
AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN hanoi
(Cải thiện việc đọc hiểu của học sinh lớp 10 thông qua việc luyện tập chiến lược
đọc hiểu tri nhận: Nghiên cứu hành động tại một trường cấp 3 tại Hà Nội)
M.A. MINOR THESIS
Field : English Teaching Methodology
Code : 8140231.01
Hanoi-2020
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
BUI THI HONG
IMPROVING 10TH GRADERS’ READING COMPREHENSION
THROUGH COGNITIVE READING STRATEGY TRAINING:
AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN HANOI
(Cải thiện việc đọc hiểu của học sinh lớp 10 thông qua việc luyện tập chiến lược
đọc hiểu tri nhận: Nghiên cứu hành động tại một trường cấp 3 tại Hà Nội)
M.A. MINOR THESIS
Field : English Teaching Methodology
Code : 8140231.01
Supervisor : Dr. Hoang Thi Xuan Hoa
Hanoi-2020
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DECLARATION
I hereby state that I – Bui Thi Hong, being an M.A. candidate of the
Faculty of Post-graduate Studies, ULIS, VNU, certify my authority of the
study entitled “Improving students’ reading comprehension through
cognitive reading strategy training: An action research at a high school in
Hanoi”. This thesis is the study of my own research and the substance of the
thesis has not, wholly or in part, been submitted for a degree to any other
universities or institutions.
Hanoi, 2020
Bui Thi Hong
Approved by
SUPERVISOR
(signature and full name)
T.S. Hoàng Thị Xuân Hoa
Date:...........................................
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ACKNOWLEDGEMENTS
First of all, I would like to express my deep gratitude and love to my
supervisor, Dr. Hoang Thi Xuan Hoa, for her guidance, comments and
especially her sympathy throughout the whole research process.
I am also grateful to all lecturers at the Faculty of Post-Graduate Studies,
ULIS, VNU, whose lectures and guidance have contributed to my
understanding of the problem and led to the completion of this thesis. My
words of thanks would also go to the examiners who will spend their time
reading and commenting on this thesis.
Especially, I wish to show my appreciation to my students of class 10X1
at a high school in Hanoi, who were really helpful and cooperative in the
implementation of the study.
Last but not least, I would also like to take this opportunity to send my
love to my family who aslo encourage and support me whole-heartly.
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ABSTRACT
Reading in foreign language is considered one of the most challenging
and difficult tasks that most of EFL learners face. Due to the complexity of
this skill, many students suffered from reading for their failure in the
achievement of reading comprehension. For the reason, this action research
aimed at improving reading comprehension among 10th graders at a high
school in Hanoi through cognitive reading strategy training. After a
preliminary investigation had been carried out, the cognitive reading
comprehension instruction course was designed, and then implemented in the
first semester of the school year 2019-2020 with the participation of 43
students from a class of grade 10 at a high school in Hanoi. The data collected
through the pre-and post-questionnaires, pre-and post-tests and semi-stuctured
interviews revealed that the cognitive reading comprehension strategy course
resulted in a slight improvement in the students’ reading comprehension, but
the students also encountered some obstacles in applying the strategies.