Ebook Understanding and teaching reading comprehension explore children's reading comprehension skills, vocabulary, syntax to reasoning. Suggest improvement methods based on experiments and classroom.

This study examines the relationship between vocabulary knowledge and reading comprehension in English as a Foreign Language (EFL) learners, exploring how various vocabulary learning strategies influence reading proficiency.

The role of translation in language teaching and learning has been overlooked due to the negative connotations with the traditional grammar-translation method. However, during the past few years, many researchers recognised the importance of translation as a pedagogical tool in developing reading comprehension skills. To investigate how translation enhances students' understanding of texts, vocabulary acquisition, and engagement in reading, the authors have utilized a mixed-methods approach.

This study investigates the challenges second-year English language students face in developing listening comprehension skill. Through a questionnaire survey, the research identifies key obstacles such as limited vocabulary, unfamiliar accents, cultural differences, and the speed of speech, all of which hinder effective listening.

This study was conducted to investigate the role of mass media in enhancing self-studyof English listening comprehension and suggest ways to improve listening comprehension. The research utilizes quantitative methods to analyze the results, focusing on promoting collaboration and fostering learners’ autonomy through theutilization ofmassmediaas language learning tools.

This study aimed to investigate the impact of digital storytelling on improving grade 6 students’ listening comprehension at a primary and secondary school in a mountainous province in Vietnam.

This study aimed to determine the effects of self-questioning on pre-intermediate EFL students’ reading comprehension and explore their perceptions of learning to read with self-questioning. A quasi-experimental design was carried out among two groups of sixty-eight Vietnamese pre-intermediate students over a nine-week reading course using self-questioning and teacher-posed questions.

The reading comprehension skill is considered as one of the four fundamental language skills that an EFL learner must perform. Actually, it is not an easy skill since most of learners have many reading issues. The purpose of this present work is to investigate on these reading difficulties that grade 10 students at the Asian International Highschool face, and to identify their reading problems and the reasons behind their weaknesses in performing the reading task.

The study investigates the effects of pre-listening activities in facilitating the students’ listening comprehension in English as Foreign Language (EFL) classes. 203 freshmen of Business English classes participated in this study. Data were collected through questionnaires and then quantitatively and qualitatively analyzed.

Based on the above aim, the research involves two main objectives. First, it investigates the differences in the performances between the control group and the experimental group by the comparison of pretest and posttest‟s results.

The study aims at improving reading comprehension ability of 10th grade students at a high school in Hanoi through cognitive reading strategy training as well as finding out the difficulties perceived by the students in applying the strategies.

Aims of the study: This study aims at improving the quality of learning English reading comprehension for 10th – form students at a high school in Bac Ninh province based on learners‟ needs.

The purpose of this study was to identify factors that affected the listening skills of eighth graders. This helped students identify the importance of listening skills and develop it better.

Purposes of the research: The dissertation clarifies the theoretical and practical basis affecting the teaching of RC for grade 1 students in the phase of phonic learning in the direction of capacity promotion; proposing some feasible measures for teaching of RC for grade 1 students in the phase of phonic learning in order to improve the efficiency of teaching of RC for grade 1 students in general and for primary schools students in particular.

Research purpose: The research purpose of the study is to propose teaching measures for multimodal text reading comprehension in Philology in secondary school.

Proposing ways to organize the teaching of reading comprehension to help students practice reading comprehension skills, contribute to the formation and development of students' reading comprehension capacity, at the same time improve the quality of teaching of Literature in high schools in general and teaching reading comprehension in particular.

Select and identify the content in the suitable narrative documents and meet the goal of developing self-awarenessskills for junior high school students. Propose principles and methods to develop self-awareness skills for junior high school students in teaching reading and understanding narrative text in the direction of developing students' qualities and competencies in order to contribute to improving effective teaching grammar in high schools.

This research is classroom action research (CAR) by applying the Cooperative Integrated Reading and Composition (CIRC) learning model because it has been proven to improve the students' reading comprehension skills.

Purpose of the research: To recommend some particular measures in order to improve the efficiency of competence-based teaching text reading comprehension for pupils of grades 4 and 5. To recommend measures of competence-based teaching for text reading comprehension for pupils of grades 4 and 5. Organize scientific experiment to initially verify the feasibility of the recommended measures.