First year english major students motivation in reading english texts a quantitative study in efl contexts at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
FIRST-YEAR ENGLISH MAJOR STUDENTS’
MOTIVATION IN READING ENGLISH TEXTS: A
QUANTITATIVE STUDY IN EFL CONTEXTS AT
VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE
ĐỘNG LỰC CỦA SINH VIÊN CHUYÊN NGỮ NĂM
NHẤT KHI ĐỌC VĂN BẢN TIẾNG ANH: NGHIÊN
CỨU ĐỊNH LƯỢNG TRONG BỐI CẢNH EFL TẠI HỌC
VIỆN NÔNG NGHIỆP VIỆT NAM
Student

: VU HONG NGOC

Student code

: 621252

Major

: ENGLISH

Supervisor

: PHAM THI HANH, M.A

Hanoi – 2021

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
FIRST-YEAR ENGLISH MAJOR STUDENTS’
MOTIVATION IN READING ENGLISH TEXTS: A
QUANTITATIVE STUDY IN EFL CONTEXTS AT
VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE
ĐỘNG LỰC CỦA SINH VIÊN CHUYÊN NGỮ NĂM
NHẤT KHI ĐỌC VĂN BẢN TIẾNG ANH: NGHIÊN
CỨU ĐỊNH LƯỢNG TRONG BỐI CẢNH EFL TẠI HỌC
VIỆN NÔNG NGHIỆP VIỆT NAM
Student

: VU HONG NGOC

Student code

: 621252

Major

: ENGLISH

Supervisor

: PHAM THI HANH, M.A

Hanoi – 2021


CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report
entitled “First-year English major students’motivation in reading English texts:
A quantitative study in EFL contexts at Vietnam National University of
Agriculture” submitted in partial fulfillment of the requirements for the degree
of Bachelor in English Language. Except where the reference is indicated, no
other person’s work has been used without due acknowledgement in the text of
the thesis.
Hanoi, 2021

Vu Hong Ngoc

Approved by
SUPERVISOR

Pham Thi Hanh, M.A

Date: 01/07/2021

i


ABSTRACT
Reading is a very important skill in English. However, first-year English
major students at Vietnam National University of Agriculture (VNUA) still need

many motivation to read English texts. In order to have an overview onto this
problem, the researcher decided to do a study on “first-year English major
students in reading English texts: A quantitative study in EFL contexts at
VNUA”. With a wide variety of Internet, EFL learners at VNUA like reading
English texts by online materials. They can approach extensively and easily
reading English texts to support for their subjects and work.
In this study, 115 participants was collected and analyzed. This study is
to investigate first–year English major students’ motivation in reading English
texts at Vietnam National University of Agriculture (VNUA). This study
answers two questions: What types of motivation do first-year English major
students have in reading English texts? And what are the main factors affecting
students’motivation in reading English texts? The main purposes of the study
are to examine types of motivation possessed by first-year English major
students at VNUA and to identify the main factors affecting first-year English
major students learning to read English texts at VNUA.
The results of the study reveal that these percentages of first-year English
major students’ motivation in reading English texts and factors affecting the
students’ motivation at Vietnam National University of Agriculture. The
ultimate of the study is to investigate into VNUA first-year English major
students’ motivation in reading English texts in order to help them to be more
motivated in reading English texts.

ii


ACKNOWLEDGEMENTS
First of all, I would like to acknowledge my deep gratitude to my
supervisor, Mrs. Pham Thi Hanh,

M.A for her valuable guidance, helpful

suggestions and critical comments throughout

research, without which my

research could not been completed.
I would like to send my sincere thanks to the lecturers in the Faculty of
Education and Foreign Languages at VNUA for their useful advice on this
study.
Finally, I wish to send my sincere thanks to all first-year English major
students at VNUA for their participation and assistance, without which this
study could not have been successful.

iii


TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY .................................................................. i
ABSTRACT ....................................................................................................... ii
ACKNOWLEDGEMENTS .............................................................................. iii
TABLE OF CONTENTS .................................................................................. iv
LIST OF TABLES AND CHARTS ................................................................. vi
LIST OF TABLES: ........................................................................................... vi
LIST OF CHARTS: .......................................................................................... vi
LIST OF ABBREVIATION ............................................................................ vii
PART 1: INTRODUCTION .............................................................................. 1
1.1. RATIONALE ........................................................................................... 1
1.2. AIM AND OBJECTIVES OF THE STUDY ........................................... 2
1.3. RESEARCH QUESTIONS ...................................................................... 2

1.4. SCOPE OF THE STUDY ........................................................................ 2
1.5. SIGNIFICANCE OF THE STUDY ......................................................... 3
1.6. DESIGN OF THE STUDY ...................................................................... 3
Chapter 1: LITERATURE REVIEW................................................................. 4
1.1. REVIEW OF THE PREVIOUS STUDIES (AT HOME AND
ABROAD).......................................................................................................... 4
1.1.1. Related research ....................................................................................... 4
1.2. REVIEW OF THEORETICAL BACKGROUND ..................................... 5
1.2.1. Overview of motivation ........................................................................... 5
1.2.2. Overview of reading: ............................................................................. 10
1.2.2.2. Reasons for reading:............................................................................ 11
1.2.2.3. Types of reading: ................................................................................ 12
1.2.3. Overview of reading English texts:........................................................ 15
1.3. SUMMARY .............................................................................................. 17
Chapter 2: METHODOLOGY ......................................................................... 18

iv


2.1. RESEARCH GOVERING PRINCIPLES ................................................ 18
2.1.1. Research questions revisited .................................................................. 18
2.2. RESEARCH METHODS ......................................................................... 18
2.2.1. Research methodology ........................................................................... 18
2.3. PARTICIPANTS ...................................................................................... 20
2.4. RESEARCH INSTRUMENT ................................................................... 20
2.5. DATA COLLECTION ............................................................................. 21
2.6. DATA ANALYSIS ................................................................................... 21
2.7. SUMMARY .............................................................................................. 22
Chapter 3: FINDINGS AND DISCUSSION ................................................... 23
3.1. THE IDENTIFICATION OF STUDENTS’ MOTIVATION .................. 23

3.1.1. Types of students’ motivation in reading English texts......................... 23
3.2. FACTORS AFFECTING STUDENTS’ MOTIVATION IN READING
ENGLISH TEXTS ........................................................................................... 34
3.2.1. The factors related to reading materials (topics, level of challenges) .. 34
3.2.2. The factors related to teacher (Enthusiasm, reward, request) ................ 34
3.2.3. The factor related to family and friends................................................. 35
3.3.4. The factor related to students’ working ................................................. 36
3.3. SUMMARY .............................................................................................. 37
PART 3: CONCLUSION................................................................................. 38
1.

RECAPITULATION ................................................................................ 38

2.

CONCLUSION REMARKS .................................................................... 38

3.

LIMITATION OF THE CURRENT RESEARCH .................................. 39

4.

SUGGESTIONS FOR FURTHER RESEARCH ..................................... 40

REFERENCES ................................................................................................. 41
APPENDIX 1 ................................................................................................... 44
APPENDIX 2 ................................................................................................... 47

v

LIST OF TABLES AND CHARTS
 LIST OF TABLES:
Table 1.1: Students’ intrinsic motivation in reading English texts ..................... 23
Table 1.2: The average scores of students’ intrinsic motivation in reading
English texts ............................................................................................ 25
Table 2.1: Students’ extrinsic motivation in reading English texts .................... 27
Table 2.2: The average scores of students’ extrinsic motivation in reading
English texts ............................................................................................ 31
Table 3.1: Factors related to reading materials ................................................... 34
Table 3.2. The factors related to teacher ............................................................. 35
Table 3.3. The factor related to family anf friends ............................................. 35
Table 3.4. The factor related to students’ working ............................................. 36
 LIST OF CHARTS:
Chart 1.1: The average scores of students’ intrinsic motivation in reading
English texts (S: Statements) .................................................................. 26
Chart 2.1: The average scores of students’ extrinsic motivation in reading
English texts (S-Statement)..................................................................... 32

vi


LIST OF ABBREVIATION

A

: Agree

D

: Disagree

DK

: Do not know

EFL

: English foreign language

SA

: Strongly agree

SD

: Strongly disagree

VNUA : Vietnam National University of Agriculture.

vii


PART 1: INTRODUCTION
This part shows the rationale of the study, aim and objectives of the
study, research questions, scope of the study, the significance of the study and
design of the study to help readers have a general view of this research.
1.1.RATIONALE
Nowadays, English is known as a global language. We use English to

communicate with people from all over the world. People widely believe that
English is one of the most important things in our life. A clear example is found
to prove is that many parents sendd their children to English classes due to the
fact that they think that English can create for children the opportunities to get a
good job in the future and develop their career. In Vietnam, English has been
taught as a foreign language (EFL) in schools from primary schools to
universities. EFL in schools has numerous advantages. Many studies have
emphasized the effectiveness and benefits of reading English texts in EFL
contexts. Generally, researchers agree that reading English texts in EFL contexts
have positive changes in motivation.
It is undeniable that reading is one of the four important language skills
for academic success and professional development. There is no doubt that
reading is crucial for learning new information, explaining, interpreting and
combining between old information and expectations. On the other hand, there
are many factors affecting students’ motivation in reading English texts when
students study at schools, such as: achievement motivation, incentive
motivation, competence motivation and creative motivation. Therefore,
motivation is a key factor in learning to read English texts for students.
At Vietnam National University of Agriculture (VNUA) contemporary,
English major students have to read English texts a lot to serve the subjects,
such as: Reading, English Literature, etc…, but they also have a lot of difficulty
in reading English texts. A clear example being found to prove is that there are
many factors affecting their motivation on reading English text in their major.

1


To conclude, in this study, the author will investigate students’
motivation on reading English text, especially, will conduct a quantitative study
in EFL for first year English major students at VNUA.

1.2. AIM AND OBJECTIVES OF THE STUDY
The ultimate of the study is to investigate into VNUA first-year English
major students’ motivation in reading English texts in order to help them to be
more motivated in reading English texts. The study includes two main objectives
as follows:
1. To examine types of motivation possessed by first-year English major
students at VNUA.
2. To identify the main factors affecting first-year English major students
learning to read English texts at VNUA.
1.3. RESEARCH QUESTIONS
In order to achieve these aim, the study is guided by the two main
following questions:
1. What types of motivation do first-year English major students have in
reading English texts?
2. What are the main factors affecting students’motivation in reading
English texts?
1.4.SCOPE OF THE STUDY
The study focuses on reading English text skill of first year English major
students, and students’ motivation on reading English texts. And then, some
motivations will be shown in order to help students read English texts better.
The study will include 130 students from 5 classes (K65ENGA, K65ENGB,
K65ENGC, K65ENGD and K65ENGE) when they are learning the subject:
reading 2 in the second term at university year 2021-2022 at Vietnam National
University of Agriculture. Factors affecting students’ motivation will be
revealed in order to help first year English major students in reading English
texts at VNUA.

2

1.5. SIGNIFICANCE OF THE STUDY
The researcher found out the motivation of the first-year English major
students when they are reading English texts in university. It is hoped that the
study’s result will help students to learn in reading English texts with good
motivation. This is also the significance of the study.
1.6.DESIGN OF THE STUDY
The study is organized in three parts
Part 1: Introduction includes: Rationale of the study, aim and objectives
of the study, research questions, significance of the study, design of the study.
Part 2: Development: consists of three chapters
Chapter 1: Literature review focuses on review of previous studies
(including 2 studies at home and one study from abroad) and review of
theoretical background (overview of reading, overview of motivation and
overview of reading English texts).
Chapter 2: Methodology reveals research method used in the study
including the research questions revisited, research design, participants, research
instrument, data collection and data analysis.
Chapter 3: Findings and discussion show the detailed results together
with a comprehensive analysis on the data collected from the survey
questionnaire.
Part 3: Conclusion concerns about:
Recapitulation (Summary of the main points presented in the thesis)
Concluding remarks on each of the thesis objectives: It is required that
this section provides conclusions on the objectives set forth in the Introduction
part of the thesis.
Limitations of the current research.
Recommendations for further research.

3

PART 2: DEVELOPMENT
The theoretical background for my study is focused on this chapter with the
theories of motivation and English reading. In this chapter, I will reveal three
main parts: theoretical background of reading, the theoretical background of
motivation and theoretical background of reading English texts.
Chapter 1: LITERATURE REVIEW
1.1.REVIEW OF THE PREVIOUS STUDIES (AT HOME AND ABROAD)
1.1.1. Related research
Firstly, the researches related in Vietnam. Hoàng, T. H (2011) conducted
an experiment with interview and survey questionnaires for 65 students at
Quảng Định secondary school. The study described the issue by looking at the
students’ motivation in learning reading skills as it is widely believed that
motivation plays an important role in the second language learning process.
Motivation is one of the key factors that determines the success or failure of
language learning. This study will be helpful for students who are facing
problems about motivation in reading skills and want to improve motivation in
reading skills at Quang Dinh Secondary School. In conclusion, she claimed that
some types of motivation in English reading skills are integrative and
instrumental ones and found the main purpose of learning English was to get a
good job in the future. While students’ motivation in reading comprehension
was affected by teachers, students and the reading material. In research by Lục,
T.M.B (2011), she revealed that the reading materials and the teachers were the
most important factors affecting the students’ motivation and combined both
instrumental and integrative motivation for students at Thiệu Hóa high school,
Thanh Hóa province. Due to the fact that many students are not interested in
learning reading and they also complain that reading makes them feel stressful
and bored. Therefore, she hopes to find out some solutions to better the current
situation of teaching and learning English reading skill and hoping to help

4


English teachers and students in general and those at Thieu Hoa high school in
particular in their teaching and studying.
Secondly, the researcher revealed a study related to this study. In 2018,
Saniago Dakhi and Ira Soraya Damanik carried out a study on students’
motivation in reading English text: A qualitative study in EFL context by using
the survey questionnaires and interview 60 students of 10 grade at SMA Negeri
55 South Jakarta, Indonesia. They proved that curiosity became the most
influential variable and social reason was the least one in students’ motivation in
reading skills. According to Dakhi (2018), students’ reading English motivation
is one of determining factors of English language proficiency. This study
addressed the result of students’ motivation in English reading text at SMA
Negeria 55 South Jakarta in English reading class. Dakhi and Damanik are
predicted that patterning the students’ motivation in English reading will help
teachers identify easily students’ psychological obstacles. All things considered,
they gave some solutions to solve students’ matters in this study.
Overall, the above studies found out students’ motivation in learning
reading skills at Quang Dinh secondary school, development motivation in
learning English reading skill of students at Thieu Hoa school and students’
motivation in English reading text in Indonesia. In this study, the researcher
combined findings from the previous studies to carry out this study. By doing
research through survey questionnaire, this study hopes to identified first-year
students’ motivation in reading English texts at VNUA.
1.2. REVIEW OF THEORETICAL BACKGROUND
1.2.1. Overview of motivation
1.2.1.1.Definitions of motivation
There are many definitions of motivation, especially in language learning.
Harmer (1991, p.3) explains the meaning of motivation as the “internal drive”

that pushes somebody to do something. If we think that our goal is worth doing

5


and attractive for us, then we try to reach that goal; this is called “the action is
driven by motivation”. Lightbown and Spada (1999, p. 56) note that motivation
in second language learning is quite complicated to study which can be
explained in terms of two factors: the learner’s communicative needs and their
attitudes towards the second language community. In addition, Parsons, Hinson
and Brown (2001, p. 28) define motivation as an important component or factor
in the learning process. Learning and motivation have the same importance in
order to achieve something. Learning makes us gain new knowledge and skills
and motivation pushes us or encourage us to go through the learning process.
The research noted that motivation is perceived to be composed of three
elements. These are effort, desire and affect. Effort refers to the time spent
studying the language and the drive of the learner. Desire indicates how much
the learner wants to become proficient in the language, and affect means the
learner’s emotional reactions related to language study. Research views
motivation as the process aroused by the stimulus to achieve desired purposes,
behaviors or conditions. Motivation is a continuous process based on a person’s
desire.
Nowadays, motivation is one of the most key factors in studying foreign
languages. Therefore, many researchers have investigated definitions of
motivation and they almost agreed that motivation is the extent to which people
make choices about goals to follow and they will commit to pushing toward the
effort. The following definitions are shown by some well-known researchers.
“Motivation is some kinds of internal drove which pushes someone to do
things in order to achieve something”(Brown,2000,p. 160).
“Motivation explains why people decide to do something, how hard they

are going to pursue it and how long they are willing to sustain the activities”
(Dornyei, 2001, p.7).

6


“Motivation can be constructed as a state of cognitive and emotional
arousal, which leads to a conscious decision to act, and which gives rise to a
period of sustained intellectual and physical effort in order to attain a previously
set goal” (William, 1997, p.120).
According to Gardner, a highly motivated study will want to learn and
enjoy learning the language. (Gardner, 1985) wrote, “the extent to which the
individual works or strives to learn the language because of a desire to do so and
the satisfaction experienced in this activity”. According to Gardner, motivation
is shown as goal-directed, the students’ immediate goal is to learn the language.
He also supposed it is important to understand the learns’ ultimate goal and the
purpose of them for learning the language. Gardner confirmed two distinct
orientations for learning a language: integrative and instrumental.
It is clear from the above definitions that many researchers approach
definitions of motivation. However, they all have the same point of view that
motivation definition as a result of combination of intrinsic and extrinsic
influences.
1.2.1.2.Types of motivation
Through a review of the previous studies, we have many types of
motivation: integrative and instrumental (Gardner and Lambert, 1972), intrinsic
and extrinsic motivation (Moore, K.D, 1992), global, situational and task
motivation (Brown, H.D, 1990), ….. Then, my study based mainly on the
distinction offered by Gardner and Lambert (1972).
A, Integrative and instrumental motivation
Integrative motivation: In a previous study, Integrative motivation is

characterized by a positive attitude towards the speakers and culture of the target
language. Integrative motivation is highly correlated with achievement, so of the
two orientation, integrative motivation has usually been held as superior
(Crookes and Schmidt, 1991). This is not necessary in Gardner’s position since

7


he states the social context might make an instrumental orientation better in
some situations and an integrative orientation better in others (williams, 1997).
Gardnner (1982)

wrote effort (time and drive), desire (extent of language

proficiency wished for) and effect (emotional reactions to language study) in
later socio-educational model.
Instrumental motivation: Gardner and Lambert (1972,p. 132) revealed
that “the practical value and advantages of learning a new language” is
instrumental motivation. Instrumental motivation is described by learning the
language for practical purposes, such as: gaining employment or passing an
exam. A student’s opinion of a given language is dramatically shaped by its
perceived usefulness and relevance to future career goals (Chambers, 1999).
B, intrinsic and extrinsic motivation
Harmer, J classified motivation into 2 main categories: intrinsic motivation
and extrinsic motivation.
Intrinsic motivation: is about the learners and available factors in the job
being worked. For example: , if you’re motivated to work for a non-profit or
volunteer in a soup kitchen because making people feel good makes you feel
good, you’re motivated by a change in attitude.
Moore (1992) pointed out that “intrinsic motivation is what learners bring

to learning environment, that is, their internal attributes: attitudes, values, needs
and personality factors”. Intrinsic factors involve that: Competence and learning
motivation, Attitude motivation, Achievement motivation, Creative motivation,
Physiological motivation.
Types of internal motivation (intrinsic factors):
Competence and learning motivation: For example, if you want a
promotion because you’ll learn valuable skills and not because of the higher
expected salary, you’re motivated by competence or learning motivation.

8


Attitude motivation: For example, if you’re motivated to work for a nonprofit or volunteer in a soup kitchen because making people feel good makes
you feel good, you’re motivated by a change in attitude.
Achievement motivation: For example, an entrepreneur might build a
business for the goal of building a world-class organization, and not necessarily
because there’s money involved.
Creative motivation: Examples of creative motivation include things in
which you feel compelled to create, such as the motivation to write a book, act
in a movie, play the guitar, build a product, or start a business.
Physiological motivation: For example, this is sometimes the case when
you pursue someone out of love. Your actions are motivated by deep
physiological feelings that are primal and cannot be ignored, regardless of how
hard we try.
Extrinsic motivation: come from factors outside activities or things. For
example: if you want a promotion because of the higher salary and not because
the new responsibility makes you feel fulfilled, you are motivated by incentives
over achievement.
Paul (2002) presented that “motivation to engage in an activity as means to
an end”. Moore (1992) identified that “extrinsic motivation originates outside

the individual and is concerned with external environments factors that help
shape students’ behavior”.
Extrinsic factors include: Incentive Motivation, Fear motivation, Power
motivation, Affiliation and social motivation.
Types of external motivation (Extrinsic factors):
Incentive Motivation: For example, if you want a promotion because of the
higher salary and not because the new responsibility makes you feel fulfilled,
you are motivated by incentives over achievement.

9


Fear motivation: For example, if you need to get in shape, you can plan a
summer pool party at your house or apartment complex, and use the fear of
showing up out of shape as motivation to stick with the gym and your diet.
Power motivation: For example, while it might be bad to control others,
trying to place control over your own life can be a good thing.
Affiliation and social motivation: Humans are social creatures, and social
motivation-also known as affiliation motivation- states that people are motivated
by social factors like belonging and acceptance. Humans have an innate desire to
connect with others, and social motivation causes us to seek connections by
contributing

to

a

social

group.

While

it

may

seem

internally

motivating, acceptance is often the motivating factor, which isn’t something you
can give yourself within a group.
All things considered, both intrinsic and extrinsic motivation always play a
necessary role in English language learning.

1.2.2. Overview of reading:
1.2.2.1. Definition of reading:
Reading is the most important academic language skill. A researcher
Harmer, J (1991, p.190) said that “reading is an exercise dominated by the eyes
and the brain. The eyes receive message and the brain then has to work out the
significance of these message”.
The definitions “reading” is that “Reading is psycholinguistics process by
which the reader, language user. Reconstructs, as the best as he can, a message
which has been encoded by writer as a graphic display”- Goodman, K.S (1971,
p.135).
Richard and Thomas (1987, p.9), also supposed that “an understanding
between the author and the reader. Reading is much more than just pronouncing
words correctly or simply knowing what the author intends; it is the process

10


whereby the printed page stimulate ideas, experiences and responses that are
unique to an individual”.
Reading is defined as a cognitive process that involves decoding symbols
to arrive at meaning. Reading is an active process of constructing meanings of
words. Reading with a purpose helps the reader to direct information towards a
goal and focuses their attention. Although the reasons for reading may vary, the
primary purpose of reading is to understand the text. Reading is a thinking
process. It allows the reader to use what he or she may already know, also called
prior knowledge. During this processing of information, the reader uses
strategies to understand what they are reading, uses themes to organize ideas,
and uses textual clues to find the meanings of new words. Each of the three
components of reading is equally important. Let's take a look at the components!
Harmer J (1991, 190) wrote “Reading is an exercise dominated by the eyes
and the brain. The eyes receive messages and the brain then has to work out the
significance of these messages”. According to Richard and Thomas (1987, p.9)
wrote that “an understanding between the author and the reader. Reading is
much more than just pronouncing words correctly or simply knowing what the
author intends; it is the process whereby the printed page stimulate ideas,
experiences and responses that are unique to an individual”.
To sum up, all researchers have the same meaning of the definition of
reading that reading process is consistently practices, growth and clarifying.
1.2.2.2.Reasons for reading:
In general, people will not read if they have not a reason. Therefore, the
purpose of reading can lead the reason for people. According to (Wallace, C,
1992) mentioned three personal reasons for reading.
Reading for survival is our answer to environment to accumulated
knowledge. . It depends very much on the daily needs of the reader and often

involves an immediate response to a situation.

11


For instance: you read when you see street signs, advertising on the roads.
Reading for learning is considered to be the type of reading done in the
classroom and is goal orientated. Reading is the fundamental skill upon which
all formal education depends. Research shows that a student who doesn’t learn
the reading basics early is unlikely to learn them at all.
This is tasks you must perform in the classroom. Many researches show
that if children want to become successful, they must read well and early
because reading is a skill to learn knowledge.
Reading for pleasure is an activity that readers feel satisfactory. Students
will be interested in developing their skills when teachers introduce about
topics: travel, fiction, non-fiction,…
1.2.2.3.Types of reading:
There are different types of reading about ways and purposes of reading.
According to ways of reading
Reading is divided into 2 types: aloud reading and silent reading.
Aloud reading: is an unnatural activity because most people do not read
aloud in real life, and it is difficult for the speaker to pay attention to the
meaning of the text while reading aloud. Based on the report provided by Doff
(1988, p.67), “aloud reading involves looking at a text, understanding it and also
saying it. Its purpose is not just to understand a text but to convey the
implication to someone else.”
“Aloud reading involves looking at a text, understanding it and also saying
it. Its purpose is not just to understand a text but to convey the implication to
someone else”- Doff (1988, p.7). This is one of the popular activities in English
classroom. It concerned about the pronunciation of words in the text rather than

understanding. The kind of reading depends on the beginners. Lewis and Hill
(1995, p.10) revealed: “Asking students to read aloud also mean that they may

12


concentrate inadequately on their meaning. He may read correctly but afterward
will not be able to tell what he has read”.
To include, Aloud reading depends on students of low level.
Silent reading is the nearest approach to the essence of reading. By
reading silently, the readers can best comprehend the written materials in the
limited time. The nature of silent reading is far from uniform. It is changeable
according to the use to which it is being put.
In short, this can help students to solve the best comprehend written
materials in the short time.
1.2.2.4.According to reasons of reading
Reading is divided into four main types according to William (1984). This
is skimming, scanning, extensive reading and intensive reading.
Skimming:
Douglas Brown wrote that “Skimming consists of quickly running eyes
across the whole text for its gist. Skimming gives the readers the advantage of
being able to predict the purpose of the passage, the main topic, or massage, or
possibly some of the developing or supporting ideas”. When students are
skimming, they are not necessary to know the words. So, readers use skimming
to read comprehension and it is very effective. When students need an overview
information in a text, they should use skimming.
Scanning:
Douglas Brown wrote that: “Scanning was quickly searching for some
particular piece or pieces of information in a text”. Finding a particular piece of
information is used by scanning. Your eyes will look for the specific piece of

information that you need by scanning.
According to Grellet (1981, p. 19) definited that: “When scanning, we only
try to locate information and often we do not even follow the linearity of

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passage to do so, and scanning is far more limited since it only means retrieving
what information is relevant to our purpose”.
Finally, to improve reading comprehension skills for students, we use both
skimming and scanning. These techniques are effective reading skills.
Extensive reading:
It is believed that extensive is an activity of skimming and scanning.
However, Hafiz and Tudor claimed that the pedagogical value attributed to
extensive reading is based on the assumption that exposing learners to large
quantities of meaningful and interesting second language material will produce a
beneficial effect on the learners’ command of the second language.
(Hedge, 2003, p. 200-201) claimed that extensive reading inspired by
Krashen’s Hypothesis has been readopted in different EFL institutions and
universities since students are asked to read independently using available
material online or at their reach.
Extensive reading is applied for an individual activity in class and at home.
Learners can select reading materials about their hobbies and level of study.
Intensive Reading:
According to Douglas Brown (2001, p. 321) wrote “Intensive reading is
usually a classroom oriented activity in which students focus on linguistic or
semantic details of a passage. Reading calls students’ attention to grammatical
forms, discourse markers and other surface structure details for the purpose of
understanding literal meaning, implication, rhetorical relationships and the
likes”.

To sum up, a basic classroom activity is considered as intensive reading.
1.2.2.5.The importance of learning reading
According to (Pretorium, 2000), “Researcher findings in applied linguistics
and reading research consistently show a strong correlation between reading
proficiency and academic success at all ages, from the primary school right

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through to university level: students who read a lot and who understand what
they read usually attain good grades”.
A good reader is more to do well in school and pass exams more than a
weak reader.
1.2.3. Overview of reading English texts:
Text is a type of means to record, store and communicate information from
one subject to another using a symbol called writing. It consists of a set of
sentences that are complete in content, complete in form, closely linked, and
towards a certain communication goal. In other words, a text is a product of
verbal communication expressed in writing on a certain material (paper,...).
Documents include documents, materials, papers of certain legal value, used in
the activities of State agencies, political, socio-political organizations, business
organizations, etc. ... such as legal documents, official letters, documents, papers
(Wikipedia).
According to Nguyen, V.P (2020), in life, text appears everywhere and
becomes the most popular means of communication. Text is also the object of
research of many sciences with many fields. Reading text is reading combined
with the formation of the capacity to explain, analyze, generalize, reason and
reason about logic, that is, combined with competence, thinking and expression.
In reading texts, students come across many new words and phrases that
they do not know how to pronounce.

1.2.3.1. Text types:
According to Nguyen, V.P (2020), Text is understood in two meanings.
Firstly, Text is a way to convey information from one individual to another or
from one organization to another through the form of language written on paper
or electronic materials.
According to this concept, papers such as notices, reports, licenses,
questions, professional documents, slogans, drawings, are all considered

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documents. Secondly, texts are papers and documents used in agencies, unions
and social organizations.
Accordingly, these papers are used to manage and manage the activities of
agencies and organizations or to convey information to individuals and
organizations in society such as decisions, directives, reports, documentary, …
Types of texts: Administrative documents (report, plan, scheme,….), Legal
normative documents, contract, magazine, newspapers, novels, stories, bill,
certification….
Administrative documents are one of the most commonly used types of
documents today, these are informational documents of state regulations,
dealing with cases in the process of state management. Administrative
documents are divided into two main categories: special administrative
documents and ordinary administrative documents. In which, individual
administrative documents are documents expressing decisions and directives of
state agencies (Decisions on salary increase, decisions on commendation, the
discipline of cadres and civil servants, ...). Ordinary documents are documents
of informational nature, aimed at administering and implementing legal
documents or used to solve specific tasks, reflect on the situation, exchange
work, etc. (Notices, letters, reports, submission forms, submission forms, ...).

Legal documents include the Constitution, Laws, codes, and resolutions
containing legal norms promulgated by the National Assembly. In these
documents, the Constitution is considered as the "mother law", having supreme
legal effect. Therefore, any documents promulgated contrary to the provisions of
the Constitution are invalid. The second is sub-law documents, which are
documents promulgated by competent state agencies to concretize or supplement
and detail legal documents, including documents such as Ordinances and
resolutions. of the Standing Committee of the National Assembly; Orders and
decisions of the President; Decisions and directives of the Prime Minister; Joint

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