The effects of paraphrasing strategy on reading comprehension of non english major students at a univerity in hcmc m,a

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VIETNAM NATIONAL UNIVERSITY — HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE

THE EFFECTS OF PARAPHRASING STRATEGY ON
READING COMPREHENSION OF NON-ENGLISH
MAJOR STUDENTS AT A UNIVERSITY IN HCMC

A thesis submitted to
the Faculty of English Linguistics & Literature
in partial fulfillment of the Master‘s degree in TESOL

By
PHẠM TỐ QUYÊN

Supervised by
PHAN THANH HÙNG, Ph.D.

HO CHI MINH CITY, FEBRUARY 2022

ACKNOWLDEGEMENTS
First and foremost, I would like to express my heartfelt gratitude to Dr. Phan Thanh
Hùng, my thesis supervisor, for his unwavering support. During my preparation and
completion of the thesis, he provided me with insightful discussion, considerable
inspiration, and valuable guidance. I deeply appreciate the way he read and
corrected my thesis writing in detail with constructive feedback. I would not have
finished the thesis if it hadn't been for his incredible patience and professional
expertise.
Second, I would like to express my gratitude to Mr. Đinh Văn Chương and Mrs. Võ
Thị Thanh Lý for allowing me to conduct my research on students at HCM

University of Information Technology. Also, I would like to acknowledge my debt
to all the students who supported me during the time I did the experiment.
Thirdly, I sincerely extend my profound gratitude to all the lecturers at Ho Chi Minh
City University of Social Sciences and Humanities for their valuable guidance and
encouragement in my education. Throughout my tenure at the university, they were
constant in their personal and professional support, which endowed me with many
research skills.
Furthermore, I would like to thank Mr. Tiêu Tiểu Long and Ms. Nguyễn Thị Hoài
Anh for their proofreading and comments on my writing. They always gave me an
impulse to accomplish my thesis.
Last but not least, I am deeply indebted to my family for their encouragement and
assistance during the months I studied for my MA in TESOL.

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STATEMENT OF ORIGINALITY
I certify that this thesis, entitled ―The Effects of Paraphrasing Strategy on
Reading Comprehension of Non-English Major Students at a University in
HCMC,‖ is my own work. This thesis has not been submitted to any other
institution for the award of a degree or diploma. Ho Chi Minh City, January 2022.
Ho Chi Minh City, January 18th, 2022

Phạm Tố Quyên

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RETENTION AND USE OF THE THESIS
I hereby state that I, Phạm Tố Quyên, as a candidate for the Master of Arts in

TESOL degree, accept the university's requirements for the retention and use of
master's theses deposited in the library. Theses should be accessible for study and
research purposes, in accordance with the library's normal conditions for the care,
loan, and reproduction of theses.
Ho Chi Minh City, November 1st, 2021

Phạm Tố Quyên

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TABLE OF CONTENTS
ACKNOWLDEGEMENTS ......................................................................................... i
STATEMENT OF ORIGINALITY ............................................................................ ii
RETENTION AND USE OF THE THESIS.............................................................. iii
TABLE OF CONTENTS ........................................................................................... iv
LIST OF ABBREVIATIONS .................................................................................. viii
LIST OF TABLES ..................................................................................................... ix
ABSTRACT ............................................................................................................... xi
CHAPTER 1 INTRODUCTION ................................................................................ 1
1.1 Background to the study .................................................................................... 1
1.2 Aims of the study ............................................................................................... 2
1.3 Research questions ............................................................................................. 2
1.6 Scope of the study .............................................................................................. 3
1.7 Organization of thesis chapters .......................................................................... 3
CHAPTER 2 LITERATURE REVIEW ..................................................................... 5
2.1 Definition of reading comprehension ................................................................. 5
2.2 Definition of paraphrasing strategy ................................................................... 7
2.3 The metacognitive process ................................................................................ 8
2.2 Definition of reading strategies ......................................................................... 9

2.4 The meta-cognitive process of paraphrasing ................................................... 11
2.5 A paraphrasing strategy to improve main idea comprehension ...................... 12
2.6 Definition of attitudes ...................................................................................... 13
2.7 The importance of attitudes in language learning ........................................... 14

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2.8 Readability formula ......................................................................................... 15
2.9 Previous studies on the use of paraphrasing strategy and Gaps ...................... 16
CHAPTER 3 METHODOLOGY ............................................................................. 21
3.1 Research design ............................................................................................... 21
3.2 Context of the study ......................................................................................... 22
3.3 Participants....................................................................................................... 22
3.4 Procedures for teaching the paraphrasing strategy .......................................... 25
3.4.1 Develop and active knowledge ................................................................. 25
3.4.2 Discuss the paraphrasing strategy ............................................................. 26
3.4.3 Model the paraphrasing strategy ............................................................... 27
3.4.4 Support the paraphrasing strategy ............................................................. 27
3.4.5 Independent performance .......................................................................... 27
3.5 Procedures for teaching the paraphrasing strategy in the experimental class . 28
3.6 Research instruments ....................................................................................... 32
3.6.1 Tests ........................................................................................................... 33
3.6.1.1 Pre-test ................................................................................................ 33
3.6.1.2 Post-test ............................................................................................... 33
3.6.2 Questionnaire ............................................................................................. 35
3.6.2.1 The content of the questionnaire ......................................................... 36
3.6.2.2 The content of the questionnaire on attitudes and perception ............ 36
3.6.2.3 Reliability of the questionnaire ........................................................... 37
3.7 Data collection procedure ................................................................................ 39

3.8 Data analysis procedure ................................................................................... 42
3.8.1 Analyzing the pre-test and post-tests ........................................................ 42
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3.8.2 Analyzing data from the questionnaire ..................................................... 42
3.9 Summary of the chapter ................................................................................... 43
CHAPTER 4 RESULTS AND DISCUSSION ......................................................... 44
4.1 Descriptive analysis of the tests ....................................................................... 44
4.1.1 Descriptive analysis of the pre-test results ................................................ 44
4.1.2 Descriptive analysis of the post-test results .............................................. 45
4.1.2.1 Post-test 1 ............................................................................................ 46
4.1.2.2 Post-test 2 ............................................................................................ 47
4.1.2.3 Post-test 3 ............................................................................................ 49
4.2 Questionnaire ................................................................................................... 51
4.2.1 Students‘ attitudes toward their use of paraphrasing strategy in the
classroom ............................................................................................................ 51
4.2.2 Descriptive analysis of the questionnaires ................................................ 51
4.2.2.1 Enjoyment ........................................................................................... 51
4.2.2.2 Confidence .......................................................................................... 52
4.2.2.3 Students‘ reactions .............................................................................. 53
4.2.2.4 Reading Comprehension perception ................................................... 54
4.3 Discussion ........................................................................................................ 55
4.4 Summary of the chapter ................................................................................... 56
CHAPTER 5 CONCLUSION AND RECOMMENDATIONS ............................... 57
5.1 Summary of findings ....................................................................................... 57
5.2 Implication of PS ............................................................................................. 58
5.3 Limitations of PS ............................................................................................. 58
5.4 Recommendations for future studies ............................................................... 59
vi

Reading Comprehension

UIT

University of Information Technology

CG

Control Group

EFL

English as a Foreign Language

EG

Experimental Group

ESL

English as a Second Language

SPSS

Statistical Package for the Social Sciences

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LIST OF TABLES
Table 2.1 Description and estimated reading grade for Flesch Reading Ease Score
(Flesch, 1948) ............................................................................................................ 15
Table 3.1 Levels of English classes based on students' placement test scores ......... 23
Table 3.2 lists general information about the study participants and the participants'
gender ........................................................................................................................ 25
Table 3.3 Readability level and length of reading passages in the book ‗ETS TOEIC
TEST 2019‘ ............................................................................................................... 34
Table 3.4 Readability level and length of reading passages in the book ‗ETS TOEIC
TEST 2020‖ .............................................................................................................. 34
Table 4.10 The organization of the questionnaire and its related categories ............ 36
Table 4.11 A summary of the questionnaire on attitudes and perception ................. 37
Table 4.12 The summary of the questionnaire .......................................................... 38
Table 4.13 The Cronbach‘s Alpha statistic of the questionnaire .............................. 38
Table 4.14 The total statistics of all items in the questionnaire ................................ 38
Table 3.5 Coding scheme for the two Likert scales .................................................. 43
Table 4.1 Descriptive statistics of the participants' scores in the pre-test ................. 44
Table 4.2 The participants‘ homogeneity in RC competence ................................... 45
Table 4.3 Results of post-test 1 of the experimental and control groups .................. 46
Table 4.4 Independent samples t-test for post-test 1 of the experimental and control
groups ........................................................................................................................ 46
Table 4.5 Results of post-test 2 of the experimental and control groups .................. 47
Table 4.6 Independent samples t-test for post-test 2 of the experimental and control
groups ........................................................................................................................ 48
Table 4.7 Results of post-test 3 of the experimental and control groups .................. 49
Table 4.8 Independent samples t-test for post-test 1 of the experimental and control

groups ........................................................................................................................ 49
Table 4.9 Summary of the results of the three post-tests .......................................... 50
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Table 4.15 Results on students‘ enjoyment of PS ..................................................... 51
Table 4.16 Results on students‘ confidence .............................................................. 52
Table 4.17 Results on students‘ reactions to future use of PS. ................................. 53
Table 4.18 Results on students‘ perception .............................................................. 54

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ABSTRACT
Reading comprehension (RC) at the University of Information Technology (UIT)
frequently necessitates a high level of literacy as well as a good realm of
comprehension strategies. A paraphrasing strategy (PS) is one of them, which has
always been extensively studied in the domain of teaching English as a Foreign
Language (EFL). Notwithstanding, due to discrepancies in the results of studies in
the domain, the effects of the PS on student RC are still being disputed. A quasiexperimental design was conducted to analyze the effects on the RC of non-English
major students. 46 first-year non-English major students from 2 general English
classes were conveniently selected to serve as an experimental group (EG) receiving

PS, and a control group (CG) receiving no PS treatment. During research
implementation from September 2020 to December 2021, both the experimental and
control groups were given a baseline pre-test and three post-tests. According to the
results of the independent T-student test analysis, the EG significantly surpassed the
CG in the RC tests. Moreover, the participants expressed positive attitudes toward
the application of the PS through the questionnaire results. The key findings
revealed that students were able to transcend beyond their RC level and apply an
authentic RC of the text once they learned and correctly applied the PS. The
pedagogical implications for the PS in RC were included in the discussion.
KEYWORDS: paraphrasing strategy (PS), Reading comprehension (RC), EFL,
non-English major students.

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CHAPTER 1 INTRODUCTION
This chapter describes the introduction of study. There is a statement of why the study is
important, what it is going to be about, what it is going to look at, and how the thesis is
going to be organized.
1.1 Background to the study
Reading is one of the most crucial aspects of language acquisition. This is a crucial
ability since it may assist learners in learning the language process. Students' fundamental
English language skills, such as vocabulary, speaking and writing skills, thoughts, facts,
and student experience, can all benefit from reading (Lai et al., 2019). As a result,
students must read in order to improve their language learning. The main goal of reading
in language learning is for people to understand what the text is about.

Academic reading is essential for students‘ performance in school and can assist them in
obtaining knowledge, which is one of the reasons why reading lessons are taught in
schools and colleges. Although academic reading is a time-consuming, serious, and
complicated activity, it necessitates the development of a vast variety of reading
strategies to assist learners in solving problems when they experience comprehension
issues. (Kỹỗỹkolu, 2013; Sohail, 2016). Teachers must use interesting reading strategies
to help students improve their RC in response to the above issues.
There are a variety of reading strategies that instructors may employ, and one of them is
the PS, which is a versatile technique that entails three steps: reading the text; identifying
the text's main ideas and details; and finally, converting the reader's understanding into
their own words (Hagaman & Casey, 2017). They also feel that the PS is a means to
increase students' reading ability through effective strategies for RC ability (Surayatika,
2018; Suwana et al., 2018). Students should view strategic RC training as a helpful
approach since it allows them to better grasp and apply the information in the text, store it
in their memory, and remember it (Deshler & Lenz, 1989; Hagaman et al., 2016).

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Therefore, PS should be taught before or during the summarization in RC (Watson et
al., 2012).
PS has piqued the interest of various researchers in the field of RC throughout the last
two decades. This research used participants of various ages and areas, ranging from
children to teenagers, from eastern to western countries, to look into various elements of
PS's impact on RC. However, few studies have looked into the impact of PS on nonmajor university students' RC, especially in the Vietnam Nam context. The researcher's
interest was piqued, so the researcher decided to undertake this study to look at the

impacts of PS on the RC of non-English major university students.
1.2 Aims of the study
The purpose of this study is to determine the effect of teachers' use of paraphrasing
strategies when teaching non-English major students reading comprehension.
Additionally, it seeks to ascertain students' perceptions of their use of the paraphrasing
strategy in the classroom.
1.3 Research questions
To accomplish the intended objective, this study was conducted to answer a research
question: ―What are the effects of paraphrasing strategy (PS) on reading
comprehension (RC) of non-English major students at a university in HCMC?‖
Two subsidiary questions were created to solve the primary research question:
1. Is there a substantial difference in the RC test results of non-English major students
who received PS versus those who did not receive PS treatment?
2. What are students‘ attitudes towards their use of PS in the classroom?
1.4 Hypotheses

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Through comparing the test results of the experimental and control groups, the effects of
PS on students' RC are examined. As a consequence, the hypothesis proposed for this
study is that the teacher‘s use of the PS in RC classes can help students improve their
performance on RC tests.
1.5 Significance of the study
Some past studies also clarify the effects of the PS on RC for learners. Nevertheless,
few researches, particularly in the Vietnamese context, has looked into the effect of PS on

non-major university students' RC. Therefore, this study seeks to fill in the literature on
the effects of PS on the RC of non-English major students in the context of teaching
Vietnamese learners English reading. Importantly, the results and applications of this
experimental research are two of the most important parts of this research, which not only
help students improve their RC skills but also show how to teach RC more effectively in
the future.
1.6 Scope of the study
The purpose of this study is to determine the relationship between PS and RC in first-year
students at Vietnam National University-HCMC University of Information Technology
in Thu Duc, Vietnam. The study took place in two intermediate General English classes,
ENG03.L12 and ENG03.L18, over a ten-week period from September 2020 to January
2021.
1.7 Organization of thesis chapters
The abstract first provides readers with an overview, purpose, methods, and findings of
the research, which helps them to have a general understanding of the study. The
introduction clarifies the background to the study, its aims, research questions and
hypotheses, the significance of the study, and the scope of the study. The literature
review presents the associated literature on PS in an EFL setting. Next, the methodology
describes the methodology used to discover answers to the research questions. The data

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was acquired from two sources, including student RC and the questionnaire, and the
explanation of the study findings is analyzed in the results and discussion chapter. The
researcher shows the study's results and educational consequences, as well as research

recommendations in the conclusion and recommendations chapter.

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CHAPTER 2 LITERATURE REVIEW
According to chapter 1, PS has long been a fascinating topic among researchers around
the world, but it has not been thoroughly studied in the context of Vietnam. This chapter
describes the literature relevant to the research in order to provide context for the study.
In addition, it sums up previous research to give a general overview of the PS.
2.1 Definition of reading comprehension
Woolley (2011) believes that reading is a cognitive process in which all readers will not
produce the same explanations or assumptions about the same text. This means that
everyone has different critical thinking to get specific information based on the articles
they read. Then, it becomes a process of constantly guessing the center of the paragraph.
In addition, reading is an active skill because it involves not only guessing but also
checking and asking information-related questions in order to convey the correct content.
Therefore, teaching reading is more complicated than teaching another skill because
reading involves multiple skills.
Reading comprehension, according to Mikulecky and Jeffries (2007), is the logical link
between concepts in a book that someone has read and what he or she already knows. If
readers comprehend the content, they will be able to simply answer questions or explain
it. Readers think and comprehend while they read in order to get information from the
text. This process is called reading comprehension.
According to Snow (2002), reading comprehension is the process of simultaneously
obtaining and producing meaning through interaction and engagement with written

language. Comprehension, according to the author, has three components: (1) the reader
who is understanding; (2) the text to be understood; and (3) understanding is a part of the
action.

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Sweet and Snow (2003), and Pang et al. (2003) believe that reading comprehension
consists of nine cognitive components: fluency, vocabulary, world knowledge, discourse
knowledge, language knowledge, motivation, purpose and goal, cognition, and
metacognition strategy. The readers claim that proficient readers are strong understanding
readers. Non-fluent reading needs the mental ability to comprehend the process. Fluent
readers have a natural ability to read with ease and expressiveness. Fluency in reading
entails word recognition accuracy and automaticity, decoding ease, and reading
expressiveness. It necessitates the ability to recognize and decode words accurately.
Reading comprehension, according to Shanahan (2014), is the process of comprehending
and interpreting information in a text. Rather than passive recollection, comprehension
involves the creation of meaning. It is a type of active and dynamic thinking that involves
filtering information through one's own knowledge and beliefs, thinking about
information using the author's organizational plan, inferring what the author did not say is
clear, and a variety of other cognitive behaviors.
Perfetti and Adlof (2012) propose a comprehension framework to aid in understanding
some of the complexities of reading comprehension concepts. Comprehension, according
to these writers, happens when the reader creates a mental picture of the text message.
Across language units, the comprehension process happens at three levels: word level
(lexical process), sentence-level (syntactic process), and text level. All of these processes

work together with the reader's conceptual knowledge to make a mental picture of the
text at these different levels.
According to Kirby (2007), reading comprehension is the ability to read and understand
written material. It includes decoding words, understanding terminology, and making
connections between these and the reader's past knowledge and experience in order to
understand the text.
Lems et al. (2009) point out that, in general, reading comprehension is the capacity to
extract meaning from written material. Reading comprehension is defined by Souvignier
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and Mokhlesgerami (2006) as the capacity of a reader to read and recall, copy,
understand, and uncover deeper meanings in a book for later use. Reading
comprehension, according to Pressley (2002), entails a variety of cognitive abilities that
may be utilized to comprehend reading content.
Reading comprehension is one of the most essential skills to master in any language. It is
important to build and nourish it at home and at school since it provides the basis for
academic and other achievements. According to Al Noursi (2014), the capacity to read
for a variety of reasons is a prerequisite for successful learning in schools, colleges, and
universities. He goes on to say that this is a survival skill for students and professionals in
the twenty-first century. Reading, on the other hand, is seen as a significant factor in
enhancing academic performance. Reading comprehension may be described as a word
that refers to a set of abilities that entails comprehending and applying the information
from the text through a complex cognitive process that includes multidimensional
components. It refers to the process of learning new things from printed symbols, in
which previous knowledge and reading comprehension are very important.

Noursi's (2014) definition of reading comprehension was chosen for this study due to the
similar setting of the research subject and context. The participants in this study were
university students, and all of the texts were academic, including e-mail, advertisements,
letters, invitations, announcements, messages, and memos. They were all consistent with
Noursi's definition of RC.
2.2 Definition of paraphrasing strategy
According to McNamara (2007), paraphrasing strategy is the process of creating a text
using your own words. It serves two purposes, the first of which is to affect the process. It
enables readers to convert textual information into terms or language that they are already
familiar with. It instructs readers to interpret phrases in their most fundamental form,
implying that they must comprehend the meaning of each word. It's then important for

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people who read verbatim texts to understand the basic structure and grammar of
sentences in order to make them more relatable.
A paraphrasing strategy is a flexible strategy that includes three steps: reading the text;
finding out the main ideas and details from the text; and then transforming the reader's
understanding into their own words (Hagaman & Casey, 2017). It can assist students at
elementary, middle, high, and university levels in enhancing their RC in a variety of topic
areas. Students who use this strategy must read and understand what they are reading by
paraphrasing and asking questions.
Escudero et al. (2019) claim that PS is a strategy that allows students or readers to absorb
the essential elements from the source of their reading more quickly. It is also a monitor
that knows what they are looking at. The PS can then assist people to recall what they

wrote once they have finished reading. The paraphrasing will fail if they do not
comprehend each sentence or the full text.
Far from being misunderstood, paraphrasing includes more than simply changing words;
as a consequence, the entire definition consists of tactics that promote the strategy. In
Karapetyan's book, for example, many authors use strategies like changing sentence
structures, giving references, not omitting information, changing numbers by fractions,
using synonyms, and shifting the word class (Karapetyan, 2013).
In this study, the researcher chooses the PS definition of Hagaman and Casey (2017) to
apply as it suits the research subjects, who are students of non-major English and training
programs (Intermediate General English level). In addition, this is the most up-to-date
definition that covers all the research content of the study. Last but not least, Hagaman
has always been interested in how PS affects students' RC over the last decade.
2.3 The metacognitive process
According to Flavell (1979), a metacognitive process involves a person's knowledge of
his own thought processes and products, active monitoring, and adjustment of cognitive
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processing activities. It is divided into four components: 1) metacognitive knowledge,
which refers to people‘s understanding or perceptions of factors that affect cognitive
activities (i.e., people, tasks, strategies); 2) metacognitive experience, which refers to
personal psychological or emotional responses to cognitive activities; 3) goals and tasks
relate to the goals or goals of any cognitive career; and 4) actions and strategies refer to
the activities performed by learners to achieve their goals or metacognitive goals (Iwai,
2011).
Şen (2009) defines metacognition as cognition about cognition because it requires an

examination of the brain's processing process while reading or thinking. Iwai (2011)
summarizes the metacognitive process into three steps: 1) plan; 2) monitor; and 3)
evaluate. RC is based on a process called metacognition. This process is important
because it helps students learn how to speak, think, and interact with others in different
ways.
In the field of reading, metacognitive strategies are activities that make students aware of
their thoughts during reading tasks. A metacognitive reading strategy, according to the
New South Wales Department of Education and Training (NSWDET, 2010), is a
planned, intentional, goal-oriented, and future-oriented mental activity and process that
can help readers think and verify what they are doing. When using metacognitive
strategies to complete tasks, learners plan and activate, then monitor, control, react, and
reflect (Pintrich et al., 2000).
2.2 Definition of reading strategies
Numerous researchers who value interactive reading have defined reading strategies,
including Olshavsky (1977) and Barnett (1988). These researchers frequently referred to
reading strategies as a ―purposeful means‖ or a ―set of conscious activities‖ that readers
employ in order to effectively approach and comprehend a text. They say that "reading
strategies" are "deliberate, goal-directed efforts to exert control and modification over the
reader's effort to decode text, understand the words, and make sense of text."

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However, it is later suggested that, while the term ―reading strategies‖ emphasizes the
reader's deliberate involvement in comprehending a text, not all strategies are employed
consciously by fluent readers. According to Davies (1995), reading strategies include

both conscious and unconscious mental activities that the reader uses to help them
understand the text. These activities help the reader understand the text better.
Various researchers use the terms ―reading strategies‖ and ―reading skills‖ to distinguish
the two aspects of strategy use. Their distinctions have been discussed by reading
researchers such as Carrell (1998), Grabe and Stoller (2002), and Grabe (2009). Carrell et
al. (1998) provide the following definition of reading abilities and reading strategies,
highlighting their distinct characteristics and relationships:
―... Automatic information processing techniques are referred to as skills. They can range
from recognizing grapheme-phoneme correspondence to summarizing a story.
Unconsciously, skills are applied to a text for a variety of reasons, including expertise,
repeated practice, following directions, chance, and naive use. By contrast, strategies are
deliberate actions taken to accomplish specific goals. When a newly acquired skill is used
intentionally, it can develop into a strategy. Indeed, strategies that are generated and
applied automatically as skills are more efficient and developmental. Thus, strategies are
―considered abilities.‖
As can be seen, when a reading strategy is used automatically, it develops into a skill, and
skills are first developed through conscious and continuous text processing. As a result,
there is now a consensus that it isn't easy to tell the difference between skills and
strategies because they are so important to the reading process (Grabe & Stoller, 2002).
As a result, reading strategies were given more precise definitions, referring to various
approaches to various types of text. Wallace (1992), and Singhal (2001) define them as
―text processing strategies‖ that the reader employs based on the text type, the reading
purpose, and the context in order to improve text comprehension and overcome meaning

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construction failures. More precisely, Janzen (2002) views reading strategies as methods
for resolving difficulties encountered by the reader while making sense of a text.
2.4 The meta-cognitive process of paraphrasing
RC is a metacognitive skill that has been examined and debated by numerous researchers
over several years. In order for students to effectively understand the text, many elements
will play a role, such as vocabulary, cognitive strategy description, metacognitive
process, motivation, and self-regulation. Furthermore, it is essential to recognize that
what is read is frequently not the same as what is understood (Pei-shi, 2012). Therefore,
RC must take the first step at an early age. It is the responsibility of the class teacher to
equip learners with strategies. With time and effort, these strategies will become skills as
students become more knowledgeable. This is how it works.
According to Choy and Lee (2012), paraphrasing employs a step-by-step metacognitive
framework. Students are currently altering their thinking paradigms based on Blooms'
taxonomy analysis, synthesis, and evaluation, which serve a very significant part in
today's learning processes (Choy & Lee, 2012). Paraphrasing is a complete cognitive and
metacognitive process that involves repeating a sentence or paragraph in such a way that
the semantic aspect of the new text is preserved while the lexical and grammatical parts
are changed (Khrismawan & Widiati, 2013). It also involves fundamental thinking
abilities like comparison and contrast, seeing similarities and differences, making
conclusions, and others.
The metacognitive goals of this approach are to generate a reflection on the thought
process while paraphrasing and to offer an assessment of the tactic's effectiveness. Some
of the questions you could have at this stage include, is it true that my paraphrasing
version functioned? What can I do better, differently, or avoid doing next time? Is the
new version of the text having the same effect on me as the old one? Is the approach of
PS working for me? When students respond to these concerns, they gain a new
perspective.

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2.5 A paraphrasing strategy to improve main idea comprehension
Clark and Hecht (1983) believe that comprehension ability is an active mental process,
that is accompanied by the reconstruction and interpretation of meaning from a piece of
material. RC is thought to be a lot about how well you use strategies for sorting,
analyzing, and organizing information in a text.
The paraphrasing procedure requires that students read a paragraph, stop and ask what the
main idea is, identify two details from the paragraph, and put the information into their
own words using a complete sentence. The paraphrasing strategy uses students‘ own
words to define the main idea of each paragraph. Each succeeding paragraph in the
passage follows the same procedure. The PS for intervention is superior to the other
strategies for ineffective RC.
Scads of researchers, who have conducted numerous experiments for years, debate that
RC is a metacognitive skill. There are tons of factors that affect students' RC, including
vocabulary, cognitive strategy guidance, metacognitive process, motivation, and selfregulation. Moreover, it is essential to recognize that what is read is frequently not the
same as what is comprehended (Pei-shi, 2012). Teaching students how to read at a young
age is important because it will help them apply reading strategies to RC texts without
even thinking about it.
Literal, inferential, and critical comprehension are the three essential components of RC
that students must master in order to effectively take the RC tests. Literal comprehension
entails comprehending the major concepts, supporting information, and lexis so that the
reader may classify, outline, and summarize the information. Equivalently, inferential
comprehension denotes a comprehension of the meaning or saying in the texts, and it
may be found in key ideas, supporting details, and terminology, allowing the readers to
draw out conclusions and anticipate and detect the writer‘s views and prejudices. Lastly,

the crucial RC includes an assessment of the writer‘s implications and a review based on
the reader‘s previous experience (Mistar et al., 2016).
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As previously discussed and based on real-world experience with the RC section in
authentic tests such as TOEIC, IELTS, TOEFL, and FCE, readers must understand bas
literal comprehension as well as inferential and critical comprehension. Besides, teachers
are told to give their students reading strategies that will help them improve their RC, too.
A paraphrasing strategy is one that many experienced students say is not as simple as
―put the text in your own words.‖ Pei-shi (2012) adds the source reference and the
preservation of meaning, which are two significant dedications to the paraphrasing
strategy concept. It is crucial to note that the paraphrasing strategy aims to improve
students' capacity to digest supplied content and provide more meaningful output for
themselves. Furthermore, according to Latrobe University's ―Referencing and
Paraphrasing Writing‖ students, who are bad at the paraphrasing strategy are frequently
caused by inadequate understanding of the text. According to McNamara (2007), there is
a significant connection between incorrect use of the paraphrasing strategy and impaired
RC. The RC level of students‘ materials may be kept on track by the paraphrasing
strategy, and if necessary, the student may return to the original resource to double-check
and improve RC.
Shi (2012) notes that some writers identify levels of paraphrase that are closely connected
to understanding levels. For example, if a student does not fully comprehend the material,
superficial paraphrasing will be used, consisting of word substitutions, sentence
reordering, and deletions or insertions of too much of the original. Students, on the other
hand, will be able to make big changes, credit the source, and add new features when

they learn more. This is because they will be able to use inferential and critical thinking.
2.6 Definition of attitudes
―Attitude‖ is defined differently in a variety of contexts. An attitude is a concept used to
describe how one feels about a person, place, thing, or event. There are many different
ways to think about attitudes when talking about language learning (Abidin et al., 2012).

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The effects of paraphrasing strategy on reading comprehension of non english major students at a univerity in hcmc m,a

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