A study on the techniques for teaching reading skill to large English classes at the People''s Police Academy = Nghiên cứu các thủ thuật dạy kỹ năng đọc

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TABLE OF CONTENTS
DECLARATION …………………………………………………………………………. i
ACKNOWLEDGEMENTS ........................................................................................... i1
ABSTRACT .................................................................................................................... i3
TABLE OF CONTENTS ............................................................................................... iv
LIST OF ABBREVIATIONS ........................................................................................ 6i
LIST OF CHARTS AND TABLES ............................................................................... 7i
Part A: INTRODUCTION .............................................................................................. 1
1. Rationale ....................................................................................................................... 1
2. Aims of the study .......................................................................................................... 2
3. Methods of the study ..................................................................................................... 2
4. Scope of the study ......................................................................................................... 2
5. Design of the study ........................................................................................................ 3
Part B: DEVELOPMENT............................................................................................... 4
CHAPTER ONE: LITERATURE REVIEW ................................................................. 4
1.1. Large Classrooms ....................................................................................................... 4
1.1.1. Class size ......................................................................................................... 4
1.1.2. Advantages of large classes.............................................................................. 5
1.1.3. Disadvantages of large classes ......................................................................... 6
1.2. ELT in large classrooms ............................................................................................. 8
1.2.1. Advantages and disadvantages of ELT in large classrooms .............................. 8
1.2.2. Reading in ELT ................................................................................................ 9
1.2.3. Reading in large classrooms .......................................................................... 10
CHAPTER 2: PRACTICAL RESEARCH................................................................... 12
2.1. Background of the study ........................................................................................... 12
2.1.1. Description of the English course and its objectives in the PPA ..................... 12
2.1.2. Description of the students at the PPA ........................................................... 13
2.1.3. Description of the teachers at the PPA ........................................................... 13
2.1.4. Description of the physical setting.................................................................. 13

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2.2. Design and methodology ........................................................................................ 14
2.2.1. The participants ............................................................................................. 14
2.2.2. Research instruments ..................................................................................... 15
2.2.3. Data analysis ................................................................................................. 15
2.3. Presentation of statistical results ............................................................................... 15
2.3.1. Questionnaire for Teachers ............................................................................ 15
2.3.1.1. Methodology ........................................................................................... 15
2.3.1.2. Results..................................................................................................... 15
2.3.2. Questionnaire for students ............................................................................. 20
2.3.2.1. Methodology ........................................................................................... 20
2.3.2.2. Results..................................................................................................... 21
CHAPTER 3: FINDINGS AND RECOMMENDATIONS ......................................... 28
3.1. Findings ................................................................................................................... 28
3.1.1. Difficulties from teachers ............................................................................... 28
3.1.2. Difficulties from students................................................................................ 28
3.1.3. Objective factors ............................................................................................ 29
3.2. Recommendations .................................................................................................... 30
3.2.1. Teaching reading strategies ........................................................................... 30
3.2.2. Encouraging extensive reading among students ............................................. 33
3.2.3. Adapting materials and varying tasks and activities ....................................... 33
3.2.4. Using reading games and role-plays .............................................................. 34
3.2.5. Using visual aids............................................................................................ 34
3.2.6. Large class management ................................................................................ 35
Part C: CONCLUSION ................................................................................................ 39
1. Conclusion .................................................................................................................. 39
2. Limitations of the study ............................................................................................... 40

3. Suggestions for further studies ..................................................................................... 40
REFERENCES …………………………………………………………………………41
APPENDICES ……………………………………………………………………………..I


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LIST OF ABBREVIATIONS

EFL: English as foreign language
ELT: English language teaching
ESL: English as second language
PPA: the People‟s Police Academy


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LIST OF CHARTS AND TABLES

Chart 1: Students‟ attitudes towards the position of reading skill.
Chart 2: Students‟ opinions on the reading activities
Chart 3: Students‟ participation in reading lessons
Table 1: Teacher‟s years of teaching English
Table 2: Teachers‟ attitudes towards the position of reading skill
Table 3: Numbers of students in English classes
Table 4: Difficulties in teaching large reading classes
Table 5.1: Personalization techniques
Table 5.2: Techniques of organizing activities
Table 5.3: Techniques of Material adapting and supplementing and Assessment
Table 6: Students‟ opinions on the reading texts

Table 7: Frequency of chances for practicing the 4 macro-skills though the given tasks
Table 8: Students‟ reasons for poor participation in reading lessons
Table 9: Students‟ attitudes to the advantages of large class
Table 10: Students‟ attitudes to the disadvantages of large class
Table 11: Students‟ preferences for reading techniques


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Part A
INTRODUCTION
1. Rationale
Nowadays English is becoming one of the most popular languages worldwide. In
different countries, different people at different ages learn English for their own purposes.
Learning to use a language freely and fully is a lengthy and effortful process. In Vietnam,
learning English language is interested by young people, especially students at universities
for many reasons such as being able to get better jobs in foreign companies, having
opportunities to study abroad or having chances of being promoted and so on.
In recent years, because of the phenomenal expansion in students‟ enrollment in
Vietnamese universities, English language classes are bound to be large because of this
expansion. Although large classes facilitate a common background for students and are
economically desirable, they pose a number of challenges to teachers. As a matter of fact,
teaching English is said to be not effective at universities in Vietnam in general and at the
People‟s Police Academy (PPA) in particular.
The importance of teaching English reading skill is undeniable in the context of
Vietnam. This is attributed to many reasons. Generally speaking, teaching English in
Vietnam supplies students with the abilities to understand the materials in the written form
and to communicate in English. Furthermore, English is taught and learnt in a foreignlanguage environment where students have little opportunity for using English in daily life.
In such context, reading is not only a means to obtain knowledge but also a means by
which further study takes place. In other words, learners “read to learn” (Burn et al,

1998:11). Taking the same view, Carrell (1981:1) confirms that “for many students,
reading is by far the most important of the four skills in a second language, particularly
English as a second or foreign language”. This is particularly true to the students at the
PPA. They know that if they read well, they will receive lots of information especially in
their future job.
However, there is also a fact that we – the teachers of English cannot deny. That is,
many EFL learners find reading the toughest or most boring of the four practical skills,
especially in large classes. Some call this an effective “sleeping pill”, others exaggerate


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that reading teachers are those who can talk in other people‟s sleep. The phenomenon that
some students claim they feel tense before a reading class, stressed, confused and
sometimes being neglected is not rare in many colleges and universities. It is urgent for
reading teachers to do something to improve the situation, especially on Vietnamese
regional and global participation nowadays.
All these facts have inspired the author to carry out the thesis titled “A study on the
techniques for teaching reading skill to large English classes at the People‟s Police
Academy”. It is hoped that the study will be helpful for the author and other teachers in
some ways.
2. Aims of the study
The aims of the study is to investigate the real situation of teaching and learning
reading in large classes at the PPA, to be more presice, the difficulties in teaching and
learning reading in large classes experienced by the teachers and students so that
suggestions can be given to help improve the situation.
The specific aims are as follows:
- Investigating the problems encountered by teachers and learners in teaching and
learning reading in large classes at the PPA.
- Suggesting some feasible techniques to improve the quality of teaching and learning

reading in large classes at the PPA.
3. Methods of the study
In order to achieve the mentioned aims, a quantitative method is used which
consists of the following tasks:
- Collecting data from 150 students of D34 who are learning English at the second term
and from 16 teachers of English in 2009.
- Assessing dominant difficulties in teaching and learning English.
- Evaluating the techniques that best fit teachers and students.
4. Scope of the study
Due to the limit of time, the study mainly focuses on the problems in teaching and
learning reading in large classes at the PPA. It also give some possible suggested
techniques and activities that may improve the situation. Several aspects relating to reading
activities for large classes are not the focus of the study.


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5. Design of the study
The study is divided into three parts:
The first part, INTRODUCTION, presents rationale for the study and hightlights the aims,
scopes and methods of the study.
The second part, DEVELOPMENT, consists of three chapters.
Chapter 1 accounts for a variety of linguistic concepts most relevant to the research topic
such as definitions of large class, ELT in Large Classrooms, Reading in ELT and Reading
in Large Classrooms
Chapter 2 focuses on the analyses on the real situation of teaching and learning reading in
large classes at the PPA, learning requirements, teaching methods, materials and
assessments. This chapter also deals with the subject, instruments for data collection and
data presentation as well.
Chapter 3 takes a close look at problems in reading in large class at the PPA and it

provides suggestions to these problems.
The last part of the study, CONCLUSION, sum up the issued addressed in the study and
points out the limitations and make some suggestions for further study.


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Part B
DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
This chapter briefly covers the theories related to the study: Large classrooms, ELT
in large classrooms.
1.1. Large Classrooms
1.1.1. Class size
Large is of course a relative term, and what a large class is will vary from place to
place. In some private language schools, a group of twenty students may be considered
large. Teachers who are used to groups of fifteen to twenty students might find a group of
thirty to be rather threatening. Teachers with a large group of forty or fifty students may be
relieved when they have only thirty (Nolasco & Arthur, 1998).
According to Smart (2006), large classes are classes of more than 30 learners in
elementary, secondary, adult or tertiary settings. Large classes are thought to be classes
where learners vary considerably in language and literacy skills and are in need of great
personal attention and encouragement to make progress.
Haynes (1997) defines that any class with over 40 learners can be considered a
large class.
Richard Watson Todd (2006) gives a table which shows the numbers of students
mentioned in articles about large classes for English language teaching:
Some minimum sizes of large classes
Author
Barker (1976)

Chimombo (1986)
Dixon (1986)
Finocchiaro (1989)
George (1991)
Hayes (1997)
Holliday (1996)
Hubbard et al. (1983)
Li (1998)
Long (1977)

Minimum size of large class
55
50
40
65
60
50
50
45
50
60


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Nolasco & Arthur (1986)
Safnil (1991)
Samuda & Bruton (1981)
Touba (1999)

40
60
40
60

All indicated that an average perception of a large class may be around fifty
students. In my teaching situation, there are 40 – over 50 students, in some classes, the
number can be up to 60 students, in non-major classes, which are considered a large
language classes.
It is believed that there are always two sides in everything, and large class size is
not an exception. Large classes have both advantages and disadvantages. Unfortunately,
the former is outweighed by the latter. This will be reviewed and critically discussed in the
two parts that follows.
1.1.2. Advantages of large classes
According to a survey carried out by Wulff, Nyquist and Abbot (1987) on 327 first
year university students, 05% of the students would like to have fewer than 25 students per
class wile 41% of the students preferred to have 100 students in a class. The data result
also showed that the students perceive that large classes are best places to meet with other
students. There is more variety of people to communicate with, to compare notes, to have
fun and to form study groups together. For other students, large classes are essential for the
students to allow them to form a meaningful interaction in the classroom.
It is also suggested that “students may work by themselves in the large classroom,
as a large class gives them a feeling of independence so that learning was assisted by
reliant self and having to study and learn themselves” (Wulff, Nyquist and Abbot,1987).
A lot of students suggest that large classrooms provide a relaxed environment.
Because there is no high pressure for them to perform or to be noticed by the teacher at all times.
The content of the lessons conducted in a large class usually provides general
information which is easy for the student to understand when they study in a large
classroom. As it is stated that “It is usually good for any person to learn, as the content is
less detailed, more general and broader” (Wulff, Nyquist and Abbot, 1987, p.22).

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It is also imperative to ensure that in large classes students understand the materials
well. The use of repetition in the class may “act as a map to help them know where the
class has been and where it is going” (Carbone, 1998, p.21).
Moreover, in large class, students can share many different ideas and interesting
life experiences. This stimulates the students and enlivens those parts of our lessons where
students can discuss and learn from each other. During project work, students can learn to
share responsibility and help each other. This also brings diversity and speeds up the work.
In short, although it is believed that teaching in large classes is big a challenge for
the teacher, it still has a few advantages for both teachers and learners. Because of these
advantages, when teaches have to give lectures to large classes, it is advisable to make the
best of these good points to have good teaching result.
1.1.3. Disadvantages of large classes
Large classes are popular in many countries and it is indeed a pressing matter to
many EFL teachers. Many teachers have realized the negative influence that large class
size can have on the quality of teaching and learning.
The teaching of large classes is truly challenging and requires more conscious
effort and planning in order to make learning and teaching more effective in such an
environment. Many experts believe that small classes achieve better results than large ones
do. Most EFL teachers reject teaching in large classes as they often mean heterogeneous
ages and abilities with many difficulties in learning and individually giving and getting
attention. A large class makes teachers difficult to motivate students‟ participation, difficult
to make interaction with students, and difficult to give feedback to them.
Conant (2003) states that teaching large classes is demanding and difficult. Among
other things, as the size of a class increases, the challenges associated with building a
participation-based class culture intensify. Sometimes students do not prepare as well for a
large class because they believe they will not be called upon. Perhaps the sheer size of the

room is intimidating and inhibits some from speaking. Maybe students are not as motivated
to share their thoughts and observations because no formal incentives exists (e.g. their
grade is not participation-based). Whatever the reasons is, it is clear that as the size of a
class increases, it is more and more difficult to keep everyone involved in the lesson.


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It is believed that the opportunity for contact between students and lecturers in a
large class is significantly reduced, which results in less individual attention for the student.
A more restricted range of teaching and learning activities is available and it is much
harder to effectively manage groupwork.
Many studies (Wangsa, O. (2004); Brock Wetherly Rogers & Burnette Wolf Hamil
(2008)) show that students prefer to have small classes, as large ones impinge on the
quality of education they receive. Some students view that large classes lessened individual
responsibility where they do not have to be responsible for answering questions, they don‟t
have to pay attention in the class or attend the class.
There are a lot of students who feel that large classes decrease motivation, as they
feel left out or lost. The existence of a large number of students makes them invisible.
They are students in the crowds who will graduate unnoticed and feel insignificant and
anonymous.
Moreover, other tangible issues such as, inadequate equipment and overcrowding
also contribute to the disadvantages of learning process in large classrooms. The shortage
of seats in an overcrowded room creates an uncomfortable environment to study. The
problem with microphone may impinge the quality of the lecture, as students can not hear
clearly. The far distance from the professor may easily decrease motivation, which results
in losing interest in the classroom.
Cao Xia (2006) states some major problems in a large class. Firstly, there is little
chance for teachers to check individual student‟s performance and for students to practice.
Secondly, there is lack of teacher-student interaction; and thirdly, there are some physical

constraints as the most of the classrooms have rows of desks fixed to the floor, which is
unfavorable for language learning and teaching. Such being the case, it is not surprising if
teachers feel there is a gap between the theory of teaching methodology and reality of their
own teaching situation.
Challenges of teaching a large class include the difficulties in keeping good class
discipline, giving each student individual attention he or she needs; providing for more
students of different ages and different abilities who want to learn different things at
different speeds and in different ways.
From the student‟s perspective the main problem with large classes is the feeling of
anonymity. The anonymity of students in large classes has been associated with students


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taking a more passive role and being less likely to participate with in-class activities,
hoping that their lack of involvement will „go unnoticed‟. (Islam, 2001).
Because of those disadvantages, it is not surprising that non-native teachers of
English often find it difficult to carry out their teaching in a more effective way, which
may involve the full participation and contribution from students.
1.2. ELT in large classrooms
Teaching a second language can sometimes be complicated. Some researchers
believe that a naturalistic approach is more effective than formal teaching in the classroom
setting. However, second language acquisition or learning can also be achieved in the
classroom setting, including large classroom, through appropriate methods of effective
instructions and different types of classroom interaction.
Moreover, learning usually takes place in the classroom setting where the teacher is
the provider of the rules, i.e. grammatical forms and feedback, including error detection
and correction. The teacher determines the syllabus, while the students are expected to
receive passively. Although the concept is the traditional methods of language teaching, it
is still widely used in schools around the world where large classrooms prevail.

1.2.1. Advantages and disadvantages of ELT in large classrooms
English teaching may be considered intricate in large classrooms. Issues such as
discipline, correcting assignments, suitable materials will be hindrance if they are not
addressed properly. Usually, discipline problem is caused by lack of challenge or boredom,
which can be handled by providing various tasks and materials and making activities
interesting. Asking the students themselves to correct each other‟s work can reduce loads
of marking the assignments. This will result in improving their English skill. It is essential
to supplement textbook with other materials to add variation and arouse interest in the
students. Various materials may stimulate collaboration and participation from them.
“Interesting stimuli will raise students‟ motivation to engage in the task”. (Ur 1998:306).
However, Ur (1998) suggests that properly managed, large classes can be used to
deliver good quality of English teaching with equal achievement in small classes. The large
numbers of students provide bigger pool of human resources than small classes. Their
various interests, ideas and opinions can contribute to the classroom interactions. Students


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may learn about each other‟s values and personalities, which will increase their own
knowledge and awareness of others as well as tolerance and understanding. As the teacher
is unable to attend to all students during the class time, the students will have the
opportunity to assist by doing peer teaching, thus it leads to foster an atmosphere of
cooperation. Teaching large classes can be viewed as more challenging and interesting. It
provides greater opportunity for creativity, innovation and general professional
development.
1.2.2. Reading in ELT
Reading is part of our daily lives and we read for different purposes such as reading
for survival, reading for learning and reading for pleasure. As we filter our spoken and
written messages, our reading behaviour is also highly selective. It is suggested “even
when we commit ourselves to a full reading, that reading will still be selective, some parts

being read with greater care than others”. (Wallace 2001:5). There are many types of
reading such as reading for survival, reading for learning and reading for pleasure.
Reading for survival is any reading that response to our environment, such as
reading signs on the street, signs for motorists, advertisements, notices and announcement.
For other social groups such as parents, reading for survival might include the ability to
read instructions on the food package and safety regulations on toys. “Survival reading
serves immediate needs or wishes” (Wallace 2001:6).
Reading for learning means finding out information in order to extend one‟s
horizon. It is common for students to read for information while attending school,
particularly in a setting where English is learned as a second or foreign language. In this
setting, reading may not be fully used to its potential to reflect the students‟ learning, it is
rather used as a display function.
Reading for pleasure is carried out for the sake of reading, In ELT situation,
students are rarely taught the practice of reading as pleasure. The purpose of reading has
been converted into examination drills which mean reading is required merely to pass the
exams. Moreover, Wallace coins that “if readers do not read for pleasure in their mother
tongue they are very unlikely to do so in a second or foreign language” (2001:7)
Fluency is the most essential outcome of reading for pleasure in any language.
Readers must be fluent in reading to be able to enjoy the material, otherwise it will create


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boredom, and thus it will lead them to discontinue reading. Simultaneously, it decreases
motivation to read anything except reading for survival. This in turn will determine fluency,
which might never have an opportunity to develop.
1.2.3. Reading in large classrooms
Reading has been “viewed as a twofold phenomenon involving process
(comprehending) and product (comprehension)” (Siberstein 1987: 30). Many teachers,
particularly in large classrooms concentrate more on the product of reading instead of the

process, for example, the teacher explains new vocabulary at length, the text is read to the
students and asked about the content, the students repeat after the teacher, individual
students read aloud and the teacher corrects the pronunciation, or the students read the text
silently and try to remember the content as they will be asked questions later.
In order to have reasonable outcome, ESL/EFL teachers in large classes must focus
on the process that involves in the reading activity. First, topic of the material must be
introduced to the students by asking them questions that need to be answered immediately.
The purpose of this exercise is to find out the students‟ knowledge, to prepare the students
for what they are going to read, to create expectations and to stimulate interest in the
reading material. Concurrently, it allows them to contribute their background knowledge to
the reading of the text.
Second, choosing only four to five items of new words or expressions from the
material to pre teach to the class. The notion of pre-teaching excessive new vocabulary
items often spoils the classroom activity, which may impede the development of reading
skills such as guessing or ignoring unknown words. This may cause the students to quit
reading every time they see words that they do not know. By restricting the pre-teaching
new vocabulary items, students may focus more on the actual reading and understanding
the activities.
The pre-reading activity should include not more than two focus questions, which
could be written on the black/whiteboard. This will give students a purpose to read and to
stimulate their mind to respond to the material. They will be involved in the reading and
concentrate more on meaning. Students must be prepared for reading the material to arouse
interest, particularly in ESL/EFL classes where reading is often carried out with specific aim.


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The teacher should encourage students to read by themselves without having the
material being read aloud. He/she must emphasize the need to conform with real life
reading where its normal way is to read silently. Students must answer the question in

written form instead of orally. This will ensure the students to perform the entire task as
well as giving the teacher enough time to monitor the students and be available to help them.
In carrying out the class report, the teacher must ask questions to some students,
especially to those who do not put their hands up. When the answers are given, the teacher
should not reward the students by saying “good” or “that‟s right”. This is to encourage
other students to give different answers or providing different approach to the same answer.
Furthermore, it is not advisable to correct any mistake that might occur during the question
and answer session, as the activity is merely focused on the understanding of the meaning
of the material.


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CHAPTER 2: PRACTICAL RESEARCH
In the previous chapter, the theoretical background related to the topic has been covered.
However, in order to see how it really is in real teaching and learning, a practical research
was carried out. The Practical Research underwent the following steps:
1- Designing survey questionnaires
2- Delivering question sheets.
3- Collecting completed question sheets.
4- Analyzing collected data
5- Drawing conclusions from the results of the questionnaires and giving suggestions
In this chapter, only the first four steps are mentioned. The last step will be presented in the
next chapter – Findings and Recommendations.
2.1. Background of the study
2.1.1. Description of the English course and its objectives in the PPA
Foreign language is now a compulsory subject. In the PPA, students can choose to
attend one of the three foreign language classes: English, French and Chinese. However,
the number of students who learn English is always the largest. Students in the PPA have
foreign language lessons during the first and the second year.

Like in other universities, the English course in the PPA is divided into two stages:
one for general English; the other for English for specific purposes.
The first stage - the stage for general English - lasts 150 periods and it is carried out
in two semesters. Aiming at providing students with general knowledge of English
grammar, vocabulary, phonology as well as developing students‟ four language skills, the
textbook Lifelines (Elementary) is used. By using this textbook, we can develop our
students‟ communicative competence and our students can learn the real things from daily
life. Students are required to work in pairs, in groups to practise English in common
situations. Additionally, students also have chances to listen to both native and non-native
speakers from the tapes used with the textbook. At this stage, two forms of tests are used:
an oral test at the end of the first term and a written one at the end of the second term.
The second stage – the stage for English for Specific purposes – lasts 75 periods. At
this stage, our students are provided with the knowledge of terms and structures related to


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their profession. The textbook used at this stage (English for Police), which mainly focuses
on developing students‟ reading, speaking and slightly on writing skill, is designed by
teachers at the PPA. Students are required to read the texts on real law cases, to find out the
meanings of the law terms. They then discuss in pairs, and in groups to find answers to the
questions. At the end of this stage students will have oral tests.
The objectives of the English course are clear. At the end of the course (after 225 periods),
students are required to obtain:
-

General knowledge of English grammar and an active vocabulary of 1,500 words.

-

The ability to communicate with foreigners in English in common situations like:
showing the ways, asking to check foreigners‟ suspecting luggage.

-

The ability to understand and use the professional terms and structures

2.1.2. Description of the students at the PPA
Like students of other colleges and universities, in order to be students of the PPA,
they have to pass a very challenging University Entrance Examination. Students of the
PPA come from all parts of the country: big cities, provinces and mountainous areas.
Freshmen at the PPA do not have the same level of English language proficiency.
Some of them have learned English for 7 years at secondary and high schools some have
only learned English for 3 years and some other have never learned English.
2.1.3. Description of the teachers at the PPA
In the PPA, there are 16 teachers of English language aged from 23 to 52. Of the 16
teachers, 5 have MA degrees, 7 have been trained at College of Foreign LanguagesVietnam National University, Hanoi and one has been trained from Hanoi University of
Foreign Studies. The rest used to be teachers of Russian, however, since the number of
students learning Russian is now dwindled, there are not many Russian classes for them.
Therefore, after having attended an English-training course which lasted more than two
years, they became teachers of English.
2.1.4. Description of physical setting
The term “physical setting” refers to the place where the lessons take place, the
number of students in an English class, the equipments and different types of materials
available for teachers and students in teaching and learning English.


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In the PPA, English teaching and learning activities are mostly carried out inside

the classrooms which are designed for lecture lessons and the only classroom equipment
available is a chalkboard. The only type of teaching aid that the Foreign Languages
Department (FLD) has is cassette recorder. There are about 7 cassette recorders in FLD but
they are not in good conditions due to their oldness. The PPA also has other equipments
like multi-functions projectors, video recorders, TV but they are not enough for all classes.
In terms of class size, as a non-language major university, the number of students in
an English class is quite large, from 40 to 50. Especially, there are even classes with 70
students. This large number causes a great deal of difficulties for the teaching and learning.
The materials for reference and self-study are not available for teachers and
students at the PPA. In the library, there are only some English books but they are not
really helpful for teachers and students. The teachers can try to overcome this difficulty
since they can get out of the university setting out to find their own references. However, it
is very difficult for students to do so as they are required to stay inside the Academy
campus during weekdays and even at weekends while as Internet facility is not available
for them to do online searching or studying.
2.2. Design and methodology
2.2.1. The participants
In order to get information to fulfill the aims of the study, two survey
questionnaires were designed. The first questionnaire was administered to 16 teachers who
teach English to non-English language major students at the PPA. The researcher selected
them as participants of the study with the hope to find out the teaching methods and
techniques they currently apply in teaching reading skill to non-English major students at
the PPA.
The second questionnaire was administered to 150 non-English language major
students at the PPA. They are male and female students who were randomly chosen from
220 non English - major students of elementary level of English language proficiency.
Most of them aged from 18 to 22 and they are first year students. The researcher delivered
the questionnaire to those students in order to investigate the problems facing the students
at the elementary level at PPA in their learning of English reading skill. The reason for the

22

choice of the first year students was because they were the only group of students who
were still learning English at the time of questionnaire delivery.
2.2.2. Research instruments
As mentioned above, in order to gather information for the study, the survey
method employing self-administered survey questionnaires for both students and teachers
was used. The researcher only used survey questionnaire as her research instrument
because of its convenience and due to the limitation of time and scope of this study.
2.2.3. Data analysis
Data analysis is not simply a single description of the collected data. In fact, it is
the process by which the researcher interprets the data collected from the survey
questionnaires. The scheme and coding categories in this research emerged from an
examination of data rather than being pre-determined and imposed on the data.
2.3. Presentation of statistical results
2.3.1. Questionnaire for Teachers
2.3.1.1. Methodology
The questionnaire for teacher consists of 5 open-ended questions written in English with
the hope to find out the difficulties that teachers encounter in their teaching of reading skill
and their techniques in dealing with these difficulties. The questions are divided into 5
different categories:
- Question 1: Teachers‟ experiences
- Question 2: Teachers‟ attitudes towards the reading skill
- Questions 3 - 4: Number of students in an English class and teachers‟ difficulties in
teaching reading in these classes.
- Question 5: Techniques for teaching large reading classes being used by teachers
- Question 6: Teachers‟ opinions
16 copies of the survey questionnaires were delivered to the teachers and they have been
all responded.

2.3.1.2. Results
* Teachers‟ experiences


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Years of teaching English

Number of teachers

%

a. 1 – 5

6

37.5

b. 6 – 10

4

25

c. 11 – 15

4

25

d. > 15

2

12.5

Table 1: Teacher’s years of teaching English
The table shows that English language teachers at the PPA are quite experienced. 10
out of 16 teachers (62.5%) have been teaching foreign languages for more than 6 years.
* Teachers‟ attitudes towards the position of reading skill
Option

Number of teachers

%

a. Listening

2

12.2

b. Speaking

3

18.7

c. Reading

9

56.2

d. Writing

2

12.2

Table 2: Teachers’ attitudes towards the position of reading skill
It can be seen clearly that most of teachers are aware of the importance of reading
skill when working as a policeman (56.2%). Because of the age of integration, police
students in the future have to face up with many kinds of crimes including trans-nation
crimes. If they read well in English, they will receive a lot of information and they will
work well with English documents.
* Number of students in an English class and teachers‟ difficulties in teaching reading in
these classes
Question 3: You are teaching English class with the numbers of students:
Options

Number of teachers

%

a. 10 – 15

0

0

b. 20 – 25

0

0

c. 30 – 35

0

0

d. 35 – 40

0

0

e. > 40

16

100

Table 3: Numbers of students in an English class


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Statistics from table 3 is not a surprising result, because teaching large English
classes is a normal phenomenon in Vietnam in general and also at the PPA in particular.
All English classes (100%) at the PPA are large classes with more than 40 students.
Question 4: What difficulties do you have with your reading classes?
Number
Options

of

%

teachers
a. Feeling out of control and trapped by the problems of

9

56.2

b. Being frustrated by the huge amount of written work.

5

31.2

c. Creating effective learning for all, finding suitable materials

13

81.3

d. Activating all students, especially, silent or weak ones

14

87.5

e. Others

2

12.5

classroom management

Table 4: Difficulties in teaching large reading classes
Table 4 describes the problems that the teachers at PPA have to face with when
teaching reading English in large classes. According to them, the most difficult issue they
have to cope with is to activate all students, especially, silent or weak ones (87.5%). The
teachers complain that they do not have time to help all students, only some students are
attended during the class due to the limited time.
And 13 out of 16 teachers (81.3%) find that it is difficult to create effective learning
for all, and to find suitable materials. Many teachers are concerned that because students
are too crowded and they are all so different, they are neglecting the needs of their students
as individuals.
56.2% of the teacher (9 out of 16) feel out of control and trapped by the problems
of classroom management. Apparently, this is a considerable pressure for teachers in large
classes, both because they are obliged to complete the syllabus within limited time
available and because they have to manage teaching activities. As a result, many students
are worried by the physical constraints imposed by a large class in confined classroom
setting and by the discipline aspects of a large class. They feel they are unable to control

what is happening, and that the class becomes too noisy, there are too many students, when


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they do activity, they make a lot of noises. Furthermore, when the students work in pairs or
in groups, it may be noisy, and the teachers may not be able to control all the students,
therefore, some students who are not interested in class may disturb the others.
Of all the respondents participated in the research, five teachers are frustrated by
the huge amount of written work, which accounts for 31.2%.
Apart from these difficulties, teachers also list some other problems facing them.
Two teachers say that the large class size and enormous gaps and differences among
students make it really hard for them to follow their individual progress. Besides, students
are not accustomed to self-regulation and lack skills to individualize the tasks set for the
whole class. In addition, the weaker students are always asking things in their mother
tongue and want everything explained in Vietnamese. They are not willing to use L2 when
teacher is not with them during their groupwork.
* Techniques for teaching large reading classes being used by teachers
The techniques in the question are classified into 4 groups: Personalization,
Activities, Material adapting and supplementing and Assessment. The results collected
would be practical background for applying several effective techniques into the real
teaching of ELT reading in large classes at the PPA.

‫ ٭‬Personalization techniques
Solutions

No of
teachers

%

a. Showing personal interest in students (remember, use students‟
names, encourage them to talk about themselves and about the topics

16

100

16

100

that concern them)
b. treating all respectfully, fairly
Table 5.1: Personalization techniques
One striking feature is that 100% teachers are aware of the importance of
personalization, and they all apply in their classes. But they also add that they cannot
remember all students‟ names and they do not often ask students to talk about themselves
or about the topics of concern. This is because each teacher has too many students and they
have some classes at the same time. Some confine that sometimes they do not treat all


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respectfully and fairly, especially with weak students. And they explain that is because of
the pressure of overworking, large classes, quality of English teaching …

‫ ٭‬Techniques of organizing activities
Solutions

No of
teachers

%

d. varying activities and tasks

8

50

e. setting up a clear goal for students to read

14

87.5

f. Asking students to do tasks within a set time

14

87.5

g. encouraging pair/groupwork (discussion, debate, news casting)

10

62.5

h. using visual aids (pictures, maps, mimes)

5

31.2

i. using reading games

2

12.5

k. using music, songs

0

0

l. using newspapers, stories

5

31.2

m. stimulating students‟ imagination, prediction

10

62.5

n. activating students‟ background knowledge

12

75

o. developing efficient reading strategies

4

25

p. role-play

2

12.5

q. asking students to correct given summary

2

12.5

r. creating a quiz on the reading content

0

0

s. encouraging extensive reading among students

5

31.2

Table 5.2: Techniques of organizing activities
Among 15 techniques of organizing activities, setting up a clear goal for students to
read and asking students to do tasks within a set time were the two most frequent activities
carried out by 14 out of 16 teachers, taking up 87.5%.
As we can see from the data, many techniques in this table were not applied or well
exploited by the teachers although they were probably considered beneficial to stimulate
and create relaxing, joyful atmosphere for students. That will attract more students on
reading lessons and improve their reading skill. To explain this some teachers when being
asked blamed for the time limitation, university compulsory syllabus and class size.


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‫٭‬Techniques of Material adapting and supplementing and Assessment
Solutions

No of
teachers

%

Material adapting and supplementing
t. making reading tasks more interesting and suitable to the students‟

6

37.5

2

12.5

v. giving feedback regularly and appropriately

10

62.5

x. applying rewards and punishment policy

4

25

level, interests
u. providing fun, colourful texts from magazine, newspaper, book,
self-designing tasks
Assessment

Table 5.3: Techniques of Material adapting and supplementing and Assessment
Very few teachers (37.5%) adapt reading tasks that are more interesting and
suitable to the students‟ level, interests. Thus, it is time for the teacher to spend more time
and effort in adapting and supplementing materials.
Referring to assessment techniques, 62.5% of the teachers give feedback regularly
and appropriately but only 25% apply rewards and punishment policy. These show that

many teachers are trying to assess their students in some ways but not all of them give
rewards and punishment policy which may motivate students in class activities.
2.3.2. Questionnaire for students
2.3.2.1. Methodology
150 copies of the second questionnaire which consists of 10 questions were
delivered to 150 students. These 10 questions can be divided into 6 categories:
- Question 1: Students‟ attitudes towards the position of reading skill.
- Questions 2 – 3: Students‟ evaluation on the reading texts/ activities.
- Question 4: Frequency of chances for practicing the 4 macro-skills though the given
reading tasks during their reading lessons.
- Question 5 – 6: Students‟ reasons for poor participation in reading lessons.
- Question 7 – 9: Students‟ attitudes to large class.
- Question 10: Students‟ preferences for reading techniques.


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2.3.2.2. Results
* Students‟ attitudes towards the position of reading skill
4%

16%
Listening
Speaking
Reading

48%

Writing

34%
Chart 1: Students’ attitudes towards the position of reading skill.
Similar to the statistics from table 1 by the teachers, chart 1 shows that nearly half
of the students in the survey (48%) are aware of the importance of reading in their future
job. Also from chart 1, a relatively high number of students (34%) regard speaking skill as
the most frequently used. The rest number belongs to writing skill (4%). This can be that
because the students under investigation come from different groups of specialized
scientific branches such as criminal prevention and investigation violating social order,
laws, criminology state management on social order, prisoners management and
rehabilitation to name a few, therefore, their choices depend much on their working
environment. But most of them pay much attention to reading skill as it helps them a lot in
their further study.
* Students‟ evaluation on the reading texts/ activities
Criteria

No of
students

%

Level of language difficulty
a. too easy

30

20

b. too difficult

25

16.7

c. right level of difficulty

95

63.3

a. interesting

49

32.7

b. adequate

90

60

c. boring

8

5.3

d. unfamiliar

3

2

Topics

Table 6: Students’ opinions on the reading texts