A survey of teachers’ use of post-reading activities at Hon Gai high school = Khảo sát về việc sử dụng các hoạt động sau bài đọc của giáo viên trường trung học

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES





NGUYỄN THỊ VÂN ANH





A SURVEY OF TEACHERS’ USE OF POST READING
ACTIVITIES AT HON GAI HIGH SCHOOL

KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG
SAU BÀI ĐỌC CỦA GIÁO VIÊN
TRƯỜNG TRUNG HỌC PHỔ THÔNG HÒN GAI


M.A MINOR THESIS



Major: Methodology of English Teaching
Code: 60.14.10

HANOI - 2012
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES





NGUYỄN THỊ VÂN ANH





A SURVEY OF TEACHERS’ USE OF POST READING
ACTIVITIES AT HON GAI HIGH SCHOOL

KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG
SAU BÀI ĐỌC CỦA GIÁO VIÊN
TRƯỜNG TRUNG HỌC PHỔ THÔNG HÒN GAI

M.A MINOR THESIS



Major: Methodology of English Teaching
Code: 60.14.10
Supervisor: HOÀNG THỊ HỒNG HẢI, MA











HANOI - 2012
iii

TABLE OF CONTENTS
Page
Declaration i
Acknowledgement ii
Table of contents iii
List of figures and abbreviations vii

PART A: INTRODUCTION

1
.
Rationale
1
2
.
Research aims and research questions
2
2.1. Research aims
2
2.2. Research questions
2
3.Significance of the study

2
4
.
Scope of the study

2
5. Expected outcome and contributions of the study

3
6. Design of the study

3
PART B: DEVELOPMENT

Chapter I: Literature review
5
1. Definitions of reading
5
2. The importance of reading
5
3. General views on post-reading activities

6
3.1. Definitions of post-reading activities
6
iv

3.2. Types of post-reading activities
7
3.3. The effectiveness when using post-reading
activities
8
3.4. The difficulties when doing post-reading
activities
10
Chapter II: The study
12
1
.
Description of subject
12
2. Data collection instrument
12
2.1. Survey

12
2.2. Observation
14
2.3. Interview
14
3. Data collection procedure
14
3.1. For the questionnaire
14
3.2. For the observation
15
3.3. For the interview
15
4. Data analysis method
16
5. Data analysis procedure
17
5.1. For the questionnaire
17
5.2. For the interview
17
6. Data analysis
17
6.1. Survey questionnaire for teachers
17
6.1.1. The frequency that teachers implement post-reading
17
v

activities

in a class
6.1.1.1. The table shows the frequency that teachers implement
post-reading activities in a class
17
6.1.1.2. The pie chart shows frequency that teachers implement
post-reading activities in a class
18
6.1.2. The post – reading activities that teachers implement
19
6.1.2.1. The table shows the post – reading activities that teachers
implement
19
6.1.2.2. The bar chart shows the post – reading activities that
teachers implement
19
6.1.3. The effectiveness of post-reading activities suggested by
the
21
teachers of English

6.1.4. The difficulties that encountered by the teachers when
implementing post- reading activities
21
6.1.4.1. The result table shows the difficulties that encountered by
the teachers when implementing post- reading activities
21
6.1.4.2. The bar chart shows the difficulties that encountered by
the teachers when implementing post- reading activities
22
6.1.5. The ways to overcome those difficulties suggested by the

teachers
23
6.2. Survey questionnaire for students
24
6.2.1. The effectiveness of post-reading activities in students‘
thinking
24
6.2.1.1. The table shows the students‘ thinking about the
effectiveness of post-reading activities
24
vi

6.2.1.2. The bar chart shows the students‘ thinking about the
effectiveness of post-reading activities
25
6.2.2. The post-reading activities that students prefer to take part
in
26
6.2.2.1. The table shows the post-reading activities that students
prefer to take part in
26
6.2.2.2. The bar chart shows the post-reading activities that
students prefer to take part in
27
6.2.3. The difficulties students have to face when taking part in
post-reading activities
29
6.2.3.1. The table shows the difficulties students have to face
when taking part in post-reading activities
29

6.2.3.2. The bar chart shows the difficulties students have to face
when taking part in post-reading activities
30
6.2.4. The ways to overcome those difficulties suggested by the
students
31
6.2.4.1. The table shows how students overcome the difficulties
encountered when taking part in post-reading activities
31
6.2.4.2. The bar chart shows how students overcome the
difficulties encountered when taking part in post-reading
activities
31
Chapter III: Findings and discussion
1.1. Interview

33
1.1.1. How is teachers‘ use of post-reading activities
implemented at Hon Gai high school?
33
1.1.2. What is the effectiveness of post-reading activities as
perceived by teachers and students?
33
vii

1.1.3. What are difficulties encountered by students and teachers
when doing post-reading activities?
34
1.2. Observation
35

PART C: CONCLUSION
37
REFERENCES
40
Appendix 1a
I
Appendix 1b
IV
Appendix 2a
VII
Appendix 2b
XIV
Appendix 3
XXII
Appendix 4
XXVII










viii

LIST OF TABLES, FIGURESANDABBREVIATIONS
1. List of tables

Table 1: The frequency that teachers implement post reading
activities in a class

17
Table 2: The post reading activities that teachers implement
19
Table 3: The difficulties encountered by the teachers when
implementing post reading activities
21
Table 4: The students‘ thinking about the effectiveness of post
reading activities
24
Table 5: The post reading activities that students prefer to take part
in
26
Table 6: The difficulties encountered by students when participating
in post reading activities.
29
Table 7: How students get overcome the difficulties encountered
when taking part in post reading activities
31
2. List of figures

Figure 1: The frequency that teachers implement post reading
activities in a class
17
Figure 2: The post reading activities that teachers implement
19
Figure 3: The difficulties encountered by the teachers when
implementing post - reading activities

22
Figure 4: The students‘ thinking about the effectiveness of post
reading activities
25
ix

Figure 5: The post reading activities that students prefer to take part
in
28
Figure 6: The difficulties encountered by students when
participating in post reading activities
30
Figure 7: How students get overcome the difficulties encountered
when taking part in post reading activities
31
3.List of abbreviations
EFL: English as a Foreign Language
SRE: Scaffold Reading Experience










1

PART A: INTRODUCTION
1 . Rationale
The importance ofEnglishhas been more and morefully recognized. It
can be easily noticed that reading skill is a very important factor in developing
students‘ English learning. Educational researchers have found that there is a
strong correlation between reading skills and academic success. In other
words, a student who is a good reader is more likely to do well in school and
pass exams than a student who is a weak reader. In fact, much of research has
been done to find out the various methods and techniques that help students
enhance their own language ability in general and reading skill in particular.
In Vietnam, in recent years teaching methods have been more and more
improved. There have been a lot of activities organized in order to enhance the
effectiveness and help students be more active and self-confident in learning
English in general and reading skills in particular. Many universities and high
schools, including Hon Gai high school apply post reading activities which
can be seen as one of the most effective way to develop students‘ reading
competence. It is stated that post-reading activities encourage student to
reflect upon what they have read. For the information to stay with the
students, they need to go beyond simply reading it to using it. Until now, there
have been a lot of researches done in the area of post reading activities. In
2000, Alderson wrote ‗Assessing reading‘ with the aim of analyzing the
effectiveness of reading activities, including post reading activities. Sasson
(n.d) wrote ―post reading activities – how teachers can end the lesson
effectively‖ to give some advice so that teachers can apply when
implementing post reading activities. However, there is a gap between the
theory and the practice. In high schools in general, the advantages of post
2

reading activities have not been fully made use of. In addition, teachers and
students encounter some difficulties relating to the students‘ level, time, etc; as

a result, the implementation of these activities has not been effective. All
mentioned above, the researcher decides to do a research on ―A survey of
teachers‘ use of post reading activities at Hon Gai high school.‖
2. Research aims and research questions
2.1. Research aims
First and foremost, this paper is to present the ways of organizing post
reading activities at Hon Gai high school. Second, students‘ perception and
teachers‘ of the effectiveness of this activity will be exploited. Third, a detailed
investigation is carried out to specify the difficulties encountered by teachers as well
as students when doing post-reading activities. Besides, basing on the findings of
the study, researcher presents the solutions suggested by respondents to get over
these problems. In brief, the study will focus on the following questions:
2.2. Research questions
1. How is teachers‘ use of post-reading activities implemented at Hon
Gai high school?
2. What is the effectiveness of post-reading activities as perceived by
teachers and students?
3. What are difficulties encountered by students and teachers when
doing post reading activities?
3. Significance of the study
Post reading activities have to be improved as one of the most effective
ways in language teaching and learning. The question of how post reading
activities; however, is hardly paid attention to. Besides, there are not many
researchers showing the interests in exploring the effectiveness as well as the
difficulties encountered by students and teachers when doing this type of
activity. Although the study is carried out with a small scale, the researcher do
3

hope that its result can help teachers and students at Hon Gai high school in
particular and high schools in general have clear and thorough understandings

about the effectiveness and difficulties when participating in post reading
activities in reading lessons. From that, they will find and adapt the best
solutions in order to improve teaching and learning reading skills.
4. Scope of the study
As mentioned above, the study is carried out with a small scale one.
Because of the time limitation, the samples are restricted to 50 students at 10
classes and 10 teachers who are responsible for teaching English grade 10 at
Hon Gai high school.
5. Expected outcome and contributions of the study
Overall, the research could be considerably helpful for teachers as well
as researchers working on related studies.
Based on the findings of the research, several pedagogical implications
would be drawn. For the teachers of English in general and teachers of
English at Hon Gai high school, the study, once completed, is expected to
raise teachers‘ awareness of the effectiveness of post reading activities in
improving reading skills for their students. In addition, the study will supply
teachers with the difficulties as well as the suggestions so that they could take
their own initiatives to exploit the suitable post reading activities when
teaching reading lessons.
Besides, with regard to researchers, those who happen to develop an
interest in this topic could certainly rely on this research to find reliable and
useful information for their related studies in the future.
6. Design of the study
The thesis consists of three parts:
Part A: Introduction
4

The introduction refers to the statement of the problem, research aims,
research questions, significance, scope, expected outcome and contributions
and the design of the study

Part B: Development
Chapter I: “ Literature review” presents some background knowledge
of the issue for further steps of the study.
Chapter II: “ The study” presents the detailed results of the survey
together with the findings and discussion.
Chapter III: “Findings and discussions”
Part C: Conclusion
The conclusion summarizes all the main findings of the thesis, the
recommendations and mentions the limitation of the study










5

PART B: DEVELOPMENT
Chapter I: Literature review
1. The definitions of reading
Among the many definitions of reading that have arisen in recent
decades, three prominent ideas emerge as most critical for understanding what
"learning to read" means:
 Reading is a process undertaken to reduce uncertainty about meanings
a text conveys.
 The process results from a negotiation of meaning between the text

and its reader.
 The knowledge, expectations, and strategies a reader uses to uncover
textual meaning all play decisive roles way the reader negotiates with the
text's meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a
straightforward outcome—most texts are understood in different ways by
different readers.
2. The importance of reading
Reading is an activity of inferring meaning out of written symbols with
the collaborative work of cognitive behaviors and psycho-motor skills
(Demirel, 1992). Reading is described as the process of perception in terms of
written and published words with the help of senses, comprehension of these
after building meaningful connections; intellectual and spiritual acquisition,
active and communicative involvement with the written and published
symbols, reception consisting of a number of perceptive and cognitive
processes, an interpretation and also a reaction. According to Alderson (1984),
most scholars would suppose that reading is one of the most important skills
for educational and professional success. In highlighting the importance of
6

reading comprehension Rivers (1981) stated that ― reading is the most
important activity in any language class, not only as a source of information
and pleasurable activity but also as a means of consolidating and extending
one‘s which are knowledge of the language‖.
As Karakas (2002) pointed that the real objective of reading is fast and
right grasp of the meaning. Especially, reading at high speed along with full
comprehension is a critical factor affecting the success of the students.
Students who can read at a high speed, understand what is being read, have a
rich verbal repertoire and have a good master of the language, learn more
easily and have higher rates of success . The level of reading can be

designated by asking questions about the reading text being read and
evaluating the related answers in verbal or written way (Çalışkan, 2004).
According to Eskey (1988) in advanced levels of second language the
ability to read the written language at a reasonable rate and with good
comprehension has long been recognized to be as oral skills if not more
important.
3. General views on post-reading activities
3.1. Definitions of post-reading activities
As language learning involves the acquisition of thousands of words,
teachers and learners alike would like to know how vocabulary learning can
be fostered, especially in EFL settings where learners frequently acquire
impoverished lexicons, despite years of formal study. Research indicates that
reading is important but not sufficient for second-language vocabulary
learning, and that it should be supplemented by post-reading activities to
enhance students' vocabulary knowledge.
Post reading activities play an important role in language teaching and
learning. There are many reasons for its being important. Firstly, learners
7

come across it a lot in their daily lives. Secondly, since the students in this
research are preparatory learners who are learning English for academic
purposes, that means students learn English for the examination. Therefore,
without understanding the texts, they cannot learn anything; as a result, cannot
be successful in the exams. Since post reading is an important skill in
language learning, it is necessary to define it. According to Chastain (1998),
post-reading activities help readers to clarify any unclear meaning where the
focus is on the meaning not on the grammatical or lexical aspects of the text.
Ur (1996) discusses summary as a kind of post-reading activity where the
readers are asked to summarize the content in a sentence or two. It is also
possible to give this post-reading activity in the mother tongue. Karakas

(2002) proposes that the readers interpret the text and illustrate the
relationship between the questions and their answers by using activities such
as summarizing, question and answer, and drawing conclusions and it is
possible to catch the missing parts of the mental picture through thinking
aloud, discussion and summarizing. "Post-reading" (after, follow-up, beyond
reading) exercises first check students' comprehension and then lead students
to a deeper analysis of the text, when warranted (Alderson, 2000).
The primary goal of post-reading activity is to make sure that
satisfactory comprehension was taken place. If the person is looking for a
number in a telephone directory, she or he should be very selective. She/he
should scan the directory for the number needed. On the contrary, a researcher
needs to read an article in detail to get the main ideas of the writer and to learn
more about the subject. Nevertheless, it can still be argued that any reading is
selective. Wallace (1992) shares the same idea by saying, ―Just as we filter
spoken messages in deciding what to attend to, so do we filter written
8

messages. And even when we commit ourselves to a full reading, that reading
will still be selective, some parts being read with greater care than others‖.
3.2. Types of post-reading activities
Post reading activities serve a variety of purposes. They provide
opportunities for students to synthesize and organize information gleaned
from the text so that they can understand and recall important points. They
provide opportunities for students to evaluate an author's message, his or her
stance in presenting the message, and the quality of the text itself, to evaluate
their understanding of the text and to respond to a text in a variety of ways, to
reflect on the meaning of the text, to compare differing texts and ideas, to
imagine themselves as one of the characters in the text, to synthesize
information from different sources, to engage in a variety of creative
activities, and to apply what they have learned within the classroom walls and

in the world beyond the classroom. Not surprisingly given their many
functions, post reading activities are also widely recommended.
In creating the list of possible post reading activities for SREs, the
experts have once again attempted to list a relatively small set of categories
that suggest a large number of useful activities. According to the list of SRE
components, there are eight types of post reading activities (a) Questioning,
either orally or in writing; (b) Discussion—whether it is discussion in pairs or
small groups or discussion involving the entire class; (c) Writing;(d) Drama;
(e) Artistic, Graphic, and Nonverbal Activities; (f) Application and Outreach
Activities; (g) Building Connections; (h) Reteaching. (Michael F.Graves and
Bonie B. Graves, 2003)
Post-reading activities also included:
1. Answering higher order thinking questions, as part of a game called
"Book Wheels".
9

2. Role play.
3. Retelling.
4. Mock interviews in which one student portrayed a character in the
story that other students would then interview.
5. Adding new words encountered while reading to a personalized
vocabulary notebook (Ho & Wong, 2001).
3.3. The effectiveness when using post-reading activities
Post-reading activities are simply activities done after during-reading
activities are completed. At this stage, the students are in a temporary change
of state or condition, that is, they now know something they do not know
before. They know some new vocabulary items, some new sentence
structures, some new idiomatic expressions, and they have new knowledge
about a certain topic. However, it is definitely not enough for one reading
lesson. How many times do the teachers see lesson plans with good pre-

reading activities and well planned during reading activities, but brief, classic
post-reading activities such as write the answers on a piece of paper, translate
paragraph 2, write a sentence for each of the new words found in the text ,
using a similar pattern, write about your house? Something must be done to
help the students use what they now know so that these new things will
become more than just knowledge. In a post-reading stage students are not
studying about the language of the text and they do not comprehend the text,
either. At the post-reading stage students are supposed to apply what they
possess.
Gunning (1998) points out that post-reading activities are expected to
encourage students to reflect upon what they have read. The purposes of the
activities are for the students to use the familiar text as basis for specific
language study, to allow the students to respond to the text creatively and to
10

get the students to focus more deeply on the information in the text. For the
new information to stay with them, the students need to go beyond simply
reading the information to using it. Following up in the post-reading stage is
critical to both comprehension, which is instruction sensitive, and obtaining
and working on new information, which takes the student to their real life
situation. Well-designed after-reading activities usually require the learners to
return to the text several times and to reread it to check on particular
information of language use. Students, individually or in groups, should have
ample time to share and discuss the work they have completed. This enables
the students to tie up loose ends, answer any remaining questions, and to
understand the inter relationships of topics covered. When readers are called
on to communicate the ideas they have read, it is then that they learn to
conceptualize and discover what meaning the text has to them. Although
teachers should be careful to spend just some time in the pre-reading stage,
they are actually expected to spend more time in the post reading stage with

several activities. A twofold purpose is involved here, namely: students need
to (1) recycle what they have obtained from the text and (2) go beyond the
text and enter the real world, equipped with the newly-obtained information.
At least six principles in foreign language teaching-learning by Brown
(2007) can be fulfilled. From recycling some language components in
different ways through different language skills, automaticity is certainly on
its way. Meaningful learning is carried out because at a post reading stage
students relate new information with their own life and experiences. Each
student is asked to respond to parts of the text she or he has read. Because
students are active in responding to the texts they have been, and the teacher
puts him in the background, students are empowered and to a certain extent, in
control of the activities. This may lead to students‘ autonomy. Willingness to
11

communicate, which involves students‘ willingness to take risks and being
self-confident, is gained because they are supposed to be well-prepared to do
the post-activities. When students are given different tasks, they have good
opportunities to use the language, oral as well as written. This puts them in a
position where they can develop their inter language. Finally, post-reading
activities are not interested in the right versus wrong answers to
comprehension questions anymore. Students do not have to prove they
understand the vocabulary and grammar of the text, anymore. Therefore,
students are not only taught to achieve linguistic competence but also
discourse and strategic competence, so communicative competence is also
taken care of. We can conclude that from post reading activities, the students
are developing themselves to achieve automaticity, meaningful learning,
autonomy, willingness to communicate, inter language, and communicative
competence.
3.4. The difficulties when doing post reading activities
Some students can learn to use different reading styles and read,

understand a text very quickly while others slowly and false to understand
what they read. Our students usually read every word in a text. They cannot
focus on important words; try to translate word by word. Students‘ ability of
predicting words are bad. They have difficulties in predicting what comes next
in the text. Our students usually read out loud instead of reading silently. This
slows them down and forces them to read every word when it can actually
distract from understanding a passage. Finally, students get difficulties in
guessing meaning of new words.
Post-reading activities that extend texts provide an opportunity for
teachers to check for learning. Transforming ideas from reading into artwork,
poetry, etc. is an evaluative, interpretive act that reveals the student's level of
12

understanding. Critical readers are active readers. They question, confirm, and
judge what they read throughout the reading process. Students engaged in
such activities are likely to become critical thinkers and learners. In the new
view, readers are far more active and unpredictable. They make decisions
about what to read, how to read it, how to think about what they read, what to
remember, what other information to remember it with. They bring context,
approach, bias, and personal experiences to what they read. They interpret,
they skip, they misread, they misunderstand, they understand in their own
way. Their reading is not reactive but strategic; they read with purpose,
meaning, and goals.
Reading a text with comprehension is the ultimate goal of reading
instruction. In order to achieve this, teachers should provide high quality
reading comprehension instruction. Students need to be taught explicitly to
use comprehension skills when they read (Pressley & Jager, 2002). It is not
satisfactory that students answer the comprehension questions and teachers
supervise. Pearson et al. (Jagor, 2002) states that teachers must explain the
students how expert readers make sense of text; teachers have to learn

students‘ skills that help them understand the texts. Besides these, students
need to learn how, when, and where to use these skills. With respect to
instruction, it is the teachers‘ responsibility to introduce, and provide practice
in, useful reading strategies for coping with texts in an unfamiliar language
(Eskey and Grabe, 1995).Taking into consideration the importance of reading
in learners‘ academic achievement, the role and importance of teachers‘
beliefs in teaching and scarcity of research in the area of reading strategies
and teacher thinking, the present study aims at identifying how teachers do
themselves as readers of foreign language, how they think reading is taught,
13

their concerns about reading instruction and if they are using reading
strategies in the classroom.
The importance of post-reading activities cannot be denied. At least
three reading principles mentioned by Harmer (2007) can be found in post-
reading activities, namely: students need to be engaged with what they are
reading, students should be encouraged to respond to the content of a text, and
good teachers exploit reading texts to the full. Therefore, teachers should plan
their post-reading activities according to teaching-learning objectives, profile
of the students, as well as students and classroom conditions. The keyword for
using post reading activities is variety, which leads to creating positive,
creative, innovative, effective and fun activities. Through a variety of post-
reading activities, students are expected to recycle certain learning aspects of
language skills and components so that their communicative competence can
be developed well.
Chapter II: The study
With the aim of having a thorough understanding of the effectiveness,
the difficulties of post reading activities as perceived by teachers and students,
the combination of quantitative method and qualitative method is believed to
be appropriate to the research; as a result, questionnaire, observation and

interviews are three tools being used to collect the data.
1. Description of subject
Selecting respondents is important for making use of the findings of the
study outside the confines of the study.
In the current study, simple random sampling will be employed in
which 10 teachers who are teaching English grade 10 at Hon Gai high school
will be asked to take part in the research.
14

The questionnaire will be given to students of selected teachers. Those
students will also be observed in class to evaluate their performance in the
English reading lessons.
2. Data collection instrument
There are three data collection instruments used in this research namely
survey and observation.
2.1. Survey (Appendix 1a, 1b)
Survey is the first instrument chosen to collect data. Angus and Katona
(1953) state that survey is both relatively inexpensive and useful in describing
the characteristics of a large population. In this type of research, the researcher
selects a sample of respondents from a population and administers a
standardized questionnaire to them. For this study, the participants are grade
10 mainstream students who do not major in English and teachers who are
teaching English grade 10 at Hon Gai high school. The respondents will allow
the researcher to generalize the findings to the whole population from their
individual self reports. By doing questionnaire, the effectiveness, difficulties
as well as the ways of implementing post reading activities perceived by
students and teachers can be answered.
The questionnaire is designed including two types of questions: open-
ended questions and close-ended questions. The questionnaires focus on the
questions of how the post reading activities will be organized, which

difficulties that students and teachers have to encounter when implementing
post reading activities and the solutions for those problems.
Survey questionnaires are carried out with the participation of 10 English
teachers and 50 10
th
grade students. 5 questions are delivered to teachers and 4
questions are delivered to students.
Survey questionnaires for students aim at the following points:
15

- The students‘ thinking about the effectiveness of post reading activities.
- The post reading activities that students prefer to take part in.
- The difficulties students have to face when taking part in post reading
activities.
- How students overcome the difficulties encountered when taking part in post
reading activities.
Survey questionnaires for teachers aims at the following points:
- The frequency that teachers implement post reading activities in a class.
- The post reading activities that teachers implement.
- The effectiveness of post reading activities suggested by teachers of English.
- The difficulties that encountered by the teachers when implementing post
reading activities.
- The ways to overcome these difficulties suggested by the teachers.
The researcher asks for permission to hand out the questionnaires for
the English teachers in their monthly group meeting and collect the results
after they have covered and finished all of the questions.
2.2. Observation (Appendix 4)
The second method is observation. Connelly and Clandinin (1990)
suggest that observational study can allow qualitative researchers to identify
recurring patterns of behavior that participants may be unable to recognize.

Notes of what happen in classes will be carefully taken as useful evidence of
this research.
Observation is considered as a supportive instrument for questionnaires and
interviews. Through observation the researcher can discover all of the post reading
activities which the teachers use. In addition to this, observation also helps to
investigate how teachers and students participate in those post reading activities.
2.3. Interview (Appendix 2a, 2b, 3)
16

The third method is the interview. In – depth interview with two teachers and
four students who have finished the questionnaires already and agree to help the
researcher further in order to enhance the reliability of this research will be used.
Participants will have chance to express the opinions about the effectiveness,
difficulties when implementing post reading activities.
Structure interview is carried out with two teachers and four teachers to
improve the reliability of the research. Also, this is a a good opportunirty for them to
give their ideas about post reading activities, difficulties as well as effectiveness.
In brief, survey questionnaire, observation and interviews are relevant and
appropriate to bring about the validity and reliability of the study.
3. Data collection procedure
3.1. For the questionnaire
Step 1: Preparing for questionnaire administration
Getting the supervisor‘s approval of the survey questionnaire, the
researcher prepares for the official questionnaire administration. The monitors
of the chosen groups will be contacted to ask for co-operation in advance and
informed about the purpose of the study and the specific time of delivering the
survey
Step 2: Administering the questionnaire
The researcher carries out the survey in break time. Before asking the
students to do the survey questionnaire, the researcher briefly explains the

purposes of the study and encourages them to finish the survey questionnaire
truthfully. The researcher uses face-to-face questionnaire in case the
respondents are unclear about the meaning of a question, they could ask for
clarification. Vietnamese instructions and explanations are also presented to
help respondents avoid any misunderstanding and ambiguity. After about 10
minutes, the researchers collect the finished questionnaires from respondents