Sáng kiến kinh nghiệm Helping gifted students gain benefit from extensive reading

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH
  
Mã số …………….
SAÙNG KIEÁN
KINH NGHIEÄM
Helping gifted students gain benefit
from extensive reading
Người thực hiện: Bùi Ngọc Xinh
Lĩnh vực nghiên cứu:
- Quản lý giáo dục
- Phương pháp dạy học bộ môn tiếng Anh 
- Phương pháp giáo dục
- Lĩnh vực khác
Năm học: 2014 - 2015
SƠ LƯỢC LÝ LỊCH KHOA HỌC
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: BÙI NGỌC XINH
2. Ngày tháng năm sinh: 21/07/1969
3. Giới tính: Nữ
4. Địa chỉ: 103/33 đường 30/4, phường Trung Dũng, Tp Biên Hòa, tỉnh
Đồng Nai.
5. Điện thoại: 0918.155005
6. E-mail:
7. Chức vụ: Tổ phó CM
8. Nhiệm vụ được giao : Giảng dạy môn Tiếng Anh cho 2 lớp 10 Anh 1 và
10 Anh 2
9. Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ
- Năm nhận bằng: 2007

III. KINH NGHIỆM KHOA HỌC
- Số năm có kinh nghiệm: 23 năm
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
1. How useful pre-reading activities are in teaching reading .
2. Helping gifted students enrich their idiomatic expressions.
3. The effectiveness of group work in teaching reading .
4. Motivating students to practice listening skill through English songs to
decrease students’ tense while listening, make them feel more interested
in listening and enrich their vocabulary.
5. How to help gifted students find essay writing easy and how to help
them write more effectively.
6. How to help gifted students write essays dealing with “ Describing
People” more effectively .
UBND TỈNH ĐỒNG NAI
SỞ GIÁO DỤC VÀ ĐÀO TẠO

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập - Tự do - Hạnh phúc
Biên Hòa, ngày 15 tháng 5 năm 2015
PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học: 2014-2015
Tên sáng kiến kinh nghiệm: Helping gifted students gain benefit from
extensive reading
Họ và tên tác giả: BÙI NGỌC XINH; Chức vụ: Tổ phó CM
Đơn vị: trường THPT Chuyên Lương Thế Vinh
Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực
khác)
- Quản lý giáo dục  - Phương pháp dạy học bộ môn: 
- Phương pháp giáo dục  - Lĩnh vực khác: 
Sáng kiến kinh nghiệm đã được triển khai áp dụng: Tại đơn vị  Trong

Ngành 
1. Tính mới (Đánh dấu X vào 1 trong 2 ô dưới đây)
- Có giải pháp hoàn toàn mới 
- Có giải pháp cải tiến, đổi mới từ giải pháp đã có 
2. Hiệu quả (Đánh dấu X vào 1 trong 4 ô dưới đây)
- Hoàn toàn mới và đã triển khai áp dụng trong toàn ngành có hiệu quả cao 
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp dụng
trong toàn ngành có hiệu quả cao 
- Hoàn toàn mới và đã triển khai áp dụng tại đơn vị có hiệu quả cao 
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp dụng
tại đơn vị có hiệu quả 
3. Khả năng áp dụng (Đánh dấu X vào 1 trong 3 ô mỗi dòng dưới đây)
- Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối, chính
sách: Tốt  Khá  Đạt 
- Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện
và dễ đi vào cuộc sống: Tốt  Khá  Đạt 
- Đã được áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu
quả trong phạm vi rộng: Tốt  Khá  Đạt 
Xếp loại chung :
Xuất sắc : Khá: Đạt: Không xếp loại:
Người thực hiện SKKN Xác nhận của Tổ CM Thủ Trưởng Đơn vị
(Ký tên và ghi rõ họ tên) (Ký tên, ghi rõ họ tên và đóng
dấu)
Bùi Ngọc Xinh

TABLE OF CONTENTS
- TITLE ………………………………………………………………………………………………………………………… 2
- INTRODUCTION ……………………………………………………………………………………………………3
- RATIONALE OF THE STUDY…………………………………………3
- PROCEDURES………………………………………………………………………………………………………….8

- FINDINGS ……………………………………………………………………………………………………………… 11
- CONCLUSION ………………………………………………………………………………………………………. 17
- APPENDIX 1…………………………………………………………………………………………………………… 18
- APPENDIX 2…………………………………………………………………………………………………………….20
- REFERENCES ……………………………………………………………………………………………………….22
- Reference books used in the innovation process………………………23
Title:
Helping gifted students gain benefit
from extensive reading
INTRODUCTION
Reading is one of the four main skills in learning English.
After many years of teaching at Luong The Vinh high school I have found that a lot of
students especially gifted students of English at this school want more up-to-date
texts, more interesting information and more knowledge of what happened or is
happening around them. However, reading class which is based on the school
curriculum cannot provide them with what they want. And through the pre-reading
activities and the discussions I had with them about general knowledge of the world or
of what has happened around them, I also discovered that most of the students could
hardly give me a satisfying answer because of their lack of knowledge and their lack
of vocabulary . For this reason I would like to encourage the gifted students of English
to do extensive reading in order to improve their general knowledge of the world, to
enrich their vocabulary and to increase students’engagement in class .
I also would like to help gifted students of English to be able to deal with a wide
range of genres : newspapers and magazines , articles, personal essays , textbook chapters
, book excerpts , online discussions , and interviews .
RATIONALE OF THE STUDY
a. What is Extensive Reading ?
Sarwar quotes a statement by Logan ( 1980 , in Sarwar , 2001 , pp 127-136 ) who
says that “ People can learn from a variety of sources , even if the final goals are the same
” . Hence , teachers’ role is very crucial in leading students to developing their learning

habits inside as well as outside the classroom . One of the good learning habits is doing
extensive reading which is considered as “ an ELT classroom implementation perspective
. ” ( Renandya & Jacobs , 2002 , p.296 ). Renandya & Jacobs also points out the benefits
of extensive reading , some of which are as follows
- increasing knowledge of the world .
- improving reading and writing skills .
- greater enjoyment of reading .
- more positive attitude towards reading .
- higher possibility of developing a reading habit .
Such are the advantages of extensive reading that teachers should encourage students to
be involved in extensive reading. However, it is important that students “ should be
reading material which they can understand ” not the material which “ they are struggling
to understand every word.” (Harmer, 2001, pp.210-300 ). For that reason it is teachers’
duty to recommend or find texts or reading materials to match student schema so that
they will have sufficient schema to understand . ” (From the Course book : Teaching
Reading & Writing -SEAMEO –p 23). If texts for extensive reading are at a level that
students can comprehend with a minimum of help and that they enjoy reading, there will
be an improvement in their reading skills . As Nuttall (1982 , p.185) puts it “reading
skills will develop much better if a student reads a lot of books that are too easy rather
than a few that are too difficult ” . In addition, if there is a match between students’
proficiency levels and the difficulty level of the books, extensive reading will bring a lot
of benefits to students, especially “a richer understanding of the world and a place in the
ongoing, worldwide dialogue on a universe of topics open only to those who are literate
and who exercise their literacy. ” ( Renandya and Jacobs , pp . 295- 304 )
Teachers should not only apply communicative approaches to listening and speaking
teaching but also help students communicate with more reading materials so that their
general knowledge can be widened. Students need to read authentic texts rather than texts
used for testing reading so that they can “apply information acquired from different
sources and turn it into useful personal knowledge ” ( Jukes & McCain , 2001 cited in
Richards ,2002 )

b. The participants of the study
All the gifted students of the English class 12 of LTV high school who were
studying in summer class to sharpen their knowledge of English were chosen to take part in
the innovation. The innovation was carried out in two summer months ( July & August )
The reason why the gifted students of the English class were chosen as the participants
of the study were that :
- They like English,
- They major in English
- They are motivated to learning English.
- They have a clear purpose of learning English: developing the four skills so that they
can get a good job in the future or can go to study abroad later .
(I once talked to them during speaking class about their purpose of entering the English
class , and their attitude to English learning)
The participants were divided into 4 groups: Group 1 , Group 2 , Group 3 ,
and Group 4 ( 7 students / group ) . Each group had a group leader who helped me to
monitor the extensive reading activity .
• The Secondary Innovation
This innovation process could not be conducted without the secondary innovation
which was reading materials. The researcher wanted to control the participants’
knowledge during the research process to see if their knowledge was improved and if
they really read the books, so it was the researcher that introduced the reading materials
to the research subjects and encourage them to read these books . Here is a list of books
used in the research :
1. A Look at Life in the USA - An Interactive Reader by Catherine Porter &
Elizabeth Minicz .
2. Basics in Reading by Hiroshi Suzuki, Michael Rost & Nancy Baxer .
3. Cause and Effects by Patricia Ackert .
4. Cliffs - TOEFL Preparation Guide by Michael A. Pyle & Mary Ellen Munoz .
5. Facts and Figures by Patricia Ackert .
6. Famous People in the World by Do Van Thao

7. Guide to British and American Culture by Jonathan Crowther & Kathryn
Kavanag .
8. Headway (Upper-intermediate ) by Liz & John Soars
9. Headway (Advanced ) by Liz & John Soars
10. Introducing the USA – A Cultural Reader by Milada Broukal & Peter Murphy .
11. Lifelines by Tom Hutchinson
12. More Reading Power by Beatrice S. Mikulecky & Linda Jeffries .
13. Music by Do Van Thao .
14. New English 10 ( 1 ) by Hoang Van Van .
15. New English 10 ( 2 ) by Tu Anh & Mai Vi Phuong
16. New Headway (Upper-intermediate ) by Liz & John Soars
17. New Headway (Advanced ) by Liz & John Soars
18. Passages : An upper-level multi-skills course by Jack C Richards & Chuck
Sandy
19. Places to Know in the U.S.A - An Interactive ESL Reader by Catherine Porter ,
Elizabeth Minicz & Carole Cross .
20. Progress to Proficiency ( Volume 1 ) by Leo Jones
21. Progress to Proficiency ( New edition ) ( Volume 2 ) by Leo Jones
22. Selects Readings by Linda Lee & Erik Gundersen .
23. Sports by Do Van Thao .
24. Spotlight on Britain by Susan Sheering , Jonathan Seath & Gillian White
25. Insider – Reading
26. In addition, the students could find reading materials on the Internet .
PROCEDURES.
a ) Getting Started
- A pre-quiz test which consisted of 50 questions of general knowledge was used .
The giving of the pre-quiz test to the students aimed at checking their background
knowledge of the world , and showing them the importance of extensive reading .
b ) Students and teachers keep track of student progress by using extensive reading
tasks .

The purpose of giving extensive reading tasks was “ to prompt students to keep
reading. ” (Harmer, 2001 , p.212 ). Hence, it is advisable to “encourage them to report
back on their reading in a number of ways .” ( Harmer , 2001 , p. 212 ).
Extensive reading tasks :
• Project Work ( Noticeboard )
Each group was asked to write reports or pieces of information which they gained from
the books they read. The group leader took responsibility for collecting reports or
interesting pieces of information from their group mates and putting them on the
noticeboard every two weeks. The group leaders were also responsible for keeping
record of how many pieces of information a student in a group gave her / him every two
weeks.
To encourage participation, this activity was announced as a competition in which there
would be a prize for the best group.
• Oral reports
The students took turns or volunteered to make oral reports on different topics given by
the teacher or they could talk about a book review. The topics were as follows:
- Famous or interesting people in the world
- Holidays
- Natural disasters
- Medicines and health
- Health care and Epidemics
- Animals
- Ways to improve English
- Sports
- Music
- International Organizations
Oral reports were made every week. While one student talked, the others listened and
made questions as well.
The researcher recorded their reports every week to see if they made any difference
during the two months doing extensive reading.

• Reading Diaries
To check if all of the students took part in the extensive reading, the teacher asked the
students to keep reading diaries. In the diaries the students were requested to answer
the following questions:
- What is the title of the book you read?
- Is it easy or difficult for you to understand?
- What do you learn from the book?
- What do you think about the book?
- Would you recommend the book to other students ? why? Why not?
- How do you feel after you have read the book?
- Would you have any suggestions on the book?
• Post quiz-test
A post quiz-test which also consisted of 50 questions was used after students spent two
months doing extensive reading. The post quiz-test was designed slightly different from
the pre quiz-test.
• Multiple choice tests on Vocabulary
Multiple choice tests on vocabulary / idioms / phrasal verbs were given to the students to
check if their vocabulary increased after they did extensive reading.( The vocabulary /
idioms / phrasal verbs were taken from the reading materials that they had read.)
• Questionnaire
A questionnaire was administered to the students at the end of the research. The
questionnaire was devised to find out (1) the students’ motivation to extensive reading (2)
their attitude towards reading (3) their evaluation on extensive reading tasks (4) and
their comments on extensive reading activity .
The questionnaire included both open-ended questions and questions with fixed
alternatives .For the questions with fix alternatives the students were asked to indicate
whether they “ strongly agreed ” , “ agreed ” , “ were neutral ”, “disagreed” or “ strongly
disagreed ” with each of the statements . For the open-ended questions the students could
freely express their thoughts about the extensive reading activity and tasks.
FINDINGS

a ) The Pre-quiz test
The chart showed that the students ‘general knowledge was not satisfactory. Their
understanding about the world was limited.
b) Notice board
- Every two weeks during the two months the four groups of the English class presented
their notice boards to the researcher. All of the four groups presented the notice boards as
planned, so there were a total of 16 notice boards , each of which contained reports or
pieces of information on different topics .
-The number of reports and pieces of information on the notice boards of the four
groups :
Group 1 Group 2 Group 3 Group 4
Week 1- 2 7 7 6 8
Week 3- 4 10 11 8 12
Week 5- 6 12 12 10 14
Week 7- 8 15 14 15 16

That there were more reports and pieces of information on the four groups’ notice boards
in week 7 – 8 than in week 1 – 2 indicated that the students’ general knowledge was
improved and they did extensive reading regularly and effectively.
c) Oral reports
The number of students who took turns or volunteered to make oral reports
Week The number of
students who made
oral reports
The number of times
that students made
reports ( * )
1 11 ( 39 % ) 12
2 14 ( 50 % ) 17
3 16 ( 57 % ) 18

4 20 ( 71 % ) 20
5 22 ( 78 % ) 23
6 22 ( 85 % ) 25
7 24 ( 85 % ) 24
8 28 ( 100 % ) 28
( * ) Some students volunteered to make reports twice in a week.
The findings indicated that there was an increase in engagement in class. An analysis
of the content of the students’talks which were recorded on the tape
showed that their knowledge was improved because their reports in week 7-8 were
longer and more informative than those in week 1-2 .
d ) Reading Diaries
The findings indicated that most of the students of the English class participated in
the extensive reading activity.
e ) The post –quiz test
The result of the post quiz test in comparison with the pre- quiz test
The students did better on the post- quiz test than on the pre-quiz test. This indicated that
their general knowledge was improved due to the extensive reading activity.
f. ) Questionnaire
Questionnaire
What did you think about extensive reading activity ?
A./
Statements 1
SA
2
A
3
N
4
D
5

SD
1.You thought that your general
knowledge was improved . 50% 35% 14%
2.You feel more interested in
reading than before .
60% 17% 14% 7%
3.There were a lot of topics in
reading materials that interested
you .
17% 35% 35% 10%
4. You kept a reading diary . 71% 28%
5. The information you obtained
from the other groups’ notice
boards and your classmates’oral
reports was useful to you .
53% 17% 17% 10%
6. The difficulty level of the
reading materials was about right 17% 53 % 14 % 14%
7. You thought that the extensive
reading activity that you did two
months before put pressure on you
.
7% 10% 17 % 64
%
B. / Some comments given by the students when doing the questionnaire:
- Extensive reading combined with post extensive reading tasks were activities for
confidence building , encouraged them to become independent readers , and made it
possible for the weak students to learn from their peers.
- They could take responsibility for their own learning.
- They could work at their own pace without classroom pressure.

- They could read for pleasure without the pressure of testing or marking.
- Extensive reading activity made it possible for the weak students to participate in the
activity that they had never had during reading class before.
- Extensive reading brought them a lot of interesting information and a lot of benefits.
- Reading materials chosen by the researcher lacked authentic materials like daily
newspapers or magazines .
Questionnaire findings revealed that
- The students were motivated to extensive reading.
- They thought that extensive reading activity was useful to them in many aspects :
creating confidence in learning English, encouraging them to become independent
readers , and helping them find pleasure and real purposes in reading
- However, they also wished to be provided with authentic reading materials.
They wanted to be exposed to more real English world.
Unexpected findings
- Compositions written by the four group leaders before the research began were
chosen to compare with what they wrote on the notice board in week 7-8 revealed
that there was an improvement in their writing skill. (The researcher asked the four
group leaders to show the researcher their reports or pieces of information on the
notice boards, so the researcher could know whose report it was .) The compositions
before the innovation were poorly written, lacked ideas and contained quite a lot of
grammatical errors, but what appeared on the notice boards showed a big difference.
Their pieces of writing became better with a lot of ideas and less mistakes.
- From the observation the researcher discovered that the students became more
confident in their way of talking. When a student made their report, the others
listened and made questions to their classmates, which implied that their listening and
speaking skills could have been improved,
Summary
Extensive reading really improved the students’ general knowledge and they
felt motivated to reading. Extensive reading tasks did increase the students’
engagement in class and they were eager to take part in these activities due to the fact

that they could work at their own pace without classroom pressure. But what was
interesting and unexpected was that extensive reading combined with post reading
tasks showed the integration of the four skills. And the students’ four skills could
have been improved.
CONCLUSION
In an article by Littlewood ( 2000, p33 ) , there is a passage which says “ If
Asian students do indeed adopt the passive classroom attitudes that are often claimed ,
this is more likely to be a consequence of the educational contexts that have been or are
now provided for them than of any inherent dispositions of the students themselves ” .
Students can not only adopt new ways of teaching from their teachers but also become
very responsible for their study and their tasks in class. They will become more
motivated if learning materials and teachers’way of teaching meet their expectations,
needs , abilities and interests .
This research was an attempt to prove that extensive reading combined with
reading tasks such as oral reports in class increased students’ general knowledge and
students’ motivation to read. However, due to the fact that the innovation was just
implemented for a small number of students who had a good knowledge of English, the
background of the school and the limitations of the research , the innovation could not be
considered as full success and it is not feasible to diffuse the innovation on a large scale .
The writer of this piece of writing
Bùi Ngọc Xinh
APPENDIX 1
PRE-QUIZ TEST
Name : …………………………
Class : 12
Part A : Answer these questions with YES or NO.
1. Is weight gain the cause of chronic snoring?
2. Are people who smoke at greater risk for high blood pressure and heart disease?
3. Does British society still have quite a strong class system which is based on birth and
social position?

4. Did Mexico host the World Cup for the second time in 1986?
5. Was the 2002 World Cup held in two Asian countries?
6. Is it a good idea to sleep a few extra hours on the weekend if you know you have a lot
of work to do the next week?
7. Can a dream about an unhappy event change your heart beat?
8. Is five or six hours of sleep enough for some people?
9. Does it take longer for Mars to circle the sun than it takes the Earth?
10. Is there any air on the moon?
11. Are there any sounds on the moon?
12. Is it very cold at night on the moon?
13. Is the temperature even lower during the day?
14. Is there a World Cup tournament for women?
15. Is the Statue of Liberty the famous US statue in New York harbour?
16. Does one day on the moon last for two weeks?
17. Is basketball played by two teams of five players but seven other players can be
brought on to replace them during the game?
18.Is the Vietnam Veterans Memorial in Vietnam?
19. Can the amount of farmland be increased ?
20. Is Cambridge University Press a publishing company belonging to Cambridge
University?
21. Is a Barbie doll a child ‘s toy doll?
22. Is a Barbie doll in the form of a middle-aged woman with a wide choice of
fashionable clothes?
23. Are the people from Scotland , Wales, Northern Ireland and England all British?
24. Is 1906 the year when FIFA was set up?
25. Is the Oxford University Press the oldest printing company in the world?
PART B : Answer the following questions.
1. How often is the World Cup held?
2. What does the abbreviation FIFA stand for?
3. Why was the 2003 women’s World Cup moved from China to the United States?

4. How can sleep apnea cause brain damage?
5. Why do some people grind their teeth while they sleep?
6. What are the other branches of the UN?
7. What is the aim of the UN?
8. What do families in Britain usually give each other on Easter Sunday?
9. What is the name of Britain’s highest mountain?
APPENDIX 2
POST-QUIZ TEST
Name :…………………….
Class :12
Part A : Are these sentences TRUE or FALSE?
1. Thirty two nations participated in the first World Cup tournament.
2. The best thing to do when you have trouble sleeping is to take sleeping pills.
3. Sleep apnea is the cause of some snoring.
4. We spend about a third of our lives sleeping.
5. The Statue of Liberty is a man holding the torch of liberty.
6. Mars has been nicknamed the Red planet.
7. No biological life was found on Mars.
8. There are great round holes on the moon.
9. There are no mountains on the moon.
10. You will weigh 8 kilos heavier on the moon.
11. You will be able to jump very high on the moon.
12. The Panama Canal links the Atlantic and Pacific Oceans.
13.The context in which you learn something can affect how well you remember it.
14. Malaysia is a member country of ASEAN.
15. Knights in Britain pointed by the Prime Minister?
16. Class in the U.S based on birth and social position.
17. People in Britain use the current account for their general expenses.
18. Basketball is the most popular sport played indoors in the U.S.
19. Value Added Tax is added to the price of certain goods when they are sold.

20. The money from the tax is collected by the person selling the goods and must then be
paid to the government.
21. A red dragon is the symbol of Japan.
22. Someone from Liverpool is called a Liverpudlian.
23. Someone from the USA is called an American.
24. One influential daily newspaper in Britain is printed on pink paper.
25. There are still parts of the world where thousands, even millions of people are hungry
and even die of starvation.
PART B : Answer the following questions.
1. Why is it a bad idea to take sleeping pills?
2. Name three things that can keep you awake.
4. When and where was the first World Cup tournament held?
5. When was the World Cup first held in Asia?
6. When was FIFA founded?
7. Why do some people snore?
8. What is the aim of the United Nations Organization?
9. Who is the Secretary General of the United Nations?
10. Who is Bill Gates?
11. Why did rock and roll start in the USA?
12. Who was the first rock star?
13. What were the different characteristic of traditional African and European music?
14. What is ASEAN?
REFERENCES
- Harmer , J ., ( 2001 ) . Reading . In The Practice of English Language Teaching .
( pp 210 -300 ) .Hallow : Longman .
- Littlewood , W ., ( 2000 ) . ELT Journal Volume 54/1 January 2000. Oxford :
Oxford University Press .
- Nunan , D., & Lamb , C ., ( 1996 ) . Curriculum decision –making in high-structure
and low-structure contexts . In The Self-Directed Teacher . ( pp.18-19 ) . Cambridge :
CUP.

- Nuttall , C., ( 1982 ) . Teaching Reading Skills in a Foreign Language . London :
Heinemann .
- Renandya , W.A ., & Jacobs , G.H ., ( 2002 ) . Extensive reading : Why aren’t we all
doing it ? In Richards , J.C ., & Renandya , W.A ., . Methodology in Language
Teaching , an Anthology of Current Practice .
( pp . 295-304 ) . Cambridge : CUP
- Richards , J., ( 2002 ) . Thirty years of TEFL / TESL ; a Personal Reflection . RELC
. Journal . 33 ( 2 ) 1-35 .
- Sarwar , Z ., ( 2001 ). Adapting individualization techniques for large class . In Hall
, D., & Hewings , A., ( Eds ) , Innovation in English Language Teaching , A Reader .
( pp 127-136 ) . London and New York : Routledge .
- The Course booklet . Teaching Reading and Writing . Regional Language Centre
Singapore .
Reference books used in the innovation process
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