Phát triển năng lực sáng tạo cho học sinh trung học cơ sở trong dạy học đọc hiểu văn bản văn học tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

------------------

NGUYEN THI THANH NGA

DEVELOPING CREATIVE COMPETENCE
FOR LOWER SECONDARY STUDENTS IN TEACHING
OF READING COMPREHENSION OF LITERAL TEXTS

Major: Theory and teaching methodology of
Literature-Vietnamese language subject
Code: 914 0111

ABSTRACT OF DOCTORAL THESIS
OF EDUCATIONAL SCIENCE

Hanoi, 2020


The thesis is completed at: Vietnam Institute of Educational Sciences

Scientific supervisors: 1. Assoc. Dr. Tran Thi Hien Luong
2. Assoc. Dr. Nguyen Thi Hanh

Reviewer 1: ....................................................................
...................................................................
Reviewer 2: ....................................................................
...................................................................

Reviewer 3: ....................................................................
...................................................................

The thesis will be defended before the Institute level Scientific
Council at Vietnam Institute of Educational Sciences, 101 Tran Hung
Dao str. Hanoi
At..... hour ..... date .....

The thesis can be found at:
- National Library
- Library of Vietnam Institute of Educational Sciences


LIST OF AUTHOR’S PUBLICATION RELATED TO THE
THESIS TOPIC
1. Imagination and some techniques to develop creative
imagination capacity for elementary students, Journal of Education,
Issue No. 371, term 1 (12/2015)
2. Developing creative competence for students in High School
Literature through project-based teaching, Journal of Education,
special issue, April 2016
3. Several issues on textbooks and some features on Literature
textbook by MC Dougal Littell Publishing house (USA), Journal of
Educational Science, No. 6/2018
4. Structure of student’s creative competence in reading
comprehension of literal texts, Journal of Educational Science, No.
13/2019
5.

Assessing

student’s

creative

competence

in

reading

comprehension of literal texts, Journal of Education, No. 464 (Term 2
– 10/2019)
6. Developing creative competence of lower secondary students in
reading comprehension of literal texts through organizing experienced
responsive activities, Vietnam Journal of Educational Science, No. 26,
February 2020.


INTRODUCTION
1. Rationale
1.1. Domestic and international social contexts have posed demands
and challenges for an innovative education. The education has been
transformed from the content-and-knowledge-oriented approach to
competence-based one with focus on forming and developing creative
competence of learners.
1.2. Meeting the requirements of the reality of Vietnam's educational
innovation, the 2018 General Education Curriculum has been developed,
marking a major change in education goal. Accordingly, education has
turned from the content-oriented and knowledge-equipped goal towards

developing qualities and competencies of learners, including problem
solving and creative competence. Along with other subjects, Philology is
responsible for helping students develop specific competencies and a
number of professional competencies identified in the 2018 General
Education Curriculum 2018, including creative competence.
1.3. The creative competence in each subject as well as in each subsubject should be concretized based on its own characteristics. For
Philology, the creativity is not only required in reading comprehension but
also in writing and speaking-listening. Training creative competence in
reading literary texts is important and possible to develop as literary texts
make a considerable proportion in Philology curriculum. On the other
hand, literary text with its own characteristics is a great opportunity for
creativity in its reception. Therefore, it is very important to study how to
teach reading comprehension towards developing creative competence to
meet new requirements.
1.4. The reality of teaching and learning in schools has revealed
many shortcomings: Content-oriented curriculum and textbooks have bias
towards academic knowledge, attach importance to theory with little
practice and application. In recent years, though teaching methodology in
schools has been innovated, generally, students have been absorbing
knowledge passively. Education has not really exploited the activeness,
initiative and creativity of learners. Therefore, as mentioned, in order to
have creative learners, it is necessary to have a creative education and a
synchronous innovation in all stages of the teaching process from content,
methods, testing to teaching organization. Like many other subjects,
1


teaching reading comprehension of literary texts in schools is also in this
trend.
1.5. Research on creative competence has begun to be of interest in

such subjects as Physics, Chemistry, and Mathematics - science subjects
where student’s creativity can be easily seen and measured. With
Philology subject, there have been some studies but there is no elaborate
scientific work on this issue, especially in the field of reading
comprehension. The requirements of the new General Education
Curriculum and the current context of Philology teaching show that the
topic "Developing creative competence for lower secondary students in
teaching and learning reading comprehension of literary texts" is a
necessary and meaningful study, contributing to the development of
competencies for learners.
2. Research issue history
2.1. Research on creative competence and teaching to develop creative
competence.
* International research
The first researches on creation were carried out in the 3rd century with
the mathematician Paspos (Greece). He named this science Heuristic with
the meaning as the science of creation or creative science ... After Paspos,
some scientists continued to develop it such as Descacters, Leibnitz,
Bolnzano ... Real researches on creativity were revived in the twentieth
century with the awakening of an American psychologist J.P.Guilford. In
addition, some other studies on creativity can be mentioned as the study of
Pipping (1988), Torrance (1962), Robert J. Sternberg ... Mednick (1962,
1964) and Malz Mann (1960). Hand book of Creativity by Robert J.
Sternberg is a fairly complete synthesis of creative research issues - a
report on the development of creative research over the past 50 years since
1950 with Guilford's appearance from a psychological perspective. The
authors have argued that creativity was important to society and that
research on creativity has been facing at least six approaches.
The issue of developing learners' competencies, especially creativity in
teaching, is mentioned in the programs of many countries such as British,

American, and Australian... In addition, many researchers have also
expressed their interest in the development of creative competence for
2


students with a number of works. That was Penick with "Developing
creativity in the classroom"; Reid and King with "Research on student
creativity"; Torrance with "Early-School Discovery of Creative Thinking";
Yamamoto Kaoru "The role of creative thinking and intelligence in
academic achievement".
* Domestic research
In terms of domestic research, such studies on creativity can be listed
as ones by Huynh Van Son, Tran Thi Bich Lieu. In addition, in recent
years, a number of theses have developed the creative competence in some
specific subjects such as Chemistry, Mathematics. The authors have tried
to look for manifestations of creative competence in students, giving
definitions and different measures to develop creative competence in the
subject, e.g. Nguyen Thi Hong Gam (2011 ), Tran Thi Hue (2011), Dinh
Thi Hong Minh (2013), Hoang Thi Thuy Huong (2015), Pham Thi Bich
Dao (2015), Dang Thi Thu Hue (2019).
From the perspective of educational science, many researchers are
interested in training and developing students' creative thinking in subjects.
Those can be included with researches by such authors as Pham Van
Hoan; Hoang Chung; Nguyen Canh Toan, Nguyen Van Le, Chau An;
Nguyen Canh Toan; Nguyen Trong Hoan; Duong Thi Mai Huong; Tran
Thi Hien Luong ...
It can be confirmed that there have been researches on teaching to develop
student's creative competence in both psychological and educational
aspects. However, the researches have mainly focused on natural sciences
subjects, there has not been any methodical and systematic study on the

development of students' creative competence in reading comprehension of
literary texts.
2.2. Researches on creativity and creative competence in teaching of
Philology and reading comprehension of literal texts
2.2.1. Researches on creativity and creative competence in teaching
of Philology
Researches on creativity in Philology teaching are shown in both aspects:
writing and receiving texts. There are many researches on creative writing
in the world. Juliet Enland in her essay "Writing Wrongs" (2009)
examined the definition of creative writing and the increasing tendency in
3


teaching creative writing in all grades in recent years. There are also
studies by Deirdre Fagan (2010), Tompkins (1982)
Researches on creative writing have also been mentioned in Vietnam.
Based on the analysis of such concepts as creative writing, teaching of
creative writing and the current situation of creative writing teaching in
schools in Vietnam, Tran Thi Hien Luong has given a number of
suggestions on teaching of creative writing skills for students. In terms of
creativity in text reception, there are studies by such authors as Nguyen
Thanh Hung, Tran Dinh Su, Hoang Hoa Binh, Hoang Thi Mai, Nguyen
Trong Hoan ... The authors have focused on activities and mechanism of
creative reading of literary texts.
In addition, there are a number of studies focusing on the development of
creative thinking in teaching Philology such as: Training creative thinking
in teaching literary works (Nguyen Trong Hoan); Training creative
thinking for students through writing units at high schools (Duong Thi Mai
Huong). In terms of creative competence in Philology, there is a research
by Nguyen Thi Hong Van (2017) in a scientific paper Identifying structure

and development track of some competencies in Philology at schools.
Thus, there have been a number of studies on creativity, creative
competence in teaching Philology in both creating and receiving texts. In
general, the researches have placed more focuses on creative writing,
proposed ways to develop creative writing abilities for students. In terms
of creative reception, the authors paid their attention to the explanation of
the creative reading activities by students. From the above studies, it can
be confirmed that there has not been a really elaborate and systematical
research that typically focuses on students' creative competence in
teaching Philology in general and at creative competence in particular.
2.2.2. Researches on creativity and creative competence in teaching of
reading comprehension of literal texts
*International researches
The issue of creativity in teaching of reading comprehension of
literary texts has been mentioned in a number of studies. Accordingly, the
reader is not only the recipient of the text but also a co-creator and the one
who make dialogue with the author. With those concepts, studies have
4


suggested measures and ways of influencing students so that they could be
more creative in reading. In terms of reading creativity, Phylliss J. Adam's
research in a report presented at Boston International Reading Association
in 1968 can be listed. Some researchers such as Smith (2004), Langer
(1993), Rosenblatt (1978), Ruddel (1984) have emphasized an important
feature of reading of literary text: reading is an interactive process between
readers themselves, readers with texts and with the environment in which
the meaning of the text was created. That interaction helps students
construct textual meanings, draw useful life lessons and create
opportunities for students to open horizons of creative imagination.

*Domestic researches
The key point in the research on teaching reading comprehension of
literary texts in recent years is that the authors have studied in depth the
nature of the student's reading process, affirming that student is a creative
reader, hence developing the reading competencies and reading skills of
students. Discussing about the learner's creativity in reading
comprehension, the authors Tran Dinh Su, Nguyen Thanh Hung, Nguyen
Trong Hoan ... have recognized the requirements on the meaning creating
ability in reading. The authors affirmed that the purpose of literal reading
is to understand the core general meaning of the text. On that basis, each
reader has his or her own ideas from personal experiences to be able to
create new meanings for the text. A notable thing in the research on
reading comprehension in recent years is that the authors are interested in
reading comprehension strategies, reading instruction measures to help
students become independent and creative readers. Those are researches by
Pham Thi Thu Huong, Nguyen Thi Thanh Huong.
Thus, there have been a number of researches on teaching of creative
reading comprehension. In general, the authors mainly explore creative
reading, creative reception in teaching literary works in the school and
there has not been any work directly discussing the development of
creative competence in reading comprehension of literal texts. Therefore,
it can be confirmed that the question of how to teach reading
comprehension to contribute to the development of creative competence
for learners is still needed to be solved.

5


3. Research objective
The thesis aims to build a scientific basis and propose measures to

develop creative competence for lower secondary students in teaching of
reading comprehension of literary texts.
4. Object and tasks of the research
4.1. Research object:
Measures for developing creative competence for lower secondary
students in teaching of reading comprehension of literary texts
4.2. Research tasks:
- Identify theoretical basis for developing creative competence for
lower secondary students in teaching of reading comprehension of literary
texts.
- Survey the current situation of Philology teaching at some creative
competence.
- Propose measures for developing student’s creative competence in
teaching of reading comprehension of literal texts in Phillogy subject at
lower secondary schools.
- Conduct pedagogical experiment to test the feasibility of the stated
scientific hypothesis
5. Research scope
- The thesis focuses on researching measures to develop creative
competence for lower secondary students in teaching and learning of
reading comprehension of literary texts.
- The thesis limits its experimental scope in the genre of story and on
the 9th grade students of some creative competencies.
6. Research methodology
The following methods are used in the thesis:
6.1. Methods of theoretical research:
6.2. Methods of practical research:
6.2.1. Method of observation
6.2.2. Method of educational investigation
6.2.3. Method of pedagogical experiments

6.2.4. Methods of data analysis

6


7. Scientific hypothesis
One of the limitations of the current teaching of reading
comprehension is that the focus is not placed properly on the development
of student’s creative competence.
In that context, if pedagogical measures are applied as proposed by
the thesis, the teaching of reading comprehension would contribute to the
development of creative competence for lower secondary students with
more effective manner.
8. Contribution by the thesis
- In theoretical terms:
The thesis has systematized the research achievements on the development
of creative competence, presented the conception of creative competence,
identified creative manifestations of lower secondary students in reading
comprehension of literal text, hence putting forwards relevant impacts.
The research results of the thesis have supplemented theoretical studies on
creative competence, creative competence for lower secondary students in
general, and creative competence in reading comprehension of lower
secondary school Philology in particular.
- In practical terms: The thesis has proposed measures to develop
creative competence for lower secondary students in reading
comprehension of literal texts. The measures ensure that the teaching
of reading comprehension of literal texts would contribute to the
development of creative competence for learners. On other hand, the
proposed measures hopefully will have important significance in
teaching and learning of Philology under 2018 Curriculum.

9. Structure of the thesis
Apart from Introduction and Conclusion, the thesis is structured with
three chapters:
Chapter 1: Scientific foundation of creative competence development
for lower secondary students in teaching of reading comprehension of
literal texts.
Chapter 2: Measures to develop creative competence for lower
secondary students in teaching of reading comprehension of literal texts.
Chapter 3: Pedagogical experiments

7


CHAPTER 1: SCIENTIFIC FOUNDATION OF CREATIVE
COMPETENCE DEVELOPMENT FOR LOWER SECONDARY
STUDENTS IN TEACHING OF READING COMPREHENSION OF
LITERAL TEXTS
1.1. Competence and creative competence
1.1.1. Competence and competence structure
There are many researches in the world on competencies with
different aproaches. In general, the following approaches are found
popular: According to Mulder, Weigel & Collins, researches on
competencies can be categorized into three main approaches: behavior
approach, general approach, and cognitive approach. The approaches can
also be classified with two directions: psychological and educational.
In this thesis, we choose the approach of the 2018 General Education
Curriculum as foundation for proposing conception on creative
competence, explaining manifestations of creative competence in reading
comprehension of literal texts. The 2018 General Education Curriculum
confirmed: “Competence is a personal attribute formed and developed by

existing qualities and learning/training process, allowing people to
mobilize all knowledge, skills and other personal attributes such as
excitement, belief, will ... to successfully implement a certain type of
activity, achieving desired results under specific conditions.” This
conception is consistent with view points on competencies by authors,
researchers and international organizations in identifying the 3 following
issues: 1/competence is a personal attribute; 2/competence is obtained
through the mobilization and synthesis of elements of knowledge, skills
and other personal attributes to effectively solve a certain type of activity;
3/competence is shown through activities in specific conditions and
contexts.
Regarding competence structure, there are conceptions by authors
Hoang Hoa Binh, Nguyen Van Cuong, research groups of Lương Viet
Thai, Hoang Hoa Binh, Nguyen Thị Lan Phuong. The approach of
competence structure based on behavior approach forwarding output
manifestations of the competence is used by the thesis as the direction for
determining manifestations of creative competencies in reading
comprehension of literal texts.
8


1.1.2. Creativity
Creativity and creative competence are issues of current concern in
education of many countries in the world. Those nations possessing many
creative individuals would become powerful. That is why the creative
competence is one of the core competencies in educational goal in many
countries such as Singapore, Finland, Australia, France…Viewing
creativity as a psychological attribute, Pippig (1988), Torrance (1962)
confirmed that creativity is an ability with that men create new, unique
and unprecedented ideas being relevant to the posed problem. Mednick

(1962, 1964) and Malz Mann (1960) also made great contributions to the
psychology associated with creativity.
Based on the authors view points and from the perspective of the
thesis, we believe: Creation is an activity of thinking in order to create the
new, which was previously inavailable to individuals and society. And it
must be really meaningful.
1.1.3. Creative competencies
1.1.3.1. Creative competencies and manifestations of the people possessing
creative competencies
Researches on creative competence in different fields have become
quite popularly in recent years. The authors have tried to clarify and put
forwards concepts on creative competence. Though expressions may
differ, the concepts have common points on the definition of creative
competencies with key words including: ability to create the new,
distinctiveness, originality; creating ideas, solutions, effectiveness,
usefulness...Based on the conceptions of competence and researches
related to creative competencies, we determined: The creative competence
is a personal attribute basing on the mobilization of knowledge, skills and
other elements such as excitement, as excitement, belief, will ... to create
new things including new ideas, new solutions, new products at different
levels in learning and life situations in a unique, new and effective way.
There are different views on the characteristics and expressions of
people with creative competencies, but it is easy to see the common point
in those concepts. Creators are people who transcend ordinary thoughts,
have unique, new ideas, have a rich, creative imagination. It is also the
person who dares to pursue ideas, despite obstacles, risks, and even
ignores common judgments, bravely defends his views against even
contrary thoughts of public opinion. In order to perfect, specify new ideas,
9

turning them into real products in practice, that person must work hard
and passionately, never give up.

1.1.3.2. Concepts and manifestations of creative competence by lower
secondary students
Student’s creative competence have also been mentioned in a number
of studies. Pham Thi Bich Dao (2014), Ngo Thi Bich Thao (2003), Hoang
Thi Thuy Huong (2015), Dang Thi Thu Hue (2019) have proposed the
conception of creative competencies of students. It can be seen that the
studies are consistent in the concept of creative competencies of students
as follows:
- Being the ability, the capacity to create new things in the field of
learning and practice based on the learned and known;
- The levels and requirements of the new in student’s creative
competence are different among researchers, inventors, first and
foremost it is the new to students themselves, and further it is the
new in surrounding community and society.
- Student’s creative competence is shown through learning activities
and applying learned knowledge and skills into the real life.
From the above studies, we believe that: Student’s Creative
competence is the creation of new things for themselves firstly based on
the mobilization of knowledge, skills and other factors such as interest,
belief, will .... The new thing includes new ideas, new ways, new products
being applied in practice of learning and life at different levels.
On the basis of studies on creative competence, the manifestation of
creative competence by Dang Thi Thu Hue, General Education Curriculum
2018, as well as above mentioned studies on competencies; we
recommend the manifestations of creative competence by lower secondary
students as follows:

Components Manifestation
s
- Recognizing
new ideas
Analyzing
information,
identifying

1. Recognizing new ideas

10


2. Forming and developing new ideas

3. Proposing new solutions

4. Creating new products

11

and clarifying
new ideas of
the lesson
Putting
forward new
understanding
of
given

information
Recommendin
g new ideas
being
previously
unavailable
Proposing
new solutions,
and new ways
for
problem
solving
- Comparing
and analyzing
the proposed
solutions
Applying
known
knowledge
and skills in
solving
practical
problems
- Creating new
products
by
using
effectively
learning
materials,

tools
and
learnt
knowledge


and skills.
trên cơ sở sử
dụng hiệu quả
tài liệu, thiết
bị học tập;
- Evaluating
new products
of individuals
and groups
Table1.1. Manifestations of creative competence of lower secondary
students
Thus, it can be seen that the creative competence of Lower secondary
students consists of 4 components and each component include specific
indicators. The determination of the creative competence manifestations at
lower secondary students has an important meaning, being the basis for the
thesis to analyze elements of creative competence in reading
comprehension of literal texts.
1.2. Creative competence of Lower secondary students in reading
comprehension of literal texts
1.2.1. Literal texts and opportunities for developing creative competence
of Lower secondary students in reading comprehension of literal texts
1.2.2. Reading comprehension of literal texts
1.2.3. Manifestation of creative competence in reading comprehension of
literal texts of Lower secondary students

To identify manifestations of creative competence in reading
comprehension of literal texts, it is needed to clarify the concept of
creative competence in reading comprehension of literal texts. Based on
the research on creative competence, creative competence in reading, we
come to conception: Student’s creative competence in reading
comprehension of literal texts is the making of new meaning from the text
for themselves and the society. What is new is the discovery and
construction of meaning for the text through the proposal of new ideas;
evaluating and applying the new into solving life and social problems;
creating new products on the basis of suggestion by the text.
Based on the structure table of creative competence and problem
solving in 2018 General Education Curriculum, we propose
12


manifestations of creative competence of lower secondary students in
reading comprehension of literal texts as follows:
Manifestations
Components
1. Recognizing 1.1. Recognizing new ideas in terms of contents of
Literal texts
new ideas
1.2. Recognizing new ideas in terms of artistic forms
of Literal texts
2.1. Givin individual views about the content elements
2.
Analyzing of literal texts
and evaluating 2.2. Providing unique findings and explanations about
new ideas
the artistic elements of literal texts

2.3. Comparing and evaluating one text vs another
revealing in-depth findings on content and art
3.Applying into 3.1. Being able to read similar texts
new contexts
3.2. Proposing ways to solve problems associated with
real life
3.3. Applying the value of the text in changing one's
own perception, thought, and feelings
4.
Showing 4.1. New products
reception
4.2. Written products
results
with
new products
4.3. Other products (painting, dramatic...)
Bảng 1.2. Manifestations of creative competence of Lower secondary
students in reading comprehension of literal texts
.3. Teaching reading comprehension of literal texts towards
developing creative competence for learners
1.3.1. Characteristics of competence-based teaching
Competency-based education was mentioned in the 70s of the 20th
century in America. Accordingly, the teaching towards how students
achieve the established output standards, focusing on what students can do
from their learnt knowledge and skills. Traditional education mainly
imparts knowledge (content-based education) focusing on the content,
emphasizing cognitive skills and the practice of those skills with little
respect to the ability to achieve; The assessment of learning outcomes only
focuses on assessing the level of knowledge through written and oral
exams. Competence-based teaching focuses on developing competencies

13


needed for students to be successful in their lives and their work. It can be
confirmed that the differences between traditional education and
competence-based one are shown in the following aspects: learning
objectives, teaching and learning methods, testing, and roles of teachers
and students. To be more precisely, competence-based teaching is shown
more clearly in the change of internal elements of the teaching process.
1.3.2. Teaching reading comprehension of literal texts towards
developing creative competence
1.3.2.1. Evoking the activeness, initiative and creativity of learners
1.3.2.2. Focusing on genre characteristics in teaching reading
comprehension of literal texts
1.3.2.3. Renovating the assessment in teaching reading comprehension
towards developing creative competence for Students
1.4. Some conceptions of literary reception theory about the reader’s
role and literary works
Typical for some literary reception theories in promoting the role of
the reader can be mentioned two representatives: Hans Robert Jauss and
Wolfgang Iser. In addition, it is impossible not to mention the reader response theory originated in America with prominent representatives such
as Norman Holland, David Bleich and Louise Rosenblatt, Stanley Fish and
Jonathan Culler. The core points of response theory and receptive
aesthetics lie in the notions of expectations, literary texts, and reader
status.1.4.1. The reader is the one playing the role of creating meaning for
the text
1.4.2. The text is open, the reader is creative to complete it
1.5. Current state of creative competence development for lower secondary
students in teaching reading comprehension of literal texts
1.5.1. Philology curriculum, textbooks in some countries and possibility

to develop creative competence in teaching reading comprehension of
literal texts
1.5.1.1.In terms of curriculum
The Ministries of Education of some countries such as the US,
Canada, Australia... only issue the Curriculum Framework. Each state has
autonomy in program design and text choice to teach based on the federal
curriculum framework. The curriculum framework also defines the results
to be achieved, and the indicators that represent those results for each
grade level. Through surveying the curriculum of some countries, we
found that the creative competence development has been mentioned in the
14


overall goal of the subject with different expressions and requirements in
some countries with developed education.
1.5.1.2. In terms of textbook
In the framework of the thesis and the scope of the available
documents, we surveyed the American Literature books by Mc Dougal
Littell's Publishing house for Lower secondary students (grade 9) and
made some comments about the book's highlights with the development of
student’s creative competence:
- The book has an attractive and rich image channel that evokes
creativity, imagination and attracts learners.
- The book has a guide for examining and evaluating after each unit
with diversified evaluation tools towards creative competence of
learners.
- The book provides guidelines of reading and learning methods
towards active learners with creative self-learning competencies.
- The objectives are written with competence-based approach
- Attention is paid to the development of critical and creative thinking

- Development of self-learning competence, towards forming
independent readers
1.5.2. Curriculum and textbooks of Philology subject in Vietnam
1.5.2.1. In terms of curriculum
The 2006 Philology curriculum mainly focused on contents and
knowledge, or to be more precise, it mostly focused on providing
knowledge, emphasizing on competence of Vietnamese language using,
almost ignoring general competencies including student’s creative
competence. That goal has dominated, throughout all elements of the
educational process from content, methods, teaching facilities to testing
and evaluation.
Along with the strong policies of comprehensive fundamental
innovation in education and the urgent need of the isector, the new general
education curriculum was issued at the end of 2018. Accordingly, the
general education curriculum of the Philology subject has had an open
innovation, updating the trend of the world. The curriculum ensures the
goals of developing the quality and competencies of learners, creating
opportunities for the creativity of teachers and students.

15


1.5.2.2. In terms of textbook
The results of material survey show that the creative competence
development goal is not consciously and systematically mentioned by the
authors in the current lower secondary Philology textbook. That is clearly
shown in the book's structure, specifically in the desired requirements, the
memorization part as well as in questions, exercises in the textbook.
1.5.3. Current state of teaching at lower secondary schools in terms of
creative competence development for students in reading

comprehension of literal texts
The current state of teacher’s teaching was examined by
questionnaires based on manifestations of creative competence in reading
comprehension of literal texts.
With the purpose of examining current state of teaching reading
comprehension of literal texts at lower secondary schools towards
developing creative competence for students, we conducted surveys with
62 teachers at 9 lower secondary schools representing 3 regions: Urban
(Thuc Nghiem Lower secondary school– Hà Nội); rural (Ky Ha Lower
secondary school, Giang Dong Lower secondary school, Phong bac Lower
secondary school, Thu Tho Lower secondary school - Ky Anh District, Ha
Tinh Province); Mountainous ( Thu Tho Lower secondary school, Ky
Trung Lower secondary school, Ky Tay Lower secondary school – Ky
Anh District, Ha Tinh Province). Time of survey: Semester 1, 2018 – 2019
academic year.

1.5.4. Current state of Creative competence of Lower secondary
students in reading comprehension of literal texts
Aiming at examining the current situation, the achievement level of
creative competence by lower secondary students in reading
comprehension of literal texts to have necessary impacts, we surveyed 128
students at 3 lower secondary schools including Ky Tay, Giang Dong and
Thuc Nghiem.
The survey results obtained from teachers and students have partly
shown pictures of reading comprehension of literal texts in the school. On
the teacher’s side, the teachers touched students' manifestations of creative
competence in reading comprehension of literal texts. However, there are
some aspects with that teachers did not implement with effective manner
e.g. letting students apply into new contexts, creating new products after
16

reading. Teachers also limited in using active teaching methods and
techniques, limited in examining students in the direction of developing
creative competence. Similarly, for students, they felt good at some
expressions and limited in giving their own opinions, applying the values
of literal texts in their lives, and the ability to create new products.
CHAPTER
2:
MEASURES
TO
DEVELOP
CREATIVE
COMPETENCE FOR LOWER SECONDARY STUDENTS IN
TESCHING OF READING COMPREHENSION OF LITERAL
TEXTS
2.1. Conditions to implement measures for developing creative
competence for lower secondary students in teaching of reading
comprehension of literal texts
2.1.1. Ensure to follow manifestations of creative competence and set
requirements on reading comprehension of literal texts of lower secondary
students in Philology curriculum
2.1.2. Ensure that the assessment is to develop student’s creative
competence in reading comprehension of literal texts
2.1.3. Ensure that the contents of reading comprehension are relevant to
students, being attractive and problematic so that students could be
greatly creative.
2.1.4. Ensure a creative environment in teaching of reading
comprehension of literal texts
2.2. Some measures to develop creative competence for lower

secondary students in teaching of reading comprehension of literal
texts
2.2.1. Organize discussion and debate activities to help students make
different understandings in recognizing, analyzing and evaluating new
ideas of the text
2.2.1.1. Purpose of the measure:
Teaching reading comprehension in schools needs a combination of
individual reading and interactive reading through discussion and debate
activities. Organizing discussion and debate activities would help students
reveal the manifestations of creative competence such as: giving different
understandings, co-creating with texts, expressing personal views with
convincing arguments. In addition, debate and discussion in reading
comprehension also help students enjoy reading, cultivating their passion
for creativity and love for literary works.
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2.2.1.2. Ways of implementing measures
To organize an argument, teachers identify the issue in their
controversial work, then proceed to organize debate.
Steps to organize an argument:
(1). Identify purpose of the argument
(2). Study background information
(3). Help students prepare for the argument
(4).Prepare argument plan
(5).Prepare classroom for the argument
(6).Proceed the argument
(7). Finish the argument
2.2.1.3. Design of illustration
2.2.2. Using problem-solving teaching methods to encourage students to

create, be proactive and active in creating new knowledge and revealing
new perspectives
2.2.2.1. Purpose of the measure
Teaching of problem-raising-and-solving, problem-solving, problemdiscovering-and-solving are terms being used to refer to a teaching
method. This is a teaching method that “creates conditions for students to
have the habit of researching and solving problems in a scientific way of
thinking. It not only creates needs, interests in learning, self-acquires
knowledge, but also develops creative competence of students. The main
feature of problem-discovering and problem-solving teaching is that the
perception of knowledge takes place through problem-solving and
discovery activities. After solving problems, students would gain new
knowledge, new skills or a positive attitude.
2.2.2.2. Ways of organizing problem-solving teaching
Problem-solving teaching in reading comprehension of literal texts
includes the following steps:
Steps
Contents
Implementation actions
Step 1 Raising a problem, + Creating problematic situation
building
up + Discovering and identifying arisen
cognitive
problems
mathematic
+ Presenting those problem needed to
problem
be solved
Step 2

Solving the

problem

set + Proposing hypotheses
+ Planning to solve the problem
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Step 3

Conclusion

+ Implementing problem solving
plan
+ Discussing results and evaluating
+ Confirming or disproving the stated
hypothesis
+ Presenting conclusion
+ Proposing new problems

2.2.2.3. Examples of teaching designing and organizing
2.2.3. Designing and using exercises associated with practice to help
students creatively apply literal texts values into life
2.2.3.1. Purpose of the measure
Practical exercises/tasks create opportunities for students to express
the manifestations of the creative competence in solving life problems.
Furthermore, through addressing practical exercises, they understand
value, meaning, and relationship between literature and life. Literature is
not something abstract, literature is the life. This understanding contributes
to creating their love for literature, their passion for understanding literal
texts.

2.2.3.2. Ways of implementing the measure
This measure is done by designing exercises related to the real life with
such steps as planning, using and organizing students to solve practical
exercises in teaching reading comprehension of literal texts.
Steps to design and organize teaching are as follows:
Step 1: Selecting teaching content
Step 2: Determining the goal of the exercise
Step 3: Designing exercises related to real life and teaching organization
plan
Step 4: Organizing the teaching
2.2.3.3. Illustrating and organizing the teaching of exercises
2.2.4. Organizing experiential response activities through different
subject roles to exploit Students' unique and creative feedback and
evaluation.
2.2.4.1. Purpose of the measure
With this measure, students are really penetrated with the literal text,
really come into texts. They are allowed to mobilize their own
experiences, connect with texts, experience the lives of the characters.
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When immersing themselves in the roles of different characters in texts,
readers-students live with their emotions, joys, sorrows; understand the
fate, co-create with the writer. When stepping out of the text, students
recognize and evaluate the values of the text and creatively apply into their
own situations. At that time, all the feelings and responses are the students'
own drawing from their own experience with a unique acceptance, no one
is like anyone. Experimental activities return literature to its true nature, it
is the reading with authentic aesthetic feelings through direct contact with
the text, and it is the personalization, co-creation in the reception of the

text.
2.2.4.2. Ways of implementing the measure
a. The process of applying experience response into teaching of
literature
b. Organizing response experience for students through different
subject roles
* Experiencing the role of observer / witness to the art world in the
work
* Experiencing the character role in the work
* Experiencing the role of a writer in the work
2.2.5. Diversifying reading comprehension activities, creating
opportunities for students to make innovative products
2.2.5.1. Purpose of the measure
Diversifying reading comprehension activities by combining reading
and other extended activities such as writing, drawing, theatricalization ...
is one of the recent measures in reading comprehension of literal texts.
However, it has not become a comprehensive measure. The purpose of this
measure is to maximize the forte and creativity of students. They have the
opportunity to express themselves, participate in activities and enjoy
reading comprehension of literal texts. More importantly, the students
have the opportunities to make individually creative products. These are
paintings, staged plays, articles, even early literary works.
2.2.5.2. Ways of measure implementation
a. Combine reading and drawing
c. Combine reading and writing literature
b. Combine reading and theatricalization
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CHAPTER 3: PEDAGOGICAL EXPERIMENT

3.1. Purpose of the experiment
Pedagogical experiment was conducted with the purpose of verifying
the feasibility and effectiveness of the methods proposed in chapter 2. We
limited the experimental scope in the story genre, on grade 9 students senior graders, output of the lower secondary school
3.2. Contents, targeted audience and site of the experiment
* The experimental contents include measures for development of creative
competence in teaching reading comprehension of literal texts as proposed.
We have selected four story texts in the Grade 9 Philology curriculum to
experiment with the above contents.
* The selected targeted audience is grade 9 students in some lower
secondary schools. These are senior students and the output of lower
secondary school. Experiment group and control group have similar
qualifications to ensure the accuracy of the testing process
* Experimental site includes 2 lower secondary schools in Hanoi (Thuc
Nghiem and Dich Vong) and 1 lower secondary school in Thach Ha
District, Ha Tinh Province (Thach Hoi school). All these school met the
proposed experimental requirements.
3.3. Time of experiment
The experiment was conducted between Oct and Nov of 2018 – 2019
academic year.

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3.4. Experiment process
Experiment process was deployed with the following specific contents:
3.4.1. Talking with teachers before experimental teaching
3.4.2. Organizing input competence tests for experimental and control
groups
3.4.3. Conducting experimental teaching

3.4.4. Organizing testing competence outcomes for experimental and
control groups
3.4.5. Processing experimental results
3.4.6. Analyzing experimental results
3.5. Lesson plan for experiment
3.5.1. Structure of the experimental lesson plan
3.5.2. Illustrative experimental lesson plan
3.6.2. Exam questions
3.6.3. Quantitative assessment of competencies
The thesis uses the Paired-Sample T-test method with SPSS version
16 software to compare average input results and average outputs between
two independent groups, the experimental group and the control group.
o Verification of the experimental group and the control group's
outputs showed that the experimental group outputs scores were better
distributed than that of the control group at the respective score levels,
except point 0, point 1 and point 10. Analysis showed the difference in the
mean results of both groups of students in all three lower secondary
schools: Thuc Nghiem, Dich Vong and Thach Hoi. However, the control
group made small progress, about 0.23 points on a 10-point scale. The
experimental group made more progress, at 1.18 points on a 10-point
scale. The experimental group had better outputs than using to 0.95 points
by the control group, meaning that the proposed thesis's measures have
proven the feasibility and effectiveness in teaching, contributing to the
development of students' reactive competence in reading comprehension of
literal texts
3.6.4. Qualitative assessment of competencies
- For control group: Teachers organized teaching mainly according to
traditional methods. The advantage of traditional teaching method is that
students can take note a lot of contents, acquiring knowledge from the
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