TOEIC reading comprehension skills for english majors at thuong mai university

ABSTRACT
Today, TOEIC certification plays an important part in the resume of employees.
It reflects the level of proficiency in communicating in English in activities such as
business, commerce, tourism ... In particular, reading comprehension skills in the
TOEIC test is considered the hardest part. Therefore, it is extremely necessary to
practice reading comprehension skills while still in school.
Recognizing the importance of reading comprehension skills in the TOEIC test,
the study was launched with the desire to point out common mistakes while doing the
reading comprehension section of English Department students at Thuong Mai
University and propose some solutions to improve their reading comprehension skills.
Hopefully this article will partly help students studying for the TOEIC exam as
well as preparing to enter the TOEIC exam.
Hanoi, November 25th, 2019

Ho Ly Na Tra My – 16D170030

1


ACKNOWLEDGEMENT
In fact, we cannot deny that every success is associated with support or
assistance, whether more or less, directly or indirectly by others.
First of all, I would like to express my special thanks to the teachers in the
English Department at ThuongMai University for their dedicated knowledge in 4 years
ago which is not only a foundation for the research but also a precious knowledge for
me to step into life in a solid and confident way.
I also sincerely thank the supervisor Ms.Hoang Thu Ba for her valuable
guidance, constructive suggestions, and unconditional support during the time I tried
to complete this research.
I have made this graduation report in nearly 4 weeks. This is the first time I’ve
experienced in this fields, my knowledge is still limited so that I could not avoid

difficulties and mistakes. I hope to receive comments from you so as to enhance my
experience.
Finally, I wish you good health, happiness, and success in your life.
Sincerely thanks!
Student
Ho Ly Na Tra My

Ho Ly Na Tra My – 16D170030

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TABLE OF CONTENTS
ABSTRACT..................................................................................................................i
ACKNOWLEDGEMENT..........................................................................................ii
TABLE OF CONTENTS...........................................................................................iii
LIST OF ABBREVIATIONS......................................................................................v
LIST OF TABLES AND CHARTS............................................................................vi
CHAPTER 1: OVERVIEW OF THE STUDY..........................................................1
1.1 Rationale................................................................................................................. 1
1.2 Previous research...................................................................................................2
1.3 Aim of study...........................................................................................................2
1.4 Research subjects...................................................................................................3
1.5 Scope of the study..................................................................................................3
1.6 Research methodology...........................................................................................3
1.6.1 Participants of the study......................................................................................4
1.6.2 Data collection method........................................................................................4
1.6.3 Data analysis procedures.....................................................................................6
1.7 Organization of the study......................................................................................6
CHAPTER 2: LITERATURE REVIEW...................................................................8

2.1. Theoretical background.......................................................................................8
2.1.1. Definition of reading comprehension...............................................................8
2.1.2. Types of reading comprehension.....................................................................10
2.1.3 TOEIC reading test...........................................................................................11
2.2 Reading comprehension-related problems.........................................................16
2.2.1 Long texts and runing out of time....................................................................17
2.2.2. Multiple synonyms...........................................................................................17
2.2.3 Vocabulary, phrases and traps.........................................................................17
2.3 Factors affecting English majors’ reading comprehension skill.......................17
2.3.1 Lacking of vocabulary......................................................................................17
2.3.2 Lacking of skimming and scanning skill.........................................................18
2.3.3. Bad translation skill.........................................................................................18
2.3.4 Lacking of testing skill......................................................................................18
2.4 The solutions improving reading comprehension skill......................................18
2.4.1: Solutions for students......................................................................................18
2.4.2: Solutions for teacher........................................................................................19
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CHAPTER 3: RESEARCH FINDINGS..................................................................20
3.1 The real situation of learning English................................................................20
3.1.1 English learning time of English majors.........................................................20
3.1.2 Time to know about TOEIC test of English majors.......................................20
3.2 Reading comprehension practice-related habit.................................................21
3.2.1 Practicing time TOEIC test of English majors...............................................21
3.2.2 Students of English Department’s self-assessment reading comprehension
skills on the TOEIC test.............................................................................................22
3.2.3 Reading habits of English Majors....................................................................23

3.3 Reading comprehension skill-related problems.................................................24
3.3.1 Students’ assessment of difficulties in reading comprehension part of
TOEIC test.................................................................................................................24
3.3.2 Some difficulties when test – taking.................................................................24
3.4 Language competence - related problems..........................................................25
3.4.1 Factors leading to Enghlish majors’ problems in doing reading
comprehension section in TOEIC test......................................................................25
3.4.2 Factors leading to the reading comprehension difficulties of the learners.. .26
3.5 The solutions to improve the reading comprehension skill in TOEIC test......27
3.5.1 Ways to improve reading skills on the TOEIC test.........................................27
3.5.2: The reality of applying these above ways to improve reading
comprehension skills in TOEIC................................................................................27
3.5.3 The effect of learning vocabulary.....................................................................28
3.5.4 The effect of practicing regularly.....................................................................29
3.5.5 The effect of joining a course in English centers............................................29
3.6 Summary..............................................................................................................30
CHAPTER 4: RECOMMENDATION AND SUGGESSTION..............................31
4.1. Learing by heart vocabulary day by day...........................................................31
4.2 Practicing regularly.............................................................................................31
4.3 Applying some tips while taking the reading comprehension section of the
TOEIC test.................................................................................................................32
4.4 Joining a course in English centers.....................................................................33
CONCLUSION..........................................................................................................35
REFERRENCES
APPENDIX
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LIST OF ABBREVIATIONS
TMU

THUONG MAI UNIVERSITY
LIST OF TABLES AND CHARTS

Table 3.1: General information......................................................................................5
Image 1: TOEIC scorecard..........................................................................................15
Chart 3.1: English learning time of English majors.....................................................20
Chart 3.2: Time to know about TOEIC test of English majors.....................................20
Chart 3.3: Practicing time TOEIC test of English majors............................................21
Chart 3.4: Students of English Department’s self-assessment reading comprehension
skills on the TOEIC test...............................................................................................22
Chart 3.5 : Reading habits of English Majors..............................................................23
Chart 3.6: Students’ assessment of difficulties in reading comprehension part of
TOEIC test................................................................................................................... 24
Chart 3.7: The difficulties in doing reading comprehension section in TOEIC test......24
Chart 3.8: Factors leading to Enghlish majors’ problems in doing reading
comprehension section in TOEIC test..........................................................................25
Chart 3.9: Factors leading to the reading comprehension difficulties of the learners...26
Chart 3.10: Ways to improve reading skills on the TOEIC test....................................27
Chart 3.11: The reality of applying these above ways to improve reading
comprehension skills in TOEIC...................................................................................27
Chart 3.12: The effect of learning vocabulary..............................................................28
Chart 3.13: The effect of practicing regularly..............................................................29
Chart 3.14: The effect of joining a course in English centers.......................................29

Ho Ly Na Tra My – 16D170030

5

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CHAPTER 1: OVERVIEW OF THE STUDY
1.1 Rationale
In the integration period and with the current trend of globalization, foreign
language - popularly English - plays an extremely important role. That language is
considered the most popular in the international arena. Not only that, English is also
considered a bridge of languages between countries around the world, having a
positive effect in exchanging and cooperating with people of countries. Therefore, in
an increasingly social society with international integration , English is a compulsory
and important condition for students in the process of communicating and applying for
jobs.
Today, the criteria for evaluating an English ability are becoming more and more
difficult. The A, B, C certificates used for people who want to find jobs are replaced by
IELTS, TOEFL or TOEIC. TOEIC, along with other requirements for candidates, is
preferred by most companies to assess the English language proficiency of their
employees. Therefore, many people are trying their best to achieve success on the
TOEIC test. They have to pass 2 sections: Listening and Reading. Many people think
that reading comprehension section in the TOEIC test is the most difficult and needs
the most attention. Most people who get an unexpected result in reading
comprehension often blame it on reading comprehension. At Thuong Mai University,
English Department students must achieve TOEIC 800 or IELTS 6.5 to be eligible to
graduate. Although they have not taken the TOEIC exam preparation course, they
studied many subjects majoring in economic English. The vocabulary that they have
accumulated is very close to the TOEIC test. Therefore, to take a TOEIC exam, most

students of the English department can study at home by themselve or take a course at
an English center. However, I realize that not all of them can do well in reading
comprehension. Maybe the total score on the TOEIC test is not too bad, it is almost the
score of the listening section. Their reading comprehension skills are weak and they
cannot avoid some common mistakes when doing tests
For all reasons, I decided to conduct a study on how to improve TOEIC reading
comprehension skills for English majors at Thuong Mai University. From there,
several solutions are propsed to improve their reading comprehension skills.

Ho Ly Na Tra My – 16D170030


1.2 Previous research
In this part of the study, I will review some previous studies related to this
research. These studies have been conducted to identify students' reading
comprehension difficulties.
Firstly, the effectiveness of stratified reading with the development of reading
skills of first-year students of Vietnam Maritime University. This research was
conducted by a lecturer at Vietnam Maritime University (M.S Nguyen Thi Hoai
Phuong, 2016). The researchers conducted this study to study and evaluate the effect
of stratified reading - a form of extended reading comprehension - on the development
of reading skills of freshmen at Hang University. From this research result, the
researcher has come up with some applications in teaching activities and shows the
methods of teaching reading comprehension skills and strategies to improve reading
comprehension skills for students.
Second, a study on test-taking techniques for TOEIC reading comprehenion test
by students at Viet Nam maritime University. This research was conducted by Nguyen
Thi Thi (Viet Nam maritime University). This study is a view to exploring test-taking
strategies relative to learners ’performance in TOEIC Reading Comprehension as well
as identifying differences in reading strategies among high proficiency and low

proficiency students at Vietnam Maritime University. From the findings, the study
suggested several pedagogical implications for teachers, students and test-designers at
VMU, acknowledged limitations of the study and offered suggestions for further
research. In this part of the study, some previous studies related to this study will be
reviewed. These studies were carried out to identify the writing errors made by
students.
In short, the previous studies in writing skills have revealed some errors and
mistakes in reading comprehenion and pointed out some solutions, but not at all,
especially, for English majors at Thuongmai University.

Ho Ly Na Tra My – 16D170030


1.3 Aim of study
All of the reasons I mentioned in section 1.1 (Rationale) show that the purpose of
this study is:
- Finding out the common problems in the TOEIC reading comprehension
section that students of the English Department at Thuong Mai University have to face
up with.
- Proposing some solutions to help English majors improve their situation.
I see that it necessary to do a research on TOEIC reading comprehension skill, it
helps to find the most common factors that affect students' reading skills, common
mistakes that students encounter in the course of doing exercises to improve their
reading comprehenion skills and get good marks on the TOEIC test.
I hope that this study can help students of the English Department at Thuong Mai
University have a deep understanding of reading skills, especially reading
comprehension in TOEIC and it will help them improve not only their reading skills
but also other neccessary skills.
1.4 Research subjects
This study researches about the TOEIC reading comprehension skills for English

majors at Thuong Mai University, I determined that the research subject of study is
reading comprehension skills when English majors doing TOEIC test.
1.5 Scope of the study
As the title of the study has indicated, the author only focuses on the TOEIC
reading comprehension skills. Besides, because the time and scope of the thesis is
limitted , I can only conduct a survey on 100 students at Thuongmai University
( students of English Department). 50 students of K52, 25students of K53 and 25
students of K54.

Ho Ly Na Tra My – 16D170030


The reason for my choice of students of English Department is that they are
students of English department, so their English level is quite good. Moreover, they
have to start studying for the TOEIC exam for the goal of 800 points.
The study also focuses on the difficulties and mistakes that students make in
reading comprehension sections of the TOEIC test and suggests solutions for them.
1.6 Research methodology
In this section, the researcher will discuss the methodology used to implement
the research. The chapter will cover five major parts, context, participants, data
collection instruments, data collection procedures and data analysis procedures.1.6.1
The context of the study
In Vietnam, most universities take the TOEIC certificate as a condition of
graduation. For English majors in TMU need a TOEIC certification with 800 points
while for non - English proficient students, the score only from 450 points. This shows
that achieving high TOEIC certification is essential for English faculty students of
TMU. Therefore, the researcher conduct this survey to help them improve their
reading comprehension skills in the TOEIC test, which also helps to improve their
scores.
1.6.1 Participants of the study

The study was conducted with 100 students at Thuongmai University ( students
of English Department). 50 students of K52, 25 students of K53 and 25 students of
K54. Most of them are review for the TOEIC test. Of these, 95 students are female and
5 students are male. Although all of them have learned English for over 8 years they
have had difficulty in reading English comprehension. Each person has difficulties due
to different impact factors. They also enthusiastically participated in the survey to
share their difficulties and find ways to improve their English reading skills, especially
the reading comprehension skills on the TOEIC test.
All students agree to provide information in a voluntary, comfortable and
accurate manner.
Ho Ly Na Tra My – 16D170030


1.6.2 Data collection method
In the current study, the researcher decided to employ the quantitative method.
The research instruments employed to collect data were questionnaires, which are sent
to 200 students of English Department.Furthermore, the researcher also uses a flexible
combination of other methods: interviewing, categorizing and analyzing of data, and
description of result. With the aim of making the responses more confident in the
interview, all the questions are simple and understandable for students to answer.
After searching, selecting and referring to related documents, the researcher
developed a questionnaire based on previous research and conducted a survey of
English majors at Thuongmai University ...
My research was carried on the quantitative method with the data collection
through questionnaires.
1.6.2.1 Data collection instruments
After searching, selecting and referring to related documents, the researcher
developed a questionnaire based on previous research and conducted a survey of
Commerce students of English University students. . The content of chapter 3 is a
description of the questionnaire, participants and data collection process.

My research was carry on the quantitative method with the data collection
through questionnaires.
Time to conduct this research is not much. Therefore, I find that the questionnaire
is one of the most affordable ways to collect quantitative data. Survey by questionnaire
can be surveyed on a large scale geographically with a large number of people,
especially students. Moreover, using this method makes it easy for researchers to
generalize the problem and be proactive. In addition, you can choose questions and
formats (open end or multiple selections). Moreover, collecting quick and accurate
feedback is another advantage of the questionnaire method because the survey is
conducted directly

Ho Ly Na Tra My – 16D170030


I sent questionnaires to 100 students. The survey questions included both close
and open questions. The total includes 10 questions divided into two parts and written
in bilingual (Vietnamese and English).
The first part is about personal information and information about English
learning of students.
The second part includes reading comprehension section on the TOEIC test and
the problems students are having.
Specific figures are presented in the table below:
Time
Time of learning English
Less than 5 years
5-10 years
More than 10 years
Time of knowing TOEIC
Less than 1 year
1-5 years

More than 5 years
Opinion about importance Unimportant
of reading comprehension Normal
skills on the TOEIC test
Important
Very important

Quantity
0
74
26
20
68
12
0
5
10
85

Table 3.1: General information
1.6.2.2 Data collection procedures
Stage 1: The researcher created a questionnaire and sent it to the supervisor.
From the comments of the supervisor, the researcher edited and outlined a complete
questionnaire related to the study.
Stage 2: The researcher conducted the survey by sending the questionnaire to
each student in the physical education classe during recess. The researcher even came
to each of the students' classes. The researcher will clearly introduce the purpose of the
survey with the expectation that students understand and respond honestly and
enthusiastically. If there is a problem that students do not understand, the researcher
will explain to them for finding the most accurate answer.

Ho Ly Na Tra My – 16D170030


Stage 3: The researcher synthesizes data from the survey and has general
comments.
1.6.3 Data analysis procedures
After collecting the right data to answer student’s question, the researcher will
analyze the data further.
In this step, the study focuses on two questions in the questionnaire:
1. What mistakes have you encountered in doing the reading comprehension
section on the TOEIC test?
2. What are some solutions you can suggest to help students improve their
reading comprehension skills on the TOEIC test?
1.7 Organization of the study
My graduation thesis is divided into three parts:
Part I is the Introduction giving general information of the outlines
Part II is the Study which consists of four chapters:
Chapter 1: Overview of the study
In this chapter, the researcher mention about the Rationale, Previous studies,
Aims of the study, Research subjects, Scope of the study and Research methodology
Chapter 2: Literature review
In this chapter, the researcher reviews and discusses some previous relevant
theories and studies.Specifically, I give the definition of research topic: reading
comprehension and TOEIC test. Besides
I also show some problems in doing reading comprehension section in TOEIC
test review.
Chapter 3: Research findings
Ho Ly Na Tra My – 16D170030

The researcher gives more detail about the reasons why the researcher chooses
the quantitative method.
Specifically, I expresse how to collect and process the data as well as show the
results of the survey and analyzes them
Chapter 4: Recommendations and suggestions.
The researcher gives some recommendation to these problem from the results of
chapter 3.
Part III is the Conclusion
This is the last part which summarizes main contents, gives a final conclusions as
well as limitations, and recommend some researching directions of the study in the
future.

Ho Ly Na Tra My – 16D170030


Ho Ly Na Tra My – 16D170030


CHAPTER 2: LITERATURE REVIEW

2.1. Theoretical background
2.1.1.

Definition of reading comprehension

Reading is an important skill when learning English as well as taking the TOEIC
test.
However, not all English learners have effective and accurate reading
comprehension skills. Especially in the TOEIC exam, when you encounter long

readings, difficult words, you often get confused, take a long time to understand the
lesson, resulting in not high results.
However, reading English is always considered lesser than other skills because it
is often considered a skill that is not too important and can reinforce in the end. It is a
faulty thinking. In fact, good English reading skill not only helps people develop their
ability to absorb vocabulary, but also is the best way to strengthen the mind, regain
focus and especially expand knowledge.
Consequently, many writers and researchers have written about reading
comprehension leading to a large number of its definitions. The following are the basic
theoretical foundations for this study:
First of all, According to Harris & Hodges (1995, p. 39), Reading
comprehension is the construction of the meaning of a written or spoken
communication through a reciprocal, holistic interchange of ideas between the
interpreter and the message. The presumption here is that meaning resides in the
intentional problem-solving, thinking processes of the interpreter that the content of
the meaning is influenced by that person’s prior knowledge and experience.
Secondly, Keith Lenz, Ph.D., University of Kansas stated that "Reading
comprehension is the process of constructing meaning from text. The goal of all
reading instruction is ultimately targeted at helping a reader comprehend text. Reading
comprehension involves at least two people: the reader and the writer. The process of
Ho Ly Na Tra My – 16D170030


comprehending involves decoding the writer's words and then using background
knowledge to construct an approximate understanding of the writer's message."
Thirdly, Ashley Friedman (Updated May 09, 2019) also stated that "Reading
comprehension is the skill of making meaning from whatever text is read. Said
another way, reading comprehension isn't simply knowing what words you have read,
it's the ability to look at what these words say and to figure out what they mean.It also
encompasses the ability to understand words and their meaning in a variety of

contexts."
Fourthly, According to Grellet (1990, p.3) “Reading comprehension or
understanding a written text means extracting the required information from it as
efficiently as possible”.
Besises that, We also can find a statement about reading comprehension of Swan
(1975, p.1) “a student is good at comprehension” if “he can read accurately and
efficiently, so as to get the maximum information of a text with the minimum
understanding”.
In addition, In Collins English Dictionary, We can find that "Reading
comprehension is a text that students use to help them improve their reading skills, by
reading it and answering questions relating to the text. Sometimes used as a test or
examination of reading skills. A reading comprehension can be in the student's own or
another language."
Last but not least, Reading comprehension was also stated by Kimberly
McLaughlin (a Master in Secondary Education) that "Reading comprehension is
about understanding what you read. When you comprehend what you are reading,
you're not only understanding the words and their meanings, but you are also
understanding them enough to form opinions, thoughts and reflections about what the
words mean together.Reading comprehension is like having a conversation with
someone. If you do not understand what the other person is saying, you will have no
idea what they are talking about and have nothing to say in return. No one wants to

Ho Ly Na Tra My – 16D170030


have that conversation! So, in order to understand what you're reading, you have to
follow certain steps."
Based on the definitions above, a definition of reading comprehension skill can
be obtained. Reading comprehension is one of the pillars of the act of reading. When a
person reads a text he engages in a complex array of cognitive processes. He is

simultaneously using his awareness and understanding of phonemes (individual sound
“pieces” in language), phonics (connection between letters and sounds and the
relationship between sounds, letters and words) and ability to comprehend or construct
meaning from the text. This last component of the act of reading is reading
comprehension. It cannot occur independent of the other two elements of the process.
At the same time, it is the most difficult and most important of the three.
2.1.2. Types of reading comprehension
Reading Comprehension is the last step of the reading process, after they've
learned phonics, fluency, and vocabulary.
In a study: “How Can Students Improve Their Reading Comprehension Skill?”
of Abbas PourhoseinGilakjani (2016), He believed that “There are two types of
reading comprehension: extensive reading and intensive reading.”
2.1.2.1 Extensive Reading
Extensive Reading (ER) is an approach to second language reading. When
learners read extensively, they read very easy, enjoyable books to build their reading
speed and fluency. Another way to say this is students learn to read by actually reading
rather than examining texts by studying the vocabulary, grammar and phrases.
Extensive Reading builds vocabulary. When learners read a lot, they meet
thousands of words and lexical (word) patterns that are not taught in textbooks.
Extensive Reading allows the learner to develop an awareness of collocations
(common word partnerships) and thousands of lexical phrases.
Extensive Reading helps learners understand grammar. In textbooks learners
meet hundreds of grammar patterns. However, textbooks do not provide enough
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meetings with grammar for real acquisition to occur. Extensive Reading provides
opportunities to see grammar in context so learners can deepen their understanding of
how grammar is really used.
Extensive Reading helps learners to build reading speed and reading fluency. In

particular, developing reading speed is important because it helps learners to
understand language faster and better.
When extensively reading, it is best to stay relaxed. Reading in a relaxed, lowstress environment will help you associate reading with pleasure, and therefore
increase your willingness to read more often, and for longer periods. Clearly, you don't
want to be so relaxed that you fall asleep, but instead just relaxed enough that you feel
comfortable, and willing to absorb whatever you're reading.
2.1.2.2 Intensive Reading
Intensive reading involves learners reading in detail with specific learning aims
and tasks. It can be compared with extensive reading, which involves learners reading
texts for enjoyment and to develop general reading skills.
This is an activity that requires great mental effort and focus. Because of this, the
learner who engages in intensive reading must be careful to follow specific guidelines,
or else risk boredom and burnout. Specifically, if you wish to read a text intensively,
you must take care to read texts that are interesting and short, to read only for brief
periods of time, and to do so when you have the most mental energy.
Intensive reading has two key advantages. For low level readers, intensive
reading is possibly the fastest way to build vocabulary. Some foreign language
students are able to successful add 10 or more comprehension words per day.
Additionally, reading difficult material forces a learner to develop strategies for for
dealing with texts that are too hard to read comfortably.
In shot, it is important to realize that both styles of reading have their uses, and
you should use both styles in tandem (across different texts) in order to bolster your
vocabulary acquisition quickly and effectively.
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2.1.3 TOEIC reading test
2.1.3.1 General introduction of TOEIC
The Test of English for International Communication (TOEIC®) is a multiplechoice English language proficiency test for non-native speakers who speak English as
their first language, especially those who want to use English in international

communication and working environment. It reflects their English speaking, writing
and reading comprehension skills in an international environment. The scores indicate
how well people can communicate in English with others. This result is valid for 02
years and is recognized in many countries including Vietnam.
The TOEIC test program was developed and developed by the Educational
Testing Service (ETS), USA - a famous and reputable organization specializing in
multiple-choice test programs such as TOEFL, GRE, GMAT ... at the request of the
Japan Federation of Economic Organizations (Keidanren) in association with the
Japanese Ministry of International Trade and Industry - MITI (now the Ministry of
Economy, Trade and Industry of Japan - METI) in 1979.
In 2005, the Ministry of Education and Education testing Institute- based in US
regarded the use of TOEIC to asset students’ English language proficiency. Therefore,
Vietnam' universities can use the TOEIC certificate to evaluate students’ learning
outcomes instead of A, B, C certificates.
2.1.3.2 TOEIC Reading Comprehension Section
TOEIC test consists of 2 parts: listening and reading. In the reading section, the
part that has highest percentage of question and is the hardest is part 7 (reading
comprehension). It includes 54 questions in which there will be 29 questions in single
passages. The 48 questions are based on a variety of reading materials like
announcements, reports, forms, letters, bulletins, faxes, memos, charts, tables,
magazine newspaper and articles, and advertisements. According to ETS (2003), the
Reading Comprehension of the TOEIC tests consists of four main kinds of questions:
(1) Vocabulary questions
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(2) Factual information questions
(3) Inference questions
(4) Summary questions.
There are at least 2 questions and 20 questions in double passages. The testtakers, in this part, must choose the best answer among four for each question. The

inference questions is the most difficult, the reader can not base on the immediate
information to find the correct answer because it is not actually found in the document.
Therefore, they should make a prediction based on the given information in the text to
choose the best answer.
For example:

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181. What is indicated about Ms. Murakami?
(A) She will speak on the first day of the
conference.
(B) She was recently elected STI president.
(C) She will be available to answer
questions.
(D) She is scheduled to present in the
afternoon.
182. When will a specialist in business
management be speaking?
(A) At 10:05 A.M.
(B) At 10:55 A.M.
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(C) At 2:20P.M.
(D) At 3:10P.M.
183. In the e-mail, in paragraph 1, line 1, the
word "slots" is closest in meaning to
(A) reservations
(B) machines

(C) openings
(D) buildings
184. What presentation will have to be
canceled?
(A) Innovative Online Resources
(B) Distance Education in the Film Industry
(C) Improving Course Content Quality
(D) Learner Support Systems
185. According to the e-mail, what information is
Ms. Murakami expecting to receive?
(A) The title of a presentation
(B) The name of a replacement speaker
(C) The conference schedule for Thursday
(D) The contact information for
Mr. Buchanan
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2.1.3.3 The importance of Reading Comprehension Skill in TOEIC test
In the context of globalization of people's increasing communication needs,
English has become a "communication" tool. It is also an officially used language in
an international working environment. Currently, most young people have chosen
TOEIC as a "guaranteed ticket" to prove their ability to use foreign languages in work
as well as in life.
In Vietnam, most universities take the TOEIC certificate as a condition of
graduation. For non-English proficient students, they need a TOEIC certification with
450-550 points, while for English proficient students, the score must be higher, from
800-850 points. English Majors at TMU are not an exception.
To to get a TOEIC point above 800 to be eligible to graduate, they need to have a
good reading comprehension skills.

Image 1 is an example scorecard. Based on this we can see that reading
comprehension accounts for 50% of the total score. We can see from the "Proficiency
Description Table" of Reading section, it measures many abilities of test taker. Such
as: The ability to make inferences based on information in written texts and locate and
understand specific information in written texts. Besides that, connecting information
across multiple sentences in a single written text and across texts, understanding as
well as vocabulary in written texts are also measured

Ho Ly Na Tra My – 16D170030


Image 1: TOEIC scorecard

2.1.3.4 TOEIC reading comprehension strategies
All reading comprehension exercises require a lot of skills to find the right answer.
They are skimming, scanning, paraphrasing, and understanding vocabulary in context.
Readers have to identify synonyms and implied information. It is diffcult if they do not
have some neccessary skills. According to Lougheed (2007b) reading skills such as
“skimming, scanning, using the context and reading fast” should be practiced sharply to
enhance reading comprehension (p.228, see more in the 5th Appendix). He also said that
there is a tip that “read the questions before read the passage” (Introductory Course,
Ho Ly Na Tra My – 16D170030