Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

Nguyen Thi Kim Anh

doi:10.32996/jeltal.2021.3.6.6

Abstract

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

Highlights

1 Nowadays, English is considered the official or second or foreign language in many countries
The aim of this research was to examine whether the extensive reading program could develop students’ reading ability and enhance students’ reading motivation
4.1 Results and Discussions from Pre- and Post-reading Test Pre-reading Test and Post-reading Test are used to discover whether the extensive reading program can improve students’ reading skill and inspire them to read

Summary

Introduction

1 Nowadays, English is considered the official or second or foreign language in many countries. It is a crucial subject in schools and universities. English is a foreign language taught to non-major students at the Hochiminh city University of Food Industry (HUFI). All students have to gain level B1 — following the Vietnamese Standardized Test of English Proficiency (VSTEP) before graduation. They have to enrich their knowledge with the help of a great deal of English document for their future job, which requires their autonomy. Students are not interested in the topics

Objectives

Methods

Results

Conclusion