BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
——————————-
KHÓA LUẬN TỐT NGHIỆP
NGÀNH : Ngôn Ngữ Anh
Sinh viên : Phung Bao Anh
Giảng viên hướng dẫn: Dr.Tran Thi Ngoc Lien
HẢI PHÒNG– 2021
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
———————————–
TECHNIQUES IN ACHIEVING HIGH SCORES IN IELTS
READING TEST
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: Ngôn Ngữ Anh
Sinh viên : Phung Bao Anh
Giảng viên hướng dẫn: Dr.Tran Thi Ngoc Lien
HẢI PHÒNG– 2021
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
————————————–
NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên : Phùng Bảo Anh
Mã SV: 1512753031
Lớp : NA1901T
Ngành : Ngôn ngữ Anh
Tên đề tài: Techniques in achieving high scores in IELTS reading test
TABLE CONTENTS
ABSTRACT ……………………………………………………………………………………………………. 6
CHAPTER 1: OVERVIEW OF THE STUDY …………………………………………………….. 7
1.1. Rationale …………………………………………………………………………………………….. 7
1.2. Aims of the study …………………………………………………………………………………. 8
1.3. Research methodology
………………………………………………………………………….. 8
1.4. Organization of the study
………………………………………………………………………. 9
CHAPTER 2: LITERATURE REVIEW……………………………………………………………. 10
2.1. Conception of reading ……………………………………………………………………………. 10
2.2. The IELTS Academic Reading Test Structure ………………………………………….. 11
2.3. Reading competence requirements ………………………………………………………….. 13
2.4. Reading difficulties ……………………………………………………………………………….. 14
2.5. Reading techniques enabling students to acquire IELTS high score
…………….. 14
2.5.1. Frameworks used in reading assessment studies
………………………………….. 14
2.5.2. Proposed models of techniques in achieving high score in IELTS reading
test ………………………………………………………………………………………………………….. 16
CHAPTER 3: METHODOLOGY
…………………………………………………………………….. 19
3.1. Introduction ………………………………………………………………………………………….. 19
3.2. Respondents and samples
……………………………………………………………………….. 19
3.3. Research questionnaire ………………………………………………………………………….. 19
3.4. Quantitative research method
………………………………………………………………….. 21
3.5. Data collection procedures
……………………………………………………………………… 21
3.5. Data analysis ………………………………………………………………………………………… 22
CHAPTER 4: RESEARCH FINDINGS ……………………………………………………………. 23
4.1. Survey results ……………………………………………………………………………………….. 23
4.1.1. Main information of respondents……………………………………………………….. 23
4.1.2. Techniques used in pre-reading stage
…………………………………………………. 24
4.1.3. Techniques used in official reading stage
……………………………………………. 25
4.1.5. Lower- level and higher-level student reading challenges …………………….. 28
4.2. Discussion ……………………………………………………………………………………………. 29
CHAPTER 5: CONCLUSION ………………………………………………………………………… 32
5.1. Summary of key findings ……………………………………………………………………….. 32
5.2. Suggestions ………………………………………………………………………………………….. 32
5.3. Limitations and recommendations for further research ………………………………. 32
REFERENCES ………………………………………………………………………………………………. 33
APPENDIX 1 ………………………………………………………………………………………………… 40
ABSTRACT
The increasing number of university students entering foreign universities and the
international employment market has helped to assess the capabilities of the leaner
language by providing a standard language test. This refers to one of the most
commonly used evaluations of the International English Language Testing
Framework (IELTS). IELTS has been a trustworthy instrument internationally for
testing academic capabilities and has subsequently been adopted into curricula for
many school systems. The test requires four skills, including reading, hearing,
writing and conversation. Any skill requires special teaching approaches to enhance
student confidence. There have been many studies on how to express listening,
writing and speech modules, but there has been no attention paid to reading.
This study is intended to find the reading techniques that help students get high
score in Ielts reading test as well as their difficulties in doing that kind of reading
test.
In helping me to complete this study, I am highly indebted and thoroughly grateful
to Ms Tran Thi Ngoc Lien, my teacher and my guide in the research course. She is a
constant source of motivation and also helps me sharpen my translation skill which
is extremely useful when I worked for to finish my study.
Best regards,
Student!
CHAPTER 1: OVERVIEW OF THE STUDY
1.1. Rationale
The rising number of students entering universities abroad and the international job
market has contributed to a need for a standardized language exam to determine the
abilities of the leaner language. As a result the International English Language
Testing System has one of the most widely used assessments for this purpose
(IELTS). IELTS became a trusted tool globally for assessment of learner abilities
and was thus incorporated into multiple school systems’ curricula. The exam
requires
four
competencies,
including
reading,
listening,
writing
and
communicating. In order to improve students’ confidence, each ability requires
special teaching methods. Many experiments have been performed on how to
communicate the modules surrounding listening, writing and voice, although the
area of reading has not gained much attention.
The studies that research undergraduate reading through the International English
Language Testing System (IELTS) have experienced a dramatic rise in recent years
(e.g., Krishnan, 2011; Moore, Morton, & Price, 2012; Weir, Hawkey, Green, &
Devi, 2009). IELTS is commonly used by Australian universities to test foreign
students for English language proficiency. International students are required to
show a certain degree of proficiency expressed in their IELTS band ratings,
typically with a cumulative score of 6.5 or higher without a sub-score (Speaking,
Listening, Reading and Writing) below 6.0. This high-profile situation will lead
foreign students to concentrate on entry scores instead of English language
proficiency. Although IELTS is just an indication of proficiency, the accuracy of
the test as a metric can be undermined by the concentration of foreign students on
test results.
In general, Weir et al. (2009, p. 78) findings supported IELTS as an academic
reading test in which participants first used search reading and then read more
carefully on specific test items. However, the time limit is a major concern for
IELTS Academic Reading reviewers. Students can use strategic reading methods to
increase their response and their test score as a countermeasure (Everett & Colman,
2003; Mickan & Motteram, 2009). While these techniques can provide an effective
answer, the need for textual understanding is reduced and the validity of the test as a
barometer for actual reading ability may be potentially undermined.
The reading by foreign languages (Aebersold and Field, 1997) has for a long time
been treated as a requirement for reception as it is an important source of feedback
for the production of other skills. Reading is also important in the growth of
universities, particularly when learners need to work on an enormous amount of
materials for their own foreign language subjects (McDonough and Shaw, 2013).
According to Grabe (1991), this critical significance has prompted a substantial rise
in the number of studies on reading foreign languages in academic contexts.
1.2. Aims of the study
This study aimed to clarify the techniques in reading IELTS test in order to get high
score. I was really motivated to choose this topic for two main reasons. The
strongest motivation is my belief that reading has an essential role to play in English
for Academic Purposes. It is an indispensable language skill for international
students who have to read various academic materials for their study at universities.
Besides, reading techniques to get high scores, which are undoubtedly a common
concern among English learners preparing for IELTS test. This is also the case for
Vietnamese students who have to enhance their skills both in English and reading
techniques. The dissertation is also aimed to have a closer look at the really deep
strategies in reading may have some challenges for Vietnamese learners to improve
their English reading in academic contexts of IELTS test.
Three major research questions were carefully investigated:
Which reading techniques were used by students when they do in achieving
high scores in IELTS reading test?
Did the students get any challenges/difficulties when applying these
techniques in IELTS reading test?
1.3. Research methodology
The purpose of this study was identified in the previous section. The population was
the students who from universities with requires mandatory conditions on Ielts. The
purposive sampling method was used to conduct the survey.
A questionnaire was used as a research tool of this study. The questionnaire is
designed to survey challenges in business English correspondence for trainees in
export import field. The questionnaire contained both closed-ended questions and
open-ended questions. The questionnaires were collected after the respondents
completed them within ten days of distribution.
1.4. Organization of the study
In addition to the acknowledgement, conclusion, references and appendices, the
study divides into 4 main chapters as follows:
Chapter 1: Overview of the study
In this chapter, the author focuses on presenting an overview of the research topic.
Introduce the rationale of research and the urgency of the topic. In addition, in this
chapter the author also provides information related to previous studies, research
objectives, subjects, scope, methodology and organization. At the same time,
present an overview of the research method, primary data collection method and
tools used to statistically describe collected data.
Chapter 2: Literature Review
This chapter focuses on the definitions of commercial correspondences, the role of
these, the theory of techniques in achieving high scores in Ielts reading test. In
addition, the author also progresses to collect and inherit experience from previous
studies on the impact of techniques in achieving high scores in Ielts reading test.
From there, make assumptions for the research model and the proposed research
paradigm.
Chapter 3: Methodology
This chapter presents the methods used to collect and analyse data in research. It
describes research design, overall engineering, sampling, data collection tools and
procedures, and data processing, and data analysis methods appropriate to achieve
the goals.
Chapter 4: Research findings
In this chapter, the author focuses on presenting the results and findings of the data
collected to find techniques in achieving high scores in Ielts reading test and
difficulties for students in achieving high scores in Ielts reading test.
Chapter 5: Recommendations and suggestions
In this chapter, the author gives conclusions about the hypothesis of the research,
the level of completion of the research objectives of the topic, give some
recommendations and suggestions and presentation of the limitations of the topic.
CHAPTER 2: LITERATURE REVIEW
2.1. Conception of reading
Reading can be described as an operation that engages intensively with the
passage and results in fluency of reading. Reading needs a lot of work from
readers to grasp the true sense with the use of a combination of language skills
and experience. In addition, the difficulty of the reading has led many scholars
to see and focus on the smooth reading process by exploring the elemental skills
process (Grabe, 1991). The componential skills are then defined by researchers:
1. Automatic experience of identification
2. Structural awareness and vocabulary
3. Awareness of formal speech arrangement
4. Awareness in content/world
5. Competency/Strategy synthesis and assessment
6. Monitoring of metacognitive information and abilities.
Studies undertaken over the past 30 years have changed our view of reading as a
decoding process. As Carrell and Eisterhold saw reading as a ‘game of guessing,’
in which ‘readers’ recreate a text encoded by a writer (1983) as a ‘intensive
method of interpreting students requires to teach techniques to read more
effectively (e.g., guess from a context, set goals, read inferences).’ Paran (1991)
thought that reading was a continuous variance operation that would
subsequently be reject or verified.’ In other words, a reader does not read all the
phrases the same way but depends on a few words – or ‘questions – to predict
the coming phrases (1996). Zhang (1993) believes that Afflarbach relates
reading to hypothetical experiments when after evaluating the original theory,
the reader arrives at the principal idea, given the reader has relevant context
information.
There are some different meanings of the word reading. This may include
reading aloud, a very difficult ability, including first comprehension of black
marks and then creating the proper noise or reading, quiet reading (Moorman et
al, 1994). Reading designation for the purpose of reading. For purposes of
reading, extensive reading and intensive reading may be graded.
2.2. The IELTS Academic Reading Test Structure
The IELTS reading exam consists of 3 passages of about 2,500 words extracted
from novels, journals, magazines and newspapers. These passages are written
for a non-specialist population and cover scholarly subjects of general interest
with a wide variety of academic topics: physics, society, history and so on. A
error was made (Gabb, 2000). They vary from the abstract, factual and
analytical. Diagrams, maps or pictures may be attached to each letter, and it is
anticipated that the participants would demonstrate that they understand these
too. Each reading passage includes 10 to 15 questions. There are different types
of questions: multiple choice, matching, true/false/not given, finalizing a
sentence or overview tasks. Three sections include a literacy test:
Section 1 includes two or three short factual texts, one of which can consist of 6-
8 short texts on a subject, e.g. hotel advertising. The topics are important in an
English speaking country for daily life.
Section 2 includes two brief factual texts on job related questions, such as
workforce application, business practices, wages and conditions, employment
services, career growth and preparation.
In Section 3, a longer and more complex text on a general interest problem is
included.
Two separate reading assessments are given by the IELTS framework in its
present form: a general training module and a school module. This general
curriculum is structured for a number of cohorts and tests “base skills in the
survival of society and education.” The academic module notes that the English
skills needed for academic or professional recognition shall be evaluated” The
general education module (IELTS, 2007). The present analysis only includes the
above modules. The skills tested in IELTS’s academic reading include:
following directions, locating principal thoughts, defining the underlying
definition, creating the connections between the key concepts and drawing
logical conclusions according to test requirements (Alderson, 2000; IELTS,
1996).
Usually, an IELTS Academic Reading Test consists of three parts (or test
panels) arranged in each passage. These passages are rendered in various
sources, including newspapers, newspapers, books and magazines, of theme of
general interest, written for a non-specialist audience, which are around 750
words in total. These passages are of ordinary. There are a number of activities
(40 in total) that surround the reading passages for the students to grasp content
within the allotted 60 minutes. IELTS (1999) is the following feature of these
activities or techniques:
Multiple choice
Short answer questions
Sentence completion
Notes/summary /diagram/flow chart/table completion
Choosing from a heading bank for identified paragraphs/sections of text
Identification of writer’s view/attitudes/claims
Classification
Matching lists
Matching phrases.
Alderson (2000) noted the use of various approaches to assess an interpretation of a
certain passage is the “interesting aspect of the IELTS reading test. He implies that
this is a strength since readers in real life also respond in several ways to reading
texts. Includes the following set of activities for each reading passage in the Official
IELTS Materials (2007):
Section 1: Match section-summary; Summary gaps; true/false/not granted
Section 2: true/false/not given; category-information match; multiple choice
Section 3: overview section match; finalization of the expression
Since its introduction in 1989, the IELTS Academic Reading Exam has undergone
several significant changes. Among this was the elimination of subject-specific read
sub-tests and the removal of the thematic connection between reading and writing
tests. The most significant of this was the outcome of comprehensive testing and
appraisal work at the beginning of the 1990s (eg Clapham 1996). The argument for
these changes is widely debated in the literature of the IELTS (Charge and Taylor,
1997; Taylor, 2007). The elimination of the basic discipline of the reading test, for
instance, resulted in results indicating that the diversity of subject modules was not
justified, and that a single test did not discriminate against or for particular
candidates from multiple disciplines (eg Taylor, 2007). The decision to distinguish
the lecture from the writing test was based on the finding that the candidate’s use of
reading content in the written tests differed significantly, and its impact on justice.
Moreover this relation has raised the possibility of confusing the appraisal of the
abilities to write and read (Charge and Taylor, 1997). The research focuses solely
on the reading activities, not the accompanying reading passages. However, it must
be understood that a differentiation of these elements somewhat restricts the view.
For this reason, Alderson (2000) has pointed out that the text type can be related to
the kind of work or process it may use.
2.3. Reading competence requirements
It takes 60 minutes for any IELTS to read. Candidates should be able to skim – read
about 170 words a minute and don’t read three passages for as long as 15 minutes.
In order for students to fulfill IELTS reading standards, they must be able to:
*Read skim short and fast. The key idea of each passage in reading in general and
each paragraph in particular should be defined by the candidates. To do this,
students should not read the supporting phrases or disregard unfamiliar words or
phrases (Drucker, 2003).
*Clave words to describe. This allows students to search the reading text and
questions in order to recognise persons, places names and dates in the text.
*Paraphrase recognition. Students should be able to understand the similarity
between the problems and those expressed in the reading passage (Grelette, 1990).
*Manage time. Time scheduling. The reading test consists of 40 problems, some of
which are straightforward, some medium difficult and the rest highly demanding.
To achieve the best outcome, students can reflect on the simplest questions they can
answer before wasting the remainder of their time on tougher questions.
*Advance the wording. For scholarly purposes, IELTS readings are. A strong
command of terms, words and phrases is needed (Brown, 1994). Students are
encouraged as much as possible to enrich their university language.
2.4. Reading difficulties
According to Aebersold and Field (1997), although the reading process cannot be
observed with the eye, through research, we can identify the abilities that affect
reading ability and the difficulty that affects the reading ability of readability.
According to Scarcella and Oxford (1992), four aspects are grammatical
competency (knowledge of foreign grammar), sociological capacity (ability to use
foreign languages properly in different social contexts), The oral capacity
(understanding patterns in written and spoken language) and strategic competency
(the ability to apply appropriate reading strategies to read effectively) are the four
competencies within the communicative competency framework that influence
readability. Meanwhile, Ur (1996) listed ten difficult factors that affect foreign
language reading by comparing the characteristics of ineffective and efficient
readers. He pointed out list of five reading difficulties (lack of interest, lack of
background knowledge, lack of concentration, lack of vocabulary and lack of
grammatical knowledge).
2.5. Reading techniques enabling students to acquire IELTS high score
2.5.1. Frameworks used in reading assessment studies
A great deal of study has focused upon taxonomies to separate reading habits into a
number of capacities and subcompetences in diverse fields of reading. The list of
general language skills used both for research programs and materials and for test
design was especially important for Munby’s (1978). Munby distinguished a total of
266 skills in a list which he described then as not exhaustive” – divided into 54
classes of reading knowledge such as:
Understand the contact meaning of the phrases and expressions with explicit
markers
Comprehension of the connections between texts by grammatical continuity
reference instruments, contrast, etc.
Scan to find information that is actually needed: one point/over one point,
which requires a single search.
In the complexity of Munby’s method, a fundamental distinction can be established
between reading abilities involved in the basic understanding of texts and those that
require comprehension.
There have been attempts in recent years to simplify this taxonomy to a more
controllable catalog of skills (Carver 1997; Grabe and Stoller, 2002). In Grabe and
Stoller (2002), reading is better recorded in seven headings: “scanning,”
“skimming,” “skimming,” “writing,” “memorizing.” For example, Carver (1997)
defines five basic elements as “standard’ or “natural,” which happens when adults
read something which is reasonably easy to understand (Carver 1997):
Reading to search for simple information
Reading to write (or search for information needed for writing)
Reading to skim quickly
Reading to learn from texts
Reading to critique texts
Reading for general comprehension
Reading to integrate information
One note that in a recent analysis for the TOEFL reading test (Enright et al, 2000)
this latter collection takes a very condensed form:
Reading to find information (or search reading)
Reading to integrate information across multiple texts
Reading to learn
Reading for basic comprehension
The most beneficial for the current project was that of the numerous taxonomies
developed by Weir and Urquhart (1998) and was applied in another recent review
of Weir et al IELTS’s academic reading test (2009). Weir and Urquhart construct a
taxonomy around two dimensions of distinction instead of assembling the list of
distinct skills: degree reading and form readings. The standard of reading
differentiates between text-centered processes on a more systemic level and those
that work on a local basis. The difference between “careful reading and
“expeditious” reading for reading type is the former with close and thorough text
readings and the latter “fast and selective reading … for important information to be
extracted according to the intended purposes.” In terms of reading sort (Weir and
Urquhart, 1998).
2.5.2. Proposed models of techniques in achieving high score in IELTS reading test
In IELTS, the author ‘s suggested reading techniques model in achieving high score
in IELTS reading test includes three phases: before reading stage, during reading
stage and after reading stage of the techniques by Oxford et al (2004). The three
parts characteristic of intentional reading (the IELTS review here is based on
Oxford et al’s strategic reach (2004).
Chart 1: Proposed model for Techniques in achieving high scores in IELTS reading
test
2.5.2.1. Techniques in Pre-reading stage
Pre-reading stage: this stage provides students with an introduction to reading,
inspiration and variety of reading strategies. Students must have vocabulary, active
foundations and reading knowledge during this time (Hammer, 1992).
* The use of analogies for scanning and scanning: Usually, the student’s ability to
grasp a passage of all linguistic knowledge would be suggested during the reading
Techniques in Pre-reading stage
Techniques in Official reading stage
Techniques in
achieving high
scores in
IELTS
reading test
process. Language and schemes (Abott et al., 1990). Students may find it difficult to
understand the difference between these two readings.
* Students should be read easily and predictively before skimming: Students need to
use Flash reading before skimming. This includes attempting in a very short period
to extract as much details as possible from a letter (Anthony & Richards, 1980).
Hearing the headline, subtitle and headings, and find the thesis statement are the
principal aims of the fast reading of the subject. Then, after 3-5 minutes of
skimming the passage, the students re-read the passage and affirm the belief.
2.5.2.2. Techniques in Official reading stage
* Post-skimming test questions need to be asked: this is the duty of the subject after
reading. Answers can be conveniently developed and specialization in reading
passages can be given. These questions compel students to read the whole passage
again (Carrell et al., 1989).
Students are asked to do the review task: they are expected to spend 2-3 minutes
with a partner to outline the letter, without looking at the reading passage. This
practice is viewed as a good way to see if the pupil has understood the key points of
the text.
* The questions must illustrate methods of interpretation: readings give students the
ability to exercise those credentials so students are deemed qualified in examination
circumstances. Existing and common techniques.
* Unfamiliar words should be used by students: Unknown words are still a concern
for any reader. Therefore, when learning to read, students should practice unfamiliar
words. It is recommended that teachers not automatically come up with meanings of
terms but attempt to prove the indices by meaning. Unfamiliar terms are sometimes
vocabulary in IELTS reading and in these passages students can find a simple
meaning of words. Other contexts may also offer sufficient hint to the meaning for
an unclear term through logical associations, parallel expressions and compound
terms. Students should set their practical objectives: Students will certainly reach 40
correct answers. To achieve correct 27 responses, time management skills are
sufficient. Note, 30 from 40 is a rather good result and students can concentrate on
27 the easiest questions quite als 13 the most challenging ones, which are equal to
IELTS 7.0. In Academic ranking.
* Students ought to differentiate between scholarly and technical vocabulary: as
they read, they can probably notice several unfamiliar words since IELTS is a
reasonably academic reader. And the function of the teacher is to help students find
the right words for learning. Three language classes exist:
– Principal word vocabulary: it is believed that there are between 2000 – 3000 words
in English which are known to students and are considered an everyday language.
– The language is formal. This category consists of around 1000 families of words,
many of them containing adjectives and verbs. These terms are not typically used in
regular conversation but students know all of them.
The most critical aspect of IELTS comprehension is advanced vocabulary: In the
reading passage they are nevertheless still established. Students need guidance to
recognize their gaps and priority academic vocabulary learning in the last two
vocabulary classes.
* Students sholud learn outside class assignments
The students should learn what they learn in the lecture class as a mix of reading
ability, language skills and suitable reading strategy is required. Only with too much
repetition can this be done. Task-based reading examples are as follows:
– Set the theme phrases
– Recognize in the reading passage scholarly and technological terms
– Specify noun pronouns
– Find an argument of the writer and write any responses
– Find and interpret the names of persons with their opinions or ideas
CHAPTER 3: METHODOLOGY
3.1. Introduction
With the aim of solving the above research questions and completing the set
objectives, the researcher has decided to choose the combined method by
integrating quantitative and qualitative approaches, using questionnaire form of
online method. Since the aim of this paper is to find techniques that score high on
the reading IELTS test, using a combination of the two methods not only helps the
researcher to have a deeper and broader understanding of the phenomenon, but also
a limited minimizing the weaknesses (FoodRisc Resource Center, 2018). In this
case, using the Likert scale also helps the answer used to allow individuals to show
how much they agree or disagree with a particular statement.
3.2. Respondents and samples
The main goal of this study is to find techniques that score high on reading
IELTS and thereby propose solutions to improve efficiency so the target group is
students from universities with requires mandatory conditions on Ielts. Regarding
the study respondents, it is expected that there will be 100 respondents because the
author cannot deal with the whole sample due to time, accessibility and cost
constraints. In order to meet the proposed sample, the researcher tries to distribute
the survey via many different channels such as Facebook, Instagram, and Email.
3.3. Research questionnaire
Having identified the research objectives, a questionnaire was developed
based on document reviews using Google’s form surveys and served to reach the
targeted audience. The survey includes these parts. The first part is an introduction
to demonstrate the main purpose of the study as well as the targeted participants and
to explain in the use of the information gathered. Then, the second part focuses on
assessing techniques used to achieve high scores on the IELTS reading section and
open-ended questions about some of the students’ difficulties in handling IELTS
reading. The research questionnaire �detailed as below:
No
Items
Level of Agre
(%)
1
2
3
4
I
Pre-reading stage
1 Slowly and deliberately I read the whole text.
� � � �
2 Slowly and deliberately I read part of the text
� � � �
3 I read the whole text soon, to get the key thoughts
� � � �
4 I read part of the text quick to get the key thoughts
� � � �
5 I did not read the whole text
� � � �
II
Official reading stage
1
I compared words in the question with the same words in
the text
� � � �
2 In the query, I easily matched words with related or linked words in the text � � � �
3 I have scanned for sections of the text that the author says are relevant
� � � �
4 I have read key texts, such as the introduction and conclusion
� � � �
5 In the question, I established the importance of a difficult word
� � � �
6 I established a hard word’s meaning in the text
� � � �
7 I have used my language skills
� � � �
8 I used my grammar skills
� � � �
9 Slowly and deliberately I read the text or part of it
� � � �
10 I have re-read the related texts
� � � �
11 I used my experience about the arrangement of such documents
� � � �
12 I have already linked text details with expertise
� � � �
13 I guess the answer of the question
� � � �
3.4. Quantitative research method
When conducting research, many forms of primary quantitative analysis are
usable. Survey Analysis is the most effective methodology of all methodologies for
quantitative outcomes research. Samples is used to address interview questions by
different types of respondents: online samples, telephone surveys, paper
questionnaires, web-intercept surveys, etc. Each corporation needs to learn what its
buyers think about its goods and services, how well new features and other
information are in the market place. Via a survey, a corporation can ask several
questions, gather data from a customer pool and analyze the data gathered to obtain
numerical results. This is the first step to gather analysis results.
This method of study can be done with a single subject group and can be
carried out with comparative analysis across many groups. For this sort of inquiry, a
condition is that the sample of interviewees should have random membranes. This
makes it possible for an investigator to preserve the consistency of the findings
produced by random sampling, since a number of respondents are viewed. Survey
polling has historically been carried out either face-to-face or through telephone
calls, but change has also been made in online communications, such as emails or
social media. The survey used in this research is online survey.
3.5. Data collection procedures
The data collection was conducted by the author in early December 2020.
After completing the questionnaire design, the author changed the form of the
questionnaire into an online survey and sent it to students at some universities who
already attended the real IELTS test and the author has collected 62 valid
questionnaire answers. In the questionnaire, students did not have to write their
names and no one knew who answered the survey questions. Moreover, all answers
are kept confidential and the results will only be used for this research purpose.
3.5. Data analysis
The analysis of the survey results is carried out step by step by the author. First
of all, the answers are listed by the author into an excel table for each question to
create a percentage for each answer. Based on these data, the author will develop a
chart to present the responses of the participants to each question. In summary, this
chapter focuses on presenting the tool used by the author to collect data and analyse
data in order to find out the techniques in achieving high scores in IELTS reading
test. The detailed results will be presented in detail in chapter 4 of this study.
23
CHAPTER 4: RESEARCH FINDINGS
In this chapter, the author focuses on analysing the research results collected from
the questionnaires. The first part of the Questionnaire includes 2 questions about the
information of survey participants presented in Question 1 and 2. Next, the author
continues to analyse the results obtained in part 2 of the survey.
4.1. Survey results
4.1.1. Main information of respondents
The participants were the students who come from universities and colleges
throughout Hanoi. There are 73 students answered the survey questionnaire, among
them are 62 used to take part in at least one real IELTS test (which accounting for
85% of all). They all be described in the following figure:
Figure 4.1.1a. Have you ever taken part in one real IELTS test?
Among the participants with IELTS real experiences, up to 40 students
(equivalent to more than 65%) had scores at range <18 out of 40-point total of
reading test which is roughly equivalent to an IELTS score of 5.0 or less. Among
others, there are 15 (equivalent to 24%) of them experienced at range from 19-22
which is roughly equivalent to an IELTS score of 5.5 and finally only 7 students
(equivalent to 11%) involving in the survey stated that their scores were at > 23,
which is roughly equivalent to an IELTS score of 6.0 and above up. (Figure 4.1.1b).
85%
15%
Have you ever taken part in one real IELTS test?
If yes, please go ahead.
If no, you are not in scale of our survey, thank you so much for your attention.
24
Figure 4. 1.1b. Which range was your score? (out of 40-point total of reading test)
4.1.2. Techniques used in pre-reading stage
No
Items
Level of Agree (%)
1
2
3
4
5
I Pre-reading stage
1 Slowly and deliberately I read the whole text.
0
3
77
12
8
2 Slowly and deliberately I read part of the text
9
12
54
10
15
3
I read the whole text soon, to get the key
thoughts
4
6
45
20
25
4
I read part of the text quick to get the key
thoughts
10
14
35
19
22
5 I did not read the whole text
0
1
36
28
35
Table 4. 1.2. Pre-reading stage results
After completing the survey, all 62 participants self-reported using their preview
techniques, which mean the techniques before reading the questionnaire. Since
multiple preview techniques can be performed, data is reported as a percentage of
the total cases for all participants.
65%
24%
11%
Which range was your score? (out of
40-point total of reading test)
<18 which is roughly
equivalent to an IELTS
score of 5.0 or less
19-22 which is roughly
equivalent to an IELTS
score of 5.5
> 23 which is roughly
equivalent to an IELTS
score of 6.0 and above up
25
The most common of these was “no reading the text”, which was applied in 63% of
all survey cases. Through the survey, participants were gradually more likely to
quickly read the entire text for the main idea: 45% of the total. Conversely, they are
progressively less able to quickly read a portion of text for the main idea, doing so
in only 41% of cases. The strategy of carefully reading a portion of the text was
accepted by only 25% of the respondents. The least used strategy is to read all the
text carefully, which was used in only 20% of people in the survey.
Comparing these results also makes an interesting finding. For ease of analysis, a
classification of test scores (out of a 40-point total of the reading) was made: <18,
19-22 and > 23, which is roughly equivalent to an IELTS score of 5.0 or less, 5.5
and 6.0 and above up. Interestingly, the three participants with the highest scores
had the least difference in strategy usage. In contrast, participants in the 19-22 score
box used multiple preview strategies for each reading passage. The <18 group used
a similar mix of preview strategies, but significantly the majority adopted a no-read
text strategy. This shows that reading carefully did not help participants to
successfully answer questions under time pressure.
In short, the accelerated preview reading techniques are effective and used
frequently, although there can be a cost in understanding text.
4.1.3. Techniques used in official reading stage
The following table presents the results of the use of the reading techniques in the
test in all of the students surveyed, namely the percentage data:
No
Items
Level of Agree (%)
1
2
3
4
5
II
Official reading stage
1
I compared words in the question with the same words i
n
the text
0
0
1
24
75
2
In the query, I easily matched words with related or link
ed words in the text
0
0
0
0
10
0
