SO SÁNH CHIẾN LƯỢC ĐỌC HIỂU CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH Ở BẬC TRUNG HỌC PHỔ THÔNG VÀ NĂM NHẤT ĐẠI HỌC

COMPARING LHU FIRST-YEAR ENGLISH MAJORED STUDENTS’ READING STRATEGIES AT HIGH SCHOOL LEVEL AND UNIVERSITY LEVEL

Tóm tắt

A plethora of studies have been conducted to examine the relationship between EFL students’ use of strategies
and reading comprehension. Findings from those studies agree on a consensus that reading strategies possess a significant
relationship with reading performance. This study functions as an attempt to contribute to previous findings by examining
how students develop their reading strategies acquired from thematic texts at high school level to university level with
authentic texts. It also aimed at detecting what kinds of strategies should be introduced to students. Participants were 45 first
-year English majors studying in Faculty of Language at Lac Hong University. Data were gathered from a questionnaire at
the end of the semester to detect students’ use of strategies and from pre- and post-tests to recognize students’ development
in reading comprehension. Findings from this study highlight that students’ reading comprehension increased slightly after
one semester and two kinds of strategies, namely memory and monitor strategy, possess a rather strong relationship with
reading comprehension. As a result, teachers should pay attention to the two kinds of strategies and then integrate them in
teaching reading lessons.