TOPIC INTEREST IN READING COMPREHENSION: A STUDY AMONG UPPER-SECONDARY-SCHOOL LEARNERS IN PUBLIC SCHOOLS IN HANOI
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DOI:
https://doi.org/10.34238/tnu-jst.14289Abstract
This study examined how topic interest shapes reading comprehension among upper-secondary students in Hanoi and identified which reading topics elicit the highest and lowest levels of interest. A mixed-methods design was employed with 90 students from Grades 10, 11, and 12 across five public schools. Data was collected through a structured questionnaire using a 5-point Likert scale to measure interest levels, pre- and post-tests of reading comprehension, and focus group interviews with twelve purposefully selected participants. Findings revealed substantial variation in interests across 27 reading topics. Learner interest is primarily driven by perceived relevance, future-self orientation, and personal identity, whereas disinterest stems from conceptual abstraction, affective barriers, and a lack of relatability. Importantly, a numerical gain of approximately 1.63 points in the reading post-test was recorded, suggesting noticeable improvement following the intervention. The study provides empirical evidence to inform curriculum design and pedagogical practices, advocating for the strategic integration of student-centered topic selection to enhance reading outcomes.Downloads
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