HỒNG ĐỨC UNIVERSITY
MÃ THỊ LI

FACULTY OF FOREIGN LANGUAGES

MÃ THỊ LI

GRADUATION THESIS

ENGLISH – MAJORED STUDENTS’ PERCEPSTION OF
USING ONLINE READING RESOURCES AND THE ONLINE
READING HABITS AT HONG DUC UNIVERSITY
Submitted in partial fulfillment of the requirements of the degree of
Bachelor of Arts in English Language

THANH HÓA, 2022
THANH HÓA, 2022
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HỒNG ĐỨC UNIVERSITY
FACULTY OF FOREIGN LANGUAGES

ENGLISH – MAJORED STUDENTS’ PERCEPSTION OF
USING ONLINE READING RESOURCES AND THE ONLINE
READING HABITS AT HONG DUC UNIVERSITY
Submitted in partial fulfillment of the requirements of the degree of
Bachelor of Arts in English Language

Student:

Mã Thị Li

Student’ ID No: 1867020026
Class:

K21A – English Language

Supervisor:

M.A. Hồng Thị Minh

THANH HĨA, 2022
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Table of Contents

ACKNOWLEDGEMENT ............................................................................................4
ABSTRACT ...................................................................................................................5
LIST OF ABBRIVIATION ..........................................................................................6
LIST OF FIGURES .......................................................................................................6
LIST OF TABLES .........................................................................................................6
PART I: INTRODUCTION .........................................................................................7
1.1.

Rationale .............................................................................................................7

1.2.

Aim of the study .................................................................................................8


1.3.

Research questions ............................................................................................8

1.4.

Scope of the study ..............................................................................................8

1.5.

The design of research.......................................................................................8

PART II. DEVELOPMENT .........................................................................................9
Chapter 1. Theoretical background .............................................................................9
1.1.

Students’ perception ........................................................................................9

1.1.1. Definition of students’ perception ...............................................................9
1.1.2. Types of students’ perception ......................................................................9
1.1.3. The role of students’ perception on learning English. ..............................10
1.2.

Reading ..........................................................................................................11

1.2.1. Definition ...................................................................................................11
1.2.2. Types of reading ........................................................................................12
1.2.3. The role of reading on learning English ....................................................16
1.3.


Reading habits ...............................................................................................18

1.3.1. Definition ...................................................................................................18
1.3.2. Types of reading habits .............................................................................19
1.3.3. The effect of reading habit on reading ability ...........................................21
1.4.

Online reading resources ...............................................................................23

1.4.1. Background................................................................................................23
1.4.2. Some sources to develop reading habit .....................................................24
1.4.3. The role of online reading resources on reading habits ............................25
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1.5.

Related previous studies ................................................................................26

CHAPTER 2 METHODOLOGY ..............................................................................28
2.1. Context and participants .....................................................................................28
2.2. Data collection instruments ................................................................................28
2.3. Data collection procedure ...................................................................................29
2.4. Analysis method .................................................................................................29
CHAPTER 3. FINDING AND DISCUSSION ..........................................................31
3.1. English – majored students’ perception of using online reading resources. ......31
3.2. English – majored students’ perception of reading habits .................................32
PART III. CONCLUSION .........................................................................................41
3.1. Conclusion .............................................................................................................41

3.2. Recommendation ..................................................................................................42
3.3. Limitation and further study ...............................................................................42
REFERENCES ............................................................................................................44
APPENDIX...................................................................................................................46

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ACKNOWLEDGEMENT

My teachers, family, and friends provided me with a great deal of aid, direction, and
encouragement as I worked on my graduation paper.
First and foremost, I’d want to give special thanks to my supervisor, Mrs. Hoang Thi
Minh, a lecturer at Hong Duc University’s foreign language faculty, for her continuous
advice and support. I couldn’t have finished this thesis without her great suggestions
and guidance.
Secondly, I’d want to offer my heartfelt gratitude to Mrs. Nguyen Thi Quyet, the Dean
of the Faculty of Foreign Languages, and all of the teachers at Hong Duc University for
the invaluable and practical lessons they provided during my studies, which greatly
aided me during graduation.
It would’ve been dishonest of me not to acknowledge the English major at Hong Duc
University who excitedly participated in my survey questionnaire. I was able to initiate
a data survey, analyze the results, and provide relevant solutions as a result of their
cooperation.
Last but not least, I want to express my gratitude to my family and friends for always
encouraging and inspiring me to finish this graduation thesis.
Thanh Hoa, April 27, 2022

Ma Thi Li


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ABSTRACT

The widespread use of the internet in education has saturated the teaching and
learning process with digital resources, altering many areas of academic life, including
students’ reading habits. The goal of this study was to find out how students felt about
utilizing the internet to create reading habits. The study included 40 students from Hong
Duc University’s Faculty of Foreign Languages who completed questionnaires using
the Google form approach using a survey design. A questionnaire with 17 items was
used to gather information. The findings revealed that respondents had a favourable
impression of how the internet has influenced their reading habits. However, most of
them saw reading as solely a means of gathering information in order to complete school
obligations. They saw the internet as the primary source of knowledge they needed to
complete their homework.

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LIST OF ABBRIVIATION
HDU: Hong Duc University
SSR: Sustained silent reading

LIST OF FIGURES
Figure 3.1. Frequency of using online reading resources for reading habits ................37
Figure 3.2. How do you spend time reading online resources for your study and for
entertainment? ...............................................................................................................39

LIST OF TABLES


Table 3.1. Students’ perception of using online reading resources. ..............................34
Table 3.2. English – majored students of HDU reading habits .....................................35

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PART I: INTRODUCTION
1.1.

Rationale
Reading English is an important factor of language learning because it improves

in the development of other abilities such as grammar, vocabulary, and writing. Reading
allows language students to explore themes and tales that they are interested in.
According to Adetunji & Oladeji, (2007:509), those who do the reading activities
all the time will make it a habit. In addition, to have a good ability in reading English,
the students must have a habit of reading. This intends to make the students understand
the reading and have a good master’s in English especially reading. The students who
love to read on every occasion will have fewer difficulties in understanding the lesson
than those who do not have a reading habit. This shows that reading habit has a positive
influence on students’ academic performance.
The reading habits will help the students to decrease their difficulties during the
learning process in the class. The students will get used to facing the problem in reading
because they have reading habits, for example, the difficult meaning of new vocabulary
or the difficulties with the story itself. Reading provides an experience through which
the individual may expand the horizons of knowledge identity and extend and intensify
his interest to gain a deeper understanding of themself, (Florence, 2017:106-110). It
indicates that one of the most essential skills we should have been the ability to read.
We can have a better understanding of knowledge and the writer's viewpoint by reading.

However, students of HDU still do not really have good reading habits. Because they
have just graduated from high school, and this is the time to learn a lot about grammar
for the final exam.
Online reading resources are very important and useful tools for students in the
process of learning and developing their reading interests. They can use it to practice
reading skills, learn new words that they have never met or contact with British literature
and culture. It can also change themselves to help them feel more confident and
comfortable, along with the interaction between students and people. However, a part
of students in the Faculty of Foreign Languages have not yet taken full advantage of the
benefits of online reading resources.
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As a result, this study aims to show students’ awareness of using online reading
resources to develop English reading habits. The study included a small survey, with the
participation of a group representing class K24B - English Languages of HDU.
1.2.

Aim of the study
My research aims to investigate the perception of English-majored students at

Hong Duc University on using online reading resources to create English reading habits.
1.3.

Research questions

To fulfill the above aim, this study intends to answer the following questions:
1. What is HDU English-majored students’ perception of using online reading resources?
2. What is HDU English-majored students’ reading habits?
1.4.


Scope of the study
As a result, this research can only focus on investigating how students perceive

using online reading resources for their English reading habits.
I hope that this study is good reference material for the English major as well as
all students who wish to get higher learning English.
1.5.

The design of research
A table of contents, along with the page numbers on which they appear, aids

readers in getting a clear picture of the research project. It also makes it easier and faster
for readers to locate the part they require. The research is divided into three sections:

The first chapter is introduction includes rationale, aims, scope, method the
design of the study.
The second chapter is Theoretical Background which provides readers the
overview of students’ perception, reading, reading habits of online reading
resources. Additionally, it has a part of related previous studies.
The survey questionnaires for English – majored students is the third
chapter. This chapter considers the analysis and findings gained through survey
questionnaires, then discusses the survey findings and compares.
The last chapter is conclusion of the study.
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PART II. DEVELOPMENT
Chapter 1. Theoretical background
1.1.


Students’ perception

1.1.1. Definition of students’ perception

Perception is an assessment or a view of something. Someone who has the
good judgment of something is likely to be receiving the stimulus of that well
anyway. According to Danim (2010: 1), students are the main and most important
resources in the teaching and learning process. Students can learn from teachers,
while teachers cannot teach without students. All the learning processes always
begin with perception.
According to Schunk, D. H., & Meece, J. L. (Eds.) student perceptions are
thoughts, beliefs, and feelings about persons, situations, and events. As the
chapters in this book make clear, there are many types of student perceptions that
operate in classrooms. Self-perceptions involve perceptions of students’ own
abilities, self-concepts, goals, competence, effort, interests, attitudes, values, and
emotions. Social perceptions refer to students’ perceptions of their peers’ abilities,
self-concepts, goals, and so forth, as well as to perceptions of various qualities of
teachers (such as attitudes, competence, goals, opinions of students’ abilities).
Also important are students’ perceptions of tasks and other classroom factors (like
task difficulty, effective learning strategies, environmental factors that help and
hinder learning).
Students’ perception is the process of preferential treatment of students
toward information they get from an object, in this study are my survey
questions. Through observations with their senses, students can interpret the
observed object.
1.1.2. Types of students’ perception

I believe that each person will be different in their perception of age,
experience and circumstances.


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For example, three generations’ perception of learning English. At a
young age, the awareness of the importance of learning English is still very
vague. They do not clearly recognize the importance that English brings, even
they still have a more playful attitude than learning.
As for teenagers, they are already aware of how important it is to learn
English. They recognize what is the positive side and where the negative side is,
know how to select information and their perception of surrounding things and
phenomena. Determining the direction when learning English is very important
because the benefits it brings are great. Most importantly, they can find a better
job in the future.
In middle-aged and elderly people, their perception about learning English
has gradually faded. This is the time when they have settled down with their jobs
and families. The perception of the need to learn English is no longer necessary,
some people may have but few people. This is the time when they need to focus
on their career and family more than their studies.
In short, there is no perception that is incorrect at these ages, because
perception is a very vague form of opinion.
They were differentiated into three different categories: Highly Positive,
Positive, and Negative. Highly positive is a way of completely agreeing with the
author’s opinion when it is particularly reasonable and reflects the students'
perception. Positive is defined as good, looking towards the good side of things,
and showing certainty. Positive is the way in which students agree to valid points
of view and bring about positive results for themselves. Negative is equivalent to
the words “not”, “no”, “never”, “nothing”. It contains negation or denial. For
example, students refuse to consent to a proposal or protest to do something.
1.1.3. The role of students’ perception on learning English.


The students’ perception focuses on language learning, and in this research,
it is learning English. English as an international language is regarded as a foreign
language in a lot of countries. Students’ perception of learning English is really
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important to know because there are many researchers who found that students
feel anxious and enjoyable about learning English.
According to Ekalestari (2017: 719), the researcher found that the causes
of the students’ anxiety in learning English are feeling shameful to their friends
of making and being afraid of making mistake. In other words, they are worried
because of negative societal judgment. Besides, they are very interested in
learning English. For example, the research found that undergraduate students
have a good eagerness to learn English, which means that they have a positive
attitude towards English language learning. It is driven by their need of having
competence in speaking English because of the requirement of getting a job. Thus,
they are encouraged to learn English in courses, Singh, Reading is one of the most
important skills in learning English. It can be an important skill in contributing to
the academic and life success of students. In the modern era 4.0, English is
considered as the most popular language globally, used to communicate in many
different Manjet, K.M. (2014: 185-190).
If students’ perception is always positive when learning English, it is not
too difficult when they participate in a test or class assignment. It’s good that they
have a positive perception about using online reading resources to develop their
reading interest. Otherwise, if they have a poor perception of learning English,
this process will face many difficulties.
1.2.

Reading


1.2.1. Definition

According to Day and Bamford, they defined reading as a process of how
a reader understands the written message and connect it to prior knowledge.
While Ruddell said that reading is the act of constructing meaning while
transacting with text. The reader should interact with the material rather than
simply reading it. However, reading is not an easy task. Reading is an active
process that takes a lot of practice and expertise to master. Because mastering
reading requires not just learning the theory, but also putting what we've learned
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into practice and applying it as much as possible in real life. The author, the page,
or somewhere else can provide significance to the reader. As a result, people
acquire meaning from the interaction of prior knowledge and experience with new
information.
The process of looking at a series of written symbols and deducing meaning
from them is known as “reading”. When we read, our eyes receive written
symbols (letters, punctuation marks, and spaces), which we then turn into words,
sentences, and paragraphs that communicate with us.
Reading is a receptive talent, which means that it allows us to receive
information. However, the intricate act of reading necessitates the ability to speak
in order to enunciate the words we read. Reading is a productive talent in this
sense since we are both receiving and transmitting information when we read
(even if only to ourselves).
Reading appears to be a process in which the reader derives meaning from
a combination of past knowledge and prior experience, according to the definition
above. During communication, the writer and the reader share information and
ideas. The writer uses words to express his or her ideas on paper, utilizing

whatever abilities and style she or he has established.
Reading is more than just a means of comprehension; it is also a means of
being aware of how writers communicate meaning and of reconstructing those
meanings for our own understanding. As a result, reading can help us expand our
knowledge because each word we read has a meaning that we must comprehend.
We gain more knowledge or information through reading.
1.2.2. Types of reading

According to Patel and Praveen (2008), There are several types of reading
such as Intensive reading, Extensive Reading, Aloud Reading and Silent Reading.
Intensive reading is type of reading that focus on idiom and vocabulary that
taught by the teacher in the classroom and that idiom and vocabulary is exist in

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poem, poetry, novel or other source. For exmple: The students focus on linguistic
or semantic details of a reading and focus on structure details such as grammar.
The goal of intensive reading is to increase vocabulary and understand
English sentence patterns. By using a dictionary and a reference book to learn
English words and phrases in given materials, one can gain the basic abilities
required for English translation. I read English newspapers myself, doublechecking my work using a dictionary and a grammar guide. Even if the reading
speed is slow, I can feel my lost memory returning, and I’ve begun to recall words
and how to construct English sentence structures.
Most college students probably have no idea how much reading they should
do. They should set aside a specific amount of time to complete the task of through
reading. For example, because they are forced to take an Eiken test, they spend
five to ten minutes on each reading issue in one Eiken test. Perhaps they might set
aside an hour or more for reading and then try a couple rounds of the Eiken test’s
reading sections. The reading component of the TOEIC test has a time limit of 75

minutes.
Extensive reading is types of reading involves learners reading texts for
enjoyment and to develop general reading skills. For exmple, the students read as
many different kinds of books such as journals, newspapers and magazine as you
can, especially for pleasure, and only needing a general understanding of the
contents. It is widely believed that people learn to read by doing so, and that
learning to read should include a major focus on the meaning rather than the text's
language. Extensive reading, obviously, aids pupils in becoming better readers.
We learn to read by reading, according to research conducted by Richard at al
(1998). The more they read in a foreign language, the better readers they become.
Learning new language is an important component of this.
Extensive Reading’s most well-known benefit is that it can help students
expand and maintain their vocabulary. We all know that learning language takes
more than one exposure. Experts in language and literacy development, such as
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Harvard University Education Professor Catherine Snow, feel that you need to see
a word or phrase 15 to 20 times in diverse settings to have a good chance of
remembering it. Students are unlikely to come across terminology frequently
enough in the classroom to memorize it. However, if they read a lot, they are much
more likely to come across words and phrases in a variety of situations.
Students who read extensively also make gains in writing proficiency (Elley
and Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as
students encounter more language, more frequently, through extensive reading,
their language acquisition mechanism is primed to produce it in writing.
In addition to improving their reading and writing skills, research shows
that pupils who read a lot improve their overall language skills. Cho and Krashen
(1994), for example, found that intensive reading helped their four adult ESL
learners improve their listening and speaking skills. As a result, it appears that

extensive reading benefits all language skills, not only reading and writing.
For students, discovering that they can read in English and love it is really
motivating. As a result, it’s critical that the books are engaging for pupils and
written at a level appropriate for their reading abilities. Students may become
more eager readers if they find the texts engaging and interesting, as well as
understandable. As language learners, this can also help them gain confidence and
self-esteem.
Students can read anywhere, at any time, and substantial reading
encourages them to become more independent learners. Extensive reading should
be a student-led activity to foster learner autonomy. That is, students should
choose what they read, when they read it, where they read it, and how often they
read it.
Aloud reading are reading by using loud voice and clearly. For exmple,
reading poetry, dialogue, and other type of text. Reading aloud promotes a sense
of community in the classroom by establishing a familiar text that may be utilized
to develop critical thinking abilities both connected and unrelated to reading.
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Students can hear the instructor exhibit fluency and expression in reading
technical or literary language by reading aloud. “The reader exhibits meaning
encoded in the text through intonation, expression, and punctuation”.
Audio learners will benefit by reading aloud. According to studies,
teachers who read aloud to their students encourage them to read. Reading aloud
to kids slows down and deepens the educational experience at the same time.
Students gain from hearing entire ideas presented with originality and
attentiveness, as found in literary language, in a world of sound bites and halfformed ideas expressed swiftly in technological formats.
Reading aloud to pupils increases their information processing skills,
vocabulary, and comprehension while also teaching them how to use language to
make sense of the world. Additionally, reading aloud allows you to measure pupil

comprehension quickly and easily. Asking someone to read aloud from a book is
one of the most basic comprehension tests. It tells a lot more than whether the
reader understands what is being said. It reflects how deep the reader sees into the
words – and the pattern of the words. Reading aloud brings the physicality of
words back to life.
Silent reading activity is meant to train the students to read without voice.
Silent reading activity is meant to train the students to read without voice in order
that the students can concentrate their attention or though to comprehend the texts.
For exmple, the sutudents reading a text by heart.
Readers select their own materials for extended silent reading, allowing
them to select novels that interest them. Adults must make certain that youngsters
have a variety of possibilities. Parents and instructors can take their children to
the library and use the five-finger test to help them choose books. The child selects
a random page from a book to read. For each phrase he doesn't know, he extends
one finger. The book is probably too difficult if he extends four or five fingers.
When children are given the opportunity to pick what they read, they find stories
that they enjoy and develop a positive attitude toward reading.
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When readers read quietly, they don't have to pay as much attention to the
pronunciation of every single word, allowing them to focus on reading for
comprehension. Comprehension improves when vocabulary, fluency, and
motivation improve. Children read at their own pace and at their own level when
it comes to literature. They have the ability to picture and interpret the words in
their own unique way. Some teachers allow students to share their comments on
the books they’re reading following SSR. This aids recollection while also
reinforcing knowledge. For standardized assessments, students must read silently,
and persistent silent reading gives beneficial practice.
Reading and writing have a well-established relationship. Children study a

range of writing styles and sentence patterns while silently reading, which
influences their own writing styles. Grammar and spelling usually improve as they
can focus on the words they are reading. Independent reading encourages a
creative mental process that translates to the written word. Students write in
dialogue notebooks after reading silently to reflect on what they’ve just read. The
teacher does not correct the writing; instead, she answers with corrected spelling
words and grammar structures.
1.2.3. The role of reading on learning English

People frequently believe that reading is tedious and difficult, whereas in
fact, reading is none of these things. Reading is crucial, especially if you are
learning English. Even if you can understand and listen to English words, you
can't claim to be proficient in the language if you can't read it. However, we
recognize that this may be easier said than done. That is why, today, we will
discuss why it is necessary to learn to read in English, how to succeed as an
English reader, and how to make it a priority in your daily life.
According to Carol Anne St. George, EdD, an associate professor and
literacy expert at the University of Rochester’s Warner School of Education. “It
helps grow their vocabulary and their understanding of the world,” she says. “The
closeness of snuggling up with a favorite book leads to an increase in self16


confidence and imagination and helps children gain a wealth of knowledge from
the books you share. And it only takes 15 minutes a day of reading together to
nurture this growth.”
Reading is necessary for learning, so instilling a love of reading at an early
age is the key that unlocks the door to lifelong learning. So, we can see how much
benefit reading can be, especially for students. Reading is one of the four most
important skills to develop students’ English learning ability. and of course,
developing reading skills is a particularly effective way to learn English.

First, it can improve your vocabulary. Students attending language schools
in Washington, DC will quickly realize that reading is an excellent way to expand
their vocabulary. Flashcards and memory come to mind when people think of
learning foreign terminology. The missing step, though, is reading. You learn how
new words are used in context when you read them. From the source documents,
you not only get to rub and encounter new words that you have never encountered
before. Through a variety of texts, you can gradually understand specialized
phrases, words related to culture and traditions. It helps you understand what the
world is like and how to use it. For students, the practice of remembering new
words is very important. They can do better in tests thanks to this. Besides,
grammar is very important. From reading source documents, students can
improve their ability to use grammatical structures more flexibly and fluently. It
provides a rich knowledge of grammar, from which the application of
grammatical structures in their lessons is not difficult for students.
Second, you can improve your English reading skills from reading.
Nowadays, there are many different ways you can choose to read, you can use the
Internet to read online resource texts, and the traditional way is to read books. It
not only helps you improve your reading by training your eye and mind skills. For
example, language majors can find online materials in different fields to help with
their studies. They can expand their knowledge of English literature, language,

17


culture, and traditions. From there, there is also a lot of useful and positive
knowledge that they can absorb to apply in study and life.
Furthermore, success in any English-speaking country requires the ability
to read in English. It’s important to remember that just because you can speak
English doesn't mean you can read it. If you want to pursue an education or a
profession in an English-speaking country, you must learn to read in English

because everything from email communication to signing vital documents will
need it.
Reading is essential for all types of learning. Reading as a skill is
remarkable in that it may be used to learn about many components of the
language. For example, you can study word definitions, descriptions of grammar
structures, writing instructions, and general tips on how to improve English. In
addition, you can learn about cultures and languages of countries around the world
because on the Internet there are many online source materials that you need.
1.3.

Reading habits

1.3.1. Definition

Habit is a series of conditioned reflexes that come from training.
Conditioned reflexes are behaviors (lifestyles, working methods) that are repeated
many times in life and trained (study, work), which are behaviors that are shaped
in life and are recognized by people considered second nature of man. But it is
not available but is the result of each individual’s living, studying, training and
cultivating in daily life, but habits can also originate from a cause sometimes very
coincidentally or by being drawn from another individual.
According to Sangkaeo (1999), reading habit refers to the behaviour which
conveys the likeness of reading of individual preference of reading materials and
tastes of reading. A good reading habit is very much needed for one’s healthy
intellectual growth as it provides the readder with a sense of values which help
him to gradually develop the capability to understand instead of condemning
(Mohd Noor, 2011). Also, for one to attain practical efficiency and a healthy
18



intellectual growth, a reading habit is crucial. One’s interest of reading is
determined to a significant extent by the amount of reading materials that he will
read and the intensity of how much he wants to keep reading (Chettri & Rout,
2013). Apart from that, reading speed, fluency, vocabulary, general knowledge,
and academic achievement can be developed with a good reading habit.
A good reading habit is essential for a person’s intellectual development
and plays a critical role in obtaining practical efficiency. Furthermore, an
individual's interests are influenced to a large extent by the amount of reading he
does and the intensity with which he does it. Reading books confirms or refutes
one's own opinions, causing one to think more critically about what is right and
wrong in society. Reading instills a sense of values in people, allowing them to
gradually cultivate the greatest of all virtues: the ability to comprehend rather than
condemn. Books can also be incredibly reassuring, particularly when one is
doubting oneself or one’s beliefs.
1.3.2. Types of reading habits

According to Chettri and Rout (Chettri & Rout, 2013), reading habit refers to a
person’s habit of reading, which is defined as reading on a regular basis. There
are two techniques to assess your reading habits. The first is the amount of time
spent reading. The second metric is the number of reading items read by an
individual. The higher the two scores, the better the person’s reading habits are.
Reading habits must be instilled early in a child’s development since they are
critical for personality and cognitive development.
There are several types of reading habits: skimming, scanning, intensive
reading, and extensive reading.
Skimming is a strategic, selective reading technique in which you
concentrate on a text’s important points. Skipping material that provides details,
anecdotes, data, or other elaboration when skimming is a good idea. Focus on the
introduction, chapter summaries, first and last sentences of paragraphs, bold
words, and text features instead of reading every word carefully. Skimming is the

19


process of getting the essence of an author’s primary points rather than the details.
Skimming can help you save hours of time spent reading. However, it is not
always the best method of reading. It’s a great way to get a taste of a more indepth reading or to go through a lengthy selection. However, skimming may cause
you to miss essential points or overlook the subtler shades of meaning,
necessitating quick reading or even study reading.
Skimming is a good way to get a quick overview of your textbook chapters
or to prepare for a test. When conducting preliminary research for a paper, for
example, use skimming to determine whether you need to read anything at all.
Skimming can tell you enough about the material’s overall idea and tone, as well
as how similar or different it is from other sources, to determine whether you need
to read it at all.
Scanning is the process of rapidly scanning a text in order to locate specific
information, such as figures or names. It can be contrasted with skimming, which
is reading quickly to get a general idea of meaning. While skimming gives you a
bird’s-eye view of the information, scanning allows you to find and swoop down
on specific data.
Before you start looking for information, try to figure out how the text is
laid out. This will make it easier for you to find the information. When looking
up a word in a dictionary or a friend's name in your phone book, for example, you
already know the material is organized logically.
You’ll be looking for significant words or phrases as you scan. If they’re
names or numbers/dates, they’ll be especially easy to find because they’ll start
with a capital letter. Once you’ve chosen a section of text to scan, move your eyes
down the page in a zigzag pattern to absorb as much information as possible.
Scanning appears to be significantly more random than other rapid reading skills
like skimming and surveying because of this technique.


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Intensive reading includes completely deconstructing a text in order to
extract as much meaning as possible. This is accomplished by going through a
text and looking up every word, phrase, or collocation you don't understand.
This is an activity that needs a lot of concentration and mental work. As a
result, students who engage in heavy reading must be careful to conform to
specified standards or risk boredom and burnout. If you want to read a text in
depth, you should choose texts that are both attractive and brief, read for short
periods of time, and do so when your mental energy is at its peak.
Extensive reading means just reading as much as possible without worrying
about the specifics of meaning or the occasional unfamiliar word. This is
accomplished by reading for long periods of time and only searching up words
when absolutely necessary to your comprehension of the material.
If the book you want to read in depth is at the right level, you’ll find that
most unfamiliar terms can be explained by looking at their context, eliminating
the need for translations or dictionaries. While intensive reading necessitates a
high level of concentration and conscious effort, extensive reading is intended to
be a relaxing and enjoyable activity that demands little mental work. The more
you read, the more language you will be exposed to, helping you to swiftly
enhance your passive vocabulary knowledge.
If you want to read a text extensively, you should choose texts that are
fascinating, level-appropriate, and moderate in length, and read them when you
have longer blocks of time and are comfortable.
1.3.3. The effect of reading habit on reading ability

Reading habit is the act of making meaning. It is important to encourage
readers to start a conversation with text. The reading act is functional and arises
between language users and the context of the situation (Kucer, 2005: 127). It also

supported by Linse (2005: 69) who said that reading habit is a set of skills related
to the making of flavor and fosters the meaning of the word that has been printed.

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The reading habits are activities that include several aspects of vocabulary
mastery, linguistic knowledge, and strategy or reading techniques. It concluded
that the function of reading habits is to convey meaning, to integrate information
visually and non-visually, and to express ideas.
Reading habits enhance reading ability with various benefits. They can
reinforce vocabulary from different sources on the Internet, through which we can
learn new words, specialized words in many different fields. In addition, we can
learn a lot more knowledge about grammar.
The habit of reading helps us to have a better reading and application
ability. When you have done reading activities every day, your brain will
automatically work in a smarter and more logical way. You can practice and
increase your reading time per day, for example, it was about 1 hour before, now
thanks to reading habits, your reading time can be up to 2 to 3 hours. Forming
such a habit will help us open a new page full of new and really useful knowledge.
The habit of reading helps us to manage our time better. This is one of the
common problems with reading habits and it is also a weakness in the learning
process. As mentioned above, reading habits will help us read more time. If you
can manage it, you can organize and allocate your time appropriately to learn
more effectively. So, in order to get used to reading better, we have to manage our
time and all the prerequisites are to learn first.
In addition to reading importance, the key point which influences student
understanding of reading is the reading habits. Understanding is the mind’s ability
to interpret and comprehend the force, action and method of learning through
understanding, intelligence and understanding through an understanding of

abstract concepts. The ability to comprehend a text is primarily crucial to be
improved so that students can get the message, data, and aim of a text in written
form. If students have comprehended, they would have been able to make many
texts as complete as what they have read. Reading habits have been singled out to
immensely affect the scholarly output of the students (Huang, S., Capps, M.,
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Blacklock, J., & Garza, M) (2014). Students’ core thinking abilities can be
strengthened and, as a result, academic outcomes can be improved if they have
good reading habits.
1.4.

Online reading resources

1.4.1. Background

Digital learning technology has exploded in popularity in recent years. You
can discover high-quality educational programs online now more than ever before
– and many of them are free.
Digital libraries are available on these free or low-cost reading websites and
apps to assist students understand letter sounds, sight words, and reading
comprehension without aggravation.
Online reading resources might help you develop a lifelong passion for
reading. For all ages, from young to old, these online reading resources do not
discriminate against age. Their content is very relevant, for example, for students
and children, online reading resources are all about stories or materials
appropriate for that age and the knowledge surrounding them. For young people,
online reading sources are mostly documents for learning and research,
documents to explore the world in many fields such as technology, culture, and

languages.
The Internet offers means to teach reading in ways that represent improvement over paper-based exercises. Blogs or weblogs, for example, are “a
type of website that allow for the publication of text, images and sound files”
(Lamy and Hampel, 2007: 146) or “an online journal that an individual can
continuously update with his or her own words, ideas, and thoughts through
software that enables one to easily do so” (Campbell, 2003).
On the internet, there are reading options for people of many professions,
ages, and interests. Various groups compile reading materials on topics that are
important to them. There are other websites that serve as virtual libraries,
containing reading materials on a variety of topics. Some of these e-libraries are
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only available to subscribers or registered members, while others offer free
reading materials. The books in online libraries are often in PDF format, which
may be downloaded and read at any time.
1.4.2. Some sources to develop reading habit

Reading resources are becoming increasingly popular due to its
convenience of use and numerous advantages. As a result, the number of materials
available is growing.
It is essential for pupils who can read independently to have the types of
books that they enjoy. This could result in a significant book collection in some
classes. It’s also crucial to make sure that the books’ language corresponds to the
pupils’ reading ability. Using e-libraries to encourage reading is an alternative to
stocking up on a huge collection of books that match these requirements. For
example, at HDU, there is a digital library, a place where students can easily
access the Internet to develop their reading habits. It is considered an information
portal to connect with the outside world.
According to the website Texthelp, here are some websites where students

can develop their reading habits anywhere, anytime:
Tween Tribune (History/Science), it is a free reading resource from the
Smithsonian Institute that includes articles written by children and professional
journalists on topics such as animals, fashion, entertainment, school, science,
technology, and national and international news. This is a place where students
can satisfy their passion for learning about science and history. These are all
scientific studies by famous scientists like George Washington, documents about
the scientific world around us, and historical documents related to countries
around the world.
Project Gutenberg (Literature), over 50,000 free e-books are available on
this website. Most of the works are classic literature, such as Tom Sawyer’s
Adventures and Great Expectations, and are available in a variety of formats,
including ePub and other digital formats. This is the tool that students need when
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