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<b>LAC HONG UNIVERSITY </b>

<b>NGUYEN THI MAI THU </b>

<b>ENHANCING STUDENTS’ AWARENESS OF READING STRATEGIES AT PEOPLE’S POLICE COLLEGE II </b>

<b>MASTER GRADUATION PROJECT IN ENGLISH LANGUAGE </b>

<b>DONG NAI, 2024 </b>

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<b>TABLE OF CONTENTS LAC HONG UNIVERSITY </b>

<b>NGUYEN THI MAI THU </b>

<b>ENHANCING STUDENTS’ AWARENESS OF READING STRATEGIES AT PEOPLE’S POLICE COLLEGE II </b>

<b>MASTER GRADUATION PROJECT </b>

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Background of the study ... 1

Statement of the problems ... 3

Purposes of the study ... 3

Hypotheses ... 4

Research questions ... 4

Scope of the study ... 5

Significance of the study ... 5

Chapter 1: LITERATURE REVIEW ... 6

1.1. Theoretical background ... 6

<i>1.1.1. Working concepts ... 7 </i>

<i>1.1.2. Reading as a language skill ... 8 </i>

<i>1.1.3. Significance of reading comprehension ... 9 </i>

<i>1.1.4. The levels of reading comprehension ... 11 </i>

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2.2. Data collection ... 28

<i>2.2.1. Research setting ... 28 </i>

<i>2.2.2. Participants and samples ... 28 </i>

<i>2.2.3. Instruments for data collection ... 30 </i>

2.3. Data collection procedure ... 33

2.4. Data descritpion ... 38

2.5. Summary ... 40

Chapter 3: RESULTS AND DISCUSSIONS ... 41

3.1. The roles of reading strategies ... 41

3.2. Participants’ backgrounds... 47

3.3. Students’ awareness of reading strategies ... 51

<i>3.3.1. Scale 1: Students’ knowledge of reading strategies ... 51 </i>

<i>3.3.2. Scale 2: Students’ beliefs of reading strategies ... 64 </i>

<i>3.3.3. Scale 3: Students’ feelings of reading strategies ... 68 </i>

3.4. Discussion on research question 2 ... 72

3.5. Summary ... 74

CONCLUSION ... 76

Summary ... 76

Implications ... 76

Limitations of the study ... 77

Recommendations for further research ... 78

Conclusion ... 78

REFERENCES ...

APPENDICES ...

APPENDIX 1: The first questionnaire ...

APPENDIX 2: The second questionnaire ...

APPENDIX 3: The third questionnaire ...

APPENDIX 4: Experimental materials ...

APPENDIX 5: Experimental activities ...

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<b>ACKNOWLEDGEMENT </b>

First and foremost, I would like to express my utmost gratitude to my supervisor, Ly Ngoc Toan, Ph.D for his endless enthusiasm, patience, extensive expertise, and constant motivation. He was always available to review my work, address my inquiries without delay, and furnish me with valuable materials that facilitated the completion of this project.

Additionally, I wish to extend my sincere thanks to the Director of the Foreign Languages and Informatics Faculty at People’s Police College II. He kindly permitted me to select the students to participate in the experimental course imperative for this research, which I am extremely appreciative of.

Moreover, I am deeply grateful to all my colleagues from Lac Hong University and People's Police College II for their insightful recommendations and willingness to share their invaluable experiences. Their perspectives undeniably enriched this project.

Last but not least, I sincerely thank the 102 students from People’s Police College II who voluntarily participated in this study. Their contributions were fundamental to completing this research, and I greatly value the time they devoted to partaking in this project.

This acknowledgment sincerely encapsulates my gratitude to all those who supported the undertaking and fulfillment of this research endeavor and facilitated the comprehensive development and fruition of this project.

<b>Dong Nai, January, 2024 Author </b>

<b>Nguyen Thi Mai Thu </b>

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<b>ABSTRACT </b>

This study aims to enhance awareness of reading strategies among students at People's Police College II (henceforth PPC II) in order to improve their English reading comprehension. Students face challenges comprehending texts due to disinterest, limited vocabulary, and ineffective teaching methods.

The study investigates the importance of bottom-up, top-down, and think- aloud reading strategies in addressing comprehension problems. Bottom-up strategies focus on understanding texts through vocabulary, grammar, and sentence structure analysis. Top-down strategies rely on using background knowledge and making inferences. Think-aloud strategies involve verbalizing thought processes when reading.

102 first-year PPC II students from two classes specializing in Police of Administrative Management on Social Order and Police of Criminal Investigation on Hot Traces participated. Quantitative data was gathered via questionnaires to shed light on the roles of reading strategies and raise students' knowledge.

Using reading strategies helped students better understand what they were reading. Students increased their awareness of the importance of reading strategies. However, some problems persisted regarding getting students to read outside of class.

More reading strategies should be employed in the classroom to continue enhancing comprehension. Students' knowledge of reading strategy importance should be reinforced. Additional research into effective motivational techniques to inspire students to read outside of school is warranted.

In conclusion, despite some lingering issues, the introduction of key reading strategies yielded useful insights into how they can assist police college students in improving English reading comprehension. The study provides a foundation for further inquiry into supplemental strategies and motivation tactics.

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<b>THE RECOGNIZANCE FOR NON-PLAGIARIZM </b>

I confirm that the Master’s project titled “Enhancing Students’ Awareness of Reading Strategies at People’s Police College II” submitted today is my work.

Unless explicitly stated within the text, this project does not contain any previously published material or extracts from a thesis/project that has been used to obtain another degree or qualification. The core text of this project does not include any unattributed usage of anyone else's work.

This project has not been presented to obtain a degree or diploma at any other higher education institution.

I have ensured academic honesty and integrity in conducting and presenting this research. Proper citations have been included for reference to any external sources. This project contains no plagiarism or fabrication to the best of my

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<b>LIST OF ABBREVIATIONS </b>

People's Police College II (PPC II) ... IV The experimental class (EC) ... 29

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<b>LIST OF TABLES </b>

<i>Table 1.1. Reading as language skill ... 9 </i>

<i>Table 1.2. Significance of reading comprehension ... 10 </i>

<i>Table 1.3. Levels of reading comprehension ... 11 </i>

<i>Table 1.4. Approaches to reading strategies ... 12 </i>

<i>Table 1.5. Dimensions of awareness ... 15 </i>

<i>Table 1.6. Conceptual frameworks ... 25 </i>

<i>Table 2.1. Teachers’ assement ... 30 </i>

<i>Table 2.2. Content of the second questionnaire ... 31 </i>

<i>Table 2.3. Content of the third questionnaire ... 31 </i>

<i>Table 2.4. Teaching materials ... 36 </i>

<i>Table 2.5. Content of interval scale of the first questionnaire ... 38 </i>

<i>Table 2.6. Content of nominal scale of students’ background ... 39 </i>

<i>Table 2.7. Content of interval scale of the second research question... 39 </i>

<i>Table 3.1. The reliability statistics: the roles of reading strategy ... 41 </i>

<i>Table 3.2. The descriptive statistics: the roles of reading strategy ... 43 </i>

<i>Table 3.3.Gender of participants ... 47 </i>

<i>Table 3.4.Participants’ backgrounds: Age ... 47 </i>

<i>Table 3.5. Participants’ backgrounds: class ... 48 </i>

<i>Table 3.6. Participants' years learning English ... 48 </i>

<i>Table 3.7. The reliability statistics: Reliability of reading skills survey ... 49 </i>

<i>Table 3.8. Survey responses on English and reading skill ... 50 </i>

<i>Table 3.9. Survey responses frequencies ... 50 </i>

<i>Table 3.10. The reliability of Top-down strategy before the treatment ... 52 </i>

<i>Table 3.11. Descriptive Statistics: Top-down strategy before the treatment ... 53 </i>

<i>Table 3.12. The reliability of Top-down strategy after the treatment ... 54 </i>

<i>Table 3.13. The descriptive statistics: Top-down strategy after the treatment ... 55 </i>

<i>Table 3.14. The reliability of Bottom-up strategy before the treatment ... 56 </i>

<i>Table 3.15. The descriptive statistics: Bottom-up strategy before the treatment ... 58 </i>

<i>Table 3.16. The reliability of Bottom-up strategy after the treatment ... 58 </i>

<i>Table 3.17. The descriptive statistics: Bottom-up strategy after treatment ... 60 </i>

<i>Table 3.18. The reliability of Think-aloud strategy before the treatment ... 60 </i>

<i>Table 3.19. Descriptive Statistics: Think-aloud strategy before the treatment ... 62 </i>

<i>Table 3.20. The reliability of Think-aloud strategy after the treatment ... 62 </i>

<i>Table 3.21. The descriptive statistics: Think-aloud strategy after the treatment ... 64 </i>

<i>Table 3.22. The reliability of beliefs before the treatment ... 65 </i>

<i>Table 3.23. Students’ reading beliefs before the treatment ... 66 </i>

<i>Table 3.24. The reliability of beliefs after treatment ... 67 </i>

<i>Table 3.25. Students' reading beliefs after the treatment ... 67 </i>

<i>Table 3.26. The reliability of feelings before the treatment ... 68 </i>

<i>Table 3.27. Students’ reading feelings before the treatment ... 69 </i>

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<i>Table 3.28. The reliability of feelings after the treatment... 70 Table 3.29. Students’ reading feelings after the treatment ... 72 </i>

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<b>INTRODUCTION Background of the study </b>

Developing strong English reading comprehension abilities is imperative for students to fully grasp texts and acquire knowledge. However, many students at People’s Police College II (henceforth PPC II) struggle to comprehend English texts effectively. This hinders their ability to optimally learn and prepare for future law enforcement careers requiring robust language skills to review cases, legal codes, forensic reports, and investigative texts.

Several intertwined factors contribute to PPC II students’ reading challenges. Firstly, some students lack motivation to learn English, failing to dedicate sufficient effort. Additionally, students have limited vocabulary, impeding understanding of textual word meanings. Another issue is difficulty mastering reading comprehension techniques for tackling complex texts. Complicating matters, reliance on monotonous teacher-centric lectures reduces engagement. Consequently, PPC II students exhibit specific comprehension problems. Many cannot identify the main ideas, instead getting overwhelmed by fragmented details. Students also frequently struggle to infer unknown vocabulary meanings from textual clues. Locating explicitly stated facts to answer questions also proves difficult. Most critically, tying information together into a coherent whole and summarizing overall purposes or arguments consistently challenges students. Thus, investigating reading strategy instruction is vital.

Reading strategies involve deliberate, conscious activities that active learners employ to enhance understanding, overcome perceived comprehension failures, and achieve goals (Garner, 1987; Brown, 2007). Strategies can target different reading processing levels, from foundational decoding to higher-order integration and critical evaluation. Techniques examined here include bottom-up, top-down, and think-aloud. Bottom-up strategies involve a text-driven approach focused on vocabulary, grammar, and linguistic components to enable meaning assembly from words/propositions to full passages (Birch, 2007; Carrell, 1989). Readers carefully analyze letter patterns, word structures, sentence syntax, semantics, discourse markers, and other granular details to comprehend texts. In contrast, top-down

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strategies rely on background knowledge and inferences rather than specific text features (Goodman, 1967; Nunan, 1991). Readers activate relevant prior knowledge to interpret content through existing mental frameworks rather than purely objective information processing. Think-aloud protocols involve verbalizing all conscious thoughts during reading to externalize internal comprehension processes (Afflerbach & Johnson, 1984). Teachers first model appropriate strategy use by reading sample passages aloud, highlighting where and why problems emerge to demonstrate adaptive techniques (Baumann et al., 1993). Students then practice think-aloud with similar texts, receive feedback, and learn to self-monitor. Originally an assessment instrument, think-aloud evolved into a metacognitive strategy instruction approach (Israel et al., 2005; McKeown & Gentilucci, 2007).

However, some challenges exist regarding think-aloud strategy. Overthinking while verbalizing can increase cognitive load and inhibit comprehension. Determining optimal intervention timings also proves difficult (Israel et al. 2005). Hence effective think-aloud training requires scaffolding where teachers initially provide ample support and then gradually transfer responsibility to learners (Rosenshine & Meister, 1994).

For bottom-up and top-down strategies too, balance is key, as purely text or knowledge-driven processing alone is insufficient. Interactive models argue both approaches simultaneously complement each other, with bottom-up decoding enabling propositional meaning to integrate with top-down schematic systems for optimal comprehension (Carrell et al., 1988; Rumelhart, 1977). Fluid toggling between strategies tailored to needs facilitates approach alignment with reader purpose, task demands, and text properties.

Extensive research demonstrates reading strategy instruction improves awareness, perceived usefulness, usage, and achievement (Ahmadi et al., 2013; Liang, 2002; Teng 2015). However, most studies focus on single strategies rather than coordinated approaches. Investigating synergistic combinations can provide deeper insights into ideal comprehension processes. This gap is especially prominent in Vietnamese police college contexts featuring more complex reading demands than in secondary schools. Hence, this exploratory study offers value.

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As a result of these significant potential benefits, the researcher has developed

<i><b>an interest in undertaking the current study titled “Enhancing Students’ Awareness </b></i>

<i><b>of Reading Strategies at People’s Police College II.” By assessing the impacts of </b></i>

combined bottom-up, top-down, and think-aloud strategies training on reading outcomes, the research can provide data-driven best practices for comprehension instruction tailored to contexts.

Hence this exploration of reading strategy impacts aims to unlock students’ learning potential, preparing Vietnam’s future police with strong language capabilities supporting public safety and justice duties. The research offers practical teaching insights alongside theoretical and context-specific contributions regarding coordinated reading strategy instruction in English language policing education.

<b>Statement of the problems </b>

While English language learners continue growing exponentially, research on awareness of learning strategies in general and reading comprehension techniques, in particular, remains scarce in Vietnamese police education contexts. No studies have examined the impacts of reading strategy awareness among students at PPC II.

Several intertwined factors contribute to comprehension difficulties facing PPC II students. Many struggle to locate main ideas, grasp unknown vocabularies, identify key details, and tie information together into coherent wholes (Iftanti, 2012; Albadawi, 2017). Causes include declining student motivation, limited exposure to English textual materials, inability to acquire requisite analytical skills, and reliance on ineffective lecture-based pedagogy - all exacerbating comprehension barriers.

This study aims to address these gaps by assessing the concerted impacts of combined bottom-up, top-down, and think-aloud reading strategies on comprehension and awareness among PPC II students. Findings may reveal optimal coordination methods to enhance literacy capabilities critical for public safety roles.

<b>Purposes of the study </b>

The study is to determine the research areas for the topic "Enhancing Students' Awareness of Reading Strategies at People's Police College II." So that, propose the following purposes:

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- To assess the current awareness levels of PPC II students regarding reading comprehension strategies such as bottom-up, top-down, and think- aloud.

- To measure changes in awareness, attitudes, and application abilities of reading strategies among students after undergoing the training program. - To evaluate the impacts of combined reading strategy training on students' academic performance in English reading comprehension courses.

- To conduct surveys of lecturers’ and students’ opinions on the effectiveness of the integrated reading strategy training program and propose future improvements.

<b>Research questions </b>

This study aims responses to the following inquiries to investigate students' awareness of reading strategies, including their types, characteristics, functions, and significance:

1. What are the roles of reading strategies in English? 2. What is students’ awareness of reading strategies?

<b>Scope of the study </b>

Theoretical scope: Encompasses reading comprehension strategies - bottom-up, top-down, and think-aloud. It examines their definitions, effectiveness, complementary synergies, and evidence on improving awareness, attitudes, and reading achievement.

Methodological scope: Involves only quantitative method. The questionnaire design will assess strategy awareness and academic performance. Surveys will evaluate student and faculty perspectives on training effectiveness.

Participant scope: Focuses on students at PPC II undergoing an integrated reading strategies instructional program. Impact measurements after the intervention will determine knowledge gains. Faculty views will provide contextual insights.

<b>Significance of the study </b>

Investigating awareness and achievement impacts has both theoretical and applied value for advancing strategic reading comprehension. It equips officers through

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comprehension knowledge.

<i>- Theoretical significance: This research fills gaps regarding the impacts of </i>

coordinated reading strategy instruction, especially in understudied Vietnamese police education contexts. It provides insights into synergistic combinations for optimal comprehension.

<i>- Practical significance: The study offers data-driven pedagogical best </i>

practices for context-tailored reading instruction. Implementing integrated bottom- up, top-down, and think-aloud strategies can enhance literacy capabilities critical for Vietnam's future police force public safety roles.

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<b>Chapter 1: LITERATURE REVIEW 1.1. Theoretical background </b>

The origins of text-driven and think-aloud strategies trace back decades, with seminal research delineating core concepts and demonstrating initial impacts on comprehension. Regarding bottom-up strategy, Gough (1972) formulated a model positing reading as a progression from visual textual feature recognition toward meaning generation. This laid the foundations for subsequent emphasis on linguistic component analysis. Carrell (1988) built upon this by comparing bottom-up and top-down reading models, concluding interactive processing optimizes outcomes. Similarly, Birch (2002) spotlighted how bottom-up practices enhance English language learners’ reading.

Meanwhile, seminal top-down research emerged from Goodman (1967), who characterized reading as a psycholinguistic guessing game driven by readers’ conceptual abilities rather than solely text itself. Hence, holistic comprehension hinges on schemata. Expanding this, Nunan (1991) classified top-down strategies like pre-reading schema activation and global understanding before granular passage analysis. Moreover, Davies (1995) demonstrated top-down practices’ benefits for reading classes through meaning-focused prediction and background knowledge connections.

Regarding think-aloud strategy, early work centered on the assessment before instructional applications emerged. Afflerbach and Johnson (1984) devised verbal report protocols eliciting readers’ strategy usage and perceived text difficulties to inform responsive teaching. Similarly, Baumann et al. (1993) presented teacher think-aloud modeling to make opaque comprehension processes visible for student emulation. Over time, direct strategy instruction leveraging think-aloud evolved. Israel et al. (2005) thus showed that think-aloud training enhanced monitoring, connections, and comprehension.

Recent research continues advancing insights. Rahman (2020) revealed combining bottom-up vocabulary instruction with top-down passage previews significantly improved reading performance. Similarly, Tat (2021) found that explicitly teaching bottom-up decoding plus top-down prediction generation

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bolsters achievement. For think-aloud, Riski (2019) used online think-aloud protocols to enable teachers to hear student miscues in real-time during independent reading. Results revealed that think-aloud facilitates scaffolded support.

In Vietnamese contexts, Dang (2015) also effectively fostered bottom-up decoding and top-down reasoning. Regarding police education specifically, Trang (2014) determined bottom-up and top-down instruction improved students' reading outcomes. However, no known study has explored coordinated impacts targeting the focal institution.

Hence, by assessing awareness, perceived usefulness, usage, and outcomes from combining bottom-up linguistic input processing, and top-down meaning generation approaches with think-aloud verbalization, this research addresses major knowledge gaps. It builds upon decades of foundational work while extending insights toward optimized strategy integration absent in current literature.

<i><b>1.1.1. Working concepts </b></i>

Based on these three interpretations, reading comprehension constitutes a complex, multifaceted process for actively constructing meaning from texts by integrating language, cognition, prior knowledge, and purposeful objectives. While emphasizing distinct aspects, each contributes to a rich, ensemble understanding of this essential literacy activity.

The first conceptualization of reading comprehension comes from Klingner et al. (2007), who characterize it as an active process that extends beyond superficial reactions. In their view, robust comprehension requires readers to relate new information to relevant prior knowledge and consider contextual factors. This perspective highlights the dynamic, integrative nature of making meaning from texts, emphasizing how individuals strategically build connections to make sense of written material. Rather than passively absorbing signs and symbols, readers play an active role in interpreting, questioning, and situating ideas to achieve meaningful understanding.

A second perspective offered by Goodman and Wood (2004) focuses on the linguistic and cognitive dimensions of comprehending texts. According to their

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model, reading comprehension integrates language processing and cognitive information processing as readers recognize terminology, comprehend phrases conceptually, and organize ideas mentally to construct an interpretation of the text. This approach spotlights the critical role of linguistic knowledge in decoding words and sentences. Additionally, it stresses the cognitive activities that enable the assimilation of concepts into coherent representations in the reader's mind. The derivation of meaning hinges on the smooth integration of these linguistic and cognitive systems.

Finally, Olson and Diller (1982) offer a conception of reading comprehension as an instrumental process that enables the accurate grasp of meaning from written passages. In their account, comprehension represents an indispensable component of reading, facilitating the successful conveyance of significance between the author’s inscribed text and the reader’s mental representation of ideas. Rather than an isolated outcome, they position comprehension as integral to the fulfillment of overarching reader objectives, permitting the meaningful usage of material for designated purposes. This instrumental perspective aligns with functional definitions that highlight the comprehension of the end and serve to allow readers to extract and apply meaning.

<i><b>1.1.2. Reading as a language skill </b></i>

Reading is considered a language skill because it entails an interactive process of constructing meaning from written text, which builds linguistic knowledge while providing access to information supporting personal growth and societal integration. As Sangia (2014) notes reading comprehension involves decoding symbols, making inferences, connecting ideas, and integrating new knowledge with existing schemas. Hence, reading is constructive, not passive. Additionally, Kim (2002) indicates reading facilitates vocabulary and grammar development as language learners encounter new linguistic input through varied texts. Exposure to diverse materials enables self-actualization by expanding perspectives while powering participation in social domains via shared knowledge bases.

Consequently, reading instruction should strategically cultivate abilities for self-directed comprehension and interpretation. As the overview of pedagogical

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models illustrates, best practices commonly scaffold students from novice to expert performance through pre-reading, during-reading, and post-reading phases. Each phase serves unique functions, collectively fostering increasingly independent meaning-making from texts over time. For instance, pre-reading activates background knowledge to prime engagement, while post-reading consolidates understanding via discussions cementing linguistic links between vocabularies.

The key attributes making reading a language skill are its interactive, constructive comprehension processes enabling vocabulary gains and knowledge access bolstering self-actualization and social integration. Strategic instruction can cultivate self-directed interpretive abilities over scaffolded pre-reading, while- reading, and post-reading phases with unique roles collectively fostering literacy.

<i>This content is summarized in the following Table 1.1. </i>

<i><b>Table 1.1. Reading as language skill </b></i>

Reading is an interactive, constructive process of deriving meaning from text

Involves active decoding, making inferences, connecting ideas, integrating information Reading facilitates vocabulary and grammar Exposure to diverse texts builds linguistic acquisition

Reading provides access to knowledge for self-actualization and societal integration Reading instruction should develop linguistic and cognitive competencies Pre-reading phase activates background knowledge and sets expectations

During-reading phase monitors

knowledge

Enables learning across domains, supporting individual and social goals

Build skills for independent comprehension and interpretation

Orients students by priming engagement and previewing content

Sustains active processing by fostering comprehension and focuses on key passages questioning and self-explanation

Post-reading phase consolidates understanding and facilitates personal reactions

Multi-phase instruction scaffolds from novice to expert performance

Discussion, summarization and applications reinforce relevance and retention

Relinquishing support over time enables self- directed literacy capacities

<i><b>1.1.3. Significance of reading comprehension </b></i>

This section summarizes the unique perspectives of the three authors regarding the vital importance of reading comprehension in skills improvement, foundational competencies, and knowledge acquisition. While written from different angles, collectively they provide a multidimensional look at why comprehension matters.

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Iftanti (2012) argues that reading comprehension is necessary to fully grasp the material being read. Comprehension is inextricably linked to reading itself. Reading exercises should involve comprehension because understanding texts is central to improving one's skills and accomplishing reading goals. Iftanti emphasizes that knowing why one is reading aids comprehension, as it enables readers to implement the optimal strategies. In essence, comprehension allows readers to extract the most value from reading material.

Healy (2002) defines reading comprehension as requiring familiarity with vocabulary, knowledge of the content, and grasping the meaning of texts. In other words, to truly comprehend what they read, a reader needs exposure to written words to build familiarity, an understanding of the topic to properly contextualize information, and an appreciation of significance to determine the essence of passages. Healy thus outlines the literacies and awareness required for deep comprehension.

Farid (2012) highlights knowledge gain as a major purpose of reading. Reading provides students with information to grow intellectually and improve their linguistic skills. An adept reader can exponentially expand their knowledge by effectively comprehending books and reference materials. In turn, this knowledge enables further development. Hence, the ultimate significance of comprehension is acquiring useful insights, benefiting both educational and language advancement.

The contents of significances for the reading comprehension are summarize in

<i>the Table 1.2. </i>

<i><b>Table 1.2. Significance of reading comprehension </b></i>

Healy

(2002) ^{- Reading comprehension requires familiarity with words, content} knowledge, and understanding meaning.

Iftanti (2012)

- Reading comprehension necessary to fully understand material. - Better comprehension improves overall reading skills and helps accomplish goals.

Farid (2012)

- Key goal of reading is to gain information and knowledge to help students learn and improve language skills.

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<i><b>1.1.4. The levels of reading comprehension </b></i>

Sajid and Fraidan (2019) posit that levels of reading comprehension refer to the ascending stages of engagement and understanding as readers interpret and analyze a text. As expertise develops, readers progress from basic factual recognition of literal details to complex contextual evaluation involving critical assessment and personalized insights. The levels build in complexity from foundational vocabulary identification to reconciling fragmented information through reasoning, up to scrutiny of rhetoric based on prior knowledge and judgments of validity. Collectively, they represent multivariate dimensions that comprise proficient

<i>comprehension into three levels in Table 1.3. </i>

<i><b>Table 1.3. Levels of reading comprehension </b></i>

Literal

Understanding the explicit factual information like topics, themes, people, and places clearly stated in the text. Focused on recognizing vocabulary and key details.

Inferential

Ability to infer implicit meanings not directly stated in the text by making logical connections between disjointed information. Involves reconciling inconsistencies, reasoning to determine plausible interpretations beyond literal statements.

Evaluative

Assessing claims, evidence and arguments critically based on readers' prior knowledge. Scrutinizing persuasive validity of ideas in the text and making broader judgments about significance and transferrable lessons. Builds upon inferred coherence of text.

<i><b>1.1.5. Reading strategies </b></i>

<i>1.1.5.1. Definition of strategies </i>

Reading strategies encompass deliberate and purposeful actions aimed at achieving specific objectives. Nevertheless, Winograd and Hare define strategies more comprehensively as intentional actions, whereas Anderson portrays strategies as a component of a conscious decision-making procedure aimed at specific and limited objectives. The definitions offer complementary viewpoints on the deliberate and goal-oriented nature of reading techniques.

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<i>Winograd and Hare (1998) </i>

<i>Strategies refer to intentional behaviors that learners deliberately select and control to accomplish specific objectives. </i>

This definition depicts reading strategies as purposeful and deliberate acts that readers intentionally choose and regulate to achieve clearly defined goals. Strategies are thus goal-oriented, as readers make careful decisions regarding behaviors to employ based on desired outcomes. The definition also conveys active involvement in strategizing, with readers controlling and managing behaviors instead of passive or instinctive responses. Overall, it characterizes strategies as thoughtful, intentional choices of actions that readers consciously make and adapt to meet specific reading objectives they aim to fulfill through comprehension and analysis of text. Purposefulness and intentional decision-making are central ideas of this conceptualization of meaningful reading strategies.

<i>1.1.5.2. Definition of reading strategies </i>

This section examines different conceptualizations of reading strategies, comparing definitions that solely emphasize functional comprehension roles with those that highlight the analytical insights strategies provide into readers' meaning-making processes. The lenses will be combined to provide a comprehensive framework that includes the interpretive, pragmatic, and reader-text dynamics of strategies within

<i>the broader landscape of reading comprehension. Table 1.4 provides a concise </i>

overview of the three main approaches used to analyze reading strategies.

<i><b>Table 1.4. Approaches to reading strategies </b></i>

Baker and Boonkit (2004)

Reading strategies as tactics for efficient and accurate text comprehension.

Block (1986) ^{Strategies provide analytical insights into readers'} conceptualization and meaning-making from texts.

Janzen (1996) ^{Highlights diversity of strategies from basic to complex for deep} text interaction and meaning construction.

These different interpretations collectively demonstrate several valuable aspects of reading strategies that require examination. Baker and Boonkit provide the

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pragmatic lens, which refers to tactics that serve as practical techniques for digesting and comprehending texts. In contrast, Block and Janzen emphasize the analytical possibilities inherent in the insights that strategies provide on comprehension and the navigation of obstacles.

By integrating both perspectives, a complex framework is formed that acknowledges strategies as intentional instruments used by readers. These strategies not only lead to observable improvements in reading efficiency but also offer insights into the fundamental processes of perception and comprehension. This enables a comprehensive analysis of the intricacy of readers' intentional interpretation strategies, ranging from strategic decoding to intricate conceptual construction.

Ultimately, jointly exploring pragmatic performances and analytical revelations of strategies fosters a comprehensive, blended understanding of the mechanisms, implementations, and contextual adaptability of skilled readers' strategic text processing. The definitions collectively tandem functional comprehension roles with insights into readers' ever-evolving cognitive and interpretive processes.

<i><b>1.1.6. The roles of reading strategies </b></i>

Reading strategies are crucial for improving comprehension and fostering a deeper connection with texts. Learners can better understand and remember knowledge by using techniques like summarizing, questioning, and making connections. Strategies like making notes, visualizing, and asking active questions can help students become more involved with what they are reading and improve their ability to concentrate and focus while reading. Strategic reading helps readers build their vocabulary by letting them find and understand new words in context. This improves their language skills, which is important for school and conversation.

In addition, reading strategies function as facilitators for the development of critical thinking abilities, stimulating readers to engage in the processes of analysis, evaluation, and synthesis of information. These skills are not only crucial for achieving academic achievement but also for facilitating effective problem-solving

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and enabling informed decision-making across multiple domains of life. The incorporation of reading strategies such as skimming and scanning enhances reading speed and efficiency, which is particularly advantageous in contexts where effective time management is essential, such as academics and the professional sphere.

Developing efficient strategies for reading is crucial for continuous learning and provides learners with the critical skills to acquire knowledge throughout their lifetime. Students who consistently employ these tactics tend to exhibit elevated academic performance, as seen by an expanded understanding of course subjects that leads to improved grades and overall academic achievements. Utilizing effective reading skills can finally transform the act of reading into an engaging and enjoyable activity, fostering a profound fondness for exploring different books. As individuals get more skilled at understanding various subjects, they are more likely to have a lifelong inclination towards learning and inquiry. This predisposition, in turn, promotes the cultivation of critical thinking aptitude, analytical proficiency, and an inherent enthusiasm for obtaining knowledge.

<i><b>1.1.7. Students’awareness </b></i>

This section aims to explore student's awareness and understanding of various issues. Evaluating these subjective ideas presents difficulties, as the term "awareness" might be interpreted in various ways. The researcher shall analyze

<i><b>many definitions of awareness, encompassing knowledge, belief, and feeling. </b></i>

Assessing awareness necessitates sophisticated methods that consider its intricacy in different situations.

Gafoor (2012) defines awareness as the conscious perception and validation of inputs without requiring comprehension. This definition serves as a foundation for assessing the initial level of student awareness. Through this perspective, we can evaluate students' ability to perceive, know, or be aware of specific topics, events, or sensory stimuli relevant to a subject. However, mere awareness that only entails acknowledgment without comprehending meaning has restricted usefulness. Thus, Gafoor's hypothesis may apply well to preliminary investigations evaluating superficial student consciousness.

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By incorporating Goldstein's (2021) concept, one can analyze the subjective filters and belief systems that influence students' perceptions of study issues. This highlights the influence of prior attitudes, preconceptions, and worldviews on students' awareness and the way they interpret information. Examining the relationship between awareness and personal prejudices offers an understanding of how students see and make choices about different matters. Nevertheless, Goldstein's emphasis on beliefs does not encompass the emotional and sensory aspects of awareness.

Integrating Schwartz's (2022) multidimensional approach can provide a fuller assessment of students’ felt awareness, encompassing reactions, reflections, and sensory responses elicited by research topics. Examining emotional awareness indicates how students directly relate to and interact with critical themes. This point of view also explores how physiological sensations contribute to awareness, which is particularly pertinent when discussing subjects that have a profound physical effect.

Below is a summary of the three authors' definitions of awareness across the

<i>dimensions of knowledge, belief, and feeling. (see Table 1.5) </i>

<i><b>Table 1.5. Dimensions of awareness </b></i>

Knowledge

State of being knowledgeable, conscious, cognizant. Can validate sensory inputs without comprehension.

Not explicitly

discussed. ^{Not explicitly discussed.}

Belief Not discussed.

Subjective state of perceiving and interpreting beliefs to guide decisions.

Not explicitly discussed.

Feeling Not discussed. ^{Not explicitly} discussed.

Conscious experience of internal/external

sensations, emotions that shape sense of being.

By combining these three definitions of awareness, a thorough assessment may be made of the various levels of students' perceptual processes, filtering systems, and feelings that influence their comprehension. This enables the assessment of both

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surface recognition and the exploration of subjective experience and personal connections that constitute “felt” knowing, which ultimately drives learners' construction of meaning. Therefore, an integrative application of conceptual frameworks provides analytical tools to uncover students’ complex and evolving awareness.

<i><b>1.1.8. Types of reading strategies </b></i>

This section discusses classifications of reading strategies by researchers like Block (1986), Carrell (1989), and Kong (2006). They categorize strategies into text-driven approaches focused on processing letters, words, and textual information (bottom- up) versus think-aloud approaches leveraging background knowledge and textual organization (top-down). Additional strategies involve target language knowledge and self-regulation during reading. While numerous reading comprehension strategies exist, the current study aims to specifically examine text-driven and think- aloud strategies utilized by PPC 2 students. Text-driven strategies provide instructed guidance to approach the text, aligned with methods. Think-loud strategy allows students to apply their unique backgrounds and perspectives to reading. By analyzing these particular reading approaches used spontaneously by students, the researchers hope to identify effective techniques to enhance comprehension and engagement among PPC 2 readers.

<i>1.1.8.1. Text-driven strategies </i>

Reading strategies are intentional methods and actions that proficient readers use to improve comprehension and overcome difficulties in understanding (Garner, 1987). These approaches focus on various levels of text processing, ranging from basic decoding to more advanced evaluation. There is a clear difference between top- down and bottom-up text-driven techniques.

<i>a. Bottom-up strategy Definition </i>

According to Birch (2002), bottom-up strategies refer to text-driven methods that utilize the analysis of smaller lexical, grammatical, and syntactic elements to help readers comprehend entire texts. Readers meticulously examine elements such as

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letter patterns, word formations, sentence constituents, meaning, discourse markers, and propositions in order to understand texts that rely on linguistic structures.

Similarly, Nuttall (2005) characterizes bottom-up reading as a strategy where the reader systematically examines individual words, phrases, sentences, and paragraphs to construct comprehension of the text by analyzing its constituent elements, rather than relying on preconceived notions about its overall significance.

However, in the present study, only Brown's (2007) conceptualization is utilized for the analysis of student data. Brown highlights the significance of bottom-up strategies in language processing, which involves recognizing and interpreting linguistic cues and organizing these elements to gain comprehension. The specific emphasis on analyzing linguistic elements corresponds to the English proficiency levels of the readers being studied. When students who are learning English as a foreign language use a bottom-up strategy, they are likely to focus on basic perceptual processing at the letter, word, and simple sentence level. This is based on their developing understanding of vocabulary, morphology, and syntax. Anticipating inexperienced individuals to effectively utilize discourse markers, intricate grammatical structures, or draw sophisticated conclusions appears impractical. Therefore, Brown's focus on acknowledging and organizing fundamental components accurately captures the bottom-up strategies that these young readers can utilize. Birch and Nuttall provide more sophisticated descriptions, assuming the incorporation of more complex information and sections. For young learners who are non-native English speakers, Brown's "data-processing" perspective accurately represents the fundamental process of constructing meaning from the bottom-up, without overestimating their level of linguistic proficiency. The model he proposes offers a suitable structure for coding and assessing the bottom- up reading strategy that are reasonably displayed by basic language students at the initial stage.

<i>The importance of bottom-up strategy </i>

Comprehension greatly relies on bottom-up reading strategy that prioritizes the identification and interpretation of language elements. By meticulously focusing on letters, sounds, words, and phrases, readers can extract and construct meaning,

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making it the fundamental method of text processing (Birch, 2002). Bottom-up skills provide systematic strategies for those who have difficulty with basic decoding and word recognition, which might impede their ability to comprehend more complex information (Afflerback, Pearson & Paris, 2008; Felvégi & Matthewson, 2012). Therefore, the acquisition of basic perceptual and decoding skills enables the effortless and automatic recognition of words, which is crucial for achieving fluency and preserving cognitive capacity for the process of deriving meaning (Samuels & Flor, 1997; Hudson, 2007).

Specifically, the bottom-up strategy enhances comprehension by encouraging methodical associations between letters and sounds to recognize words. Readers employ the examination of spelling patterns, morphology, syllables, and phonemes to effectively decode the intended meaning of words (Ehri, 2005). To avoid making false assumptions or guesses based on scant visual clues, it is important to establish accurate connections between phonological and orthographic elements. This is particularly important for highly skilled readers (Rayner et al., 2001). Inexperienced readers need clear and detailed explanations of language components. Bottom-up reading follows strictly the predetermined sequence of textual signals, without any deviation, in contrast to the top-down strategy. This strict commitment ensures clarity and provides necessary terminology to facilitate understanding at the sentence and paragraph level.

In addition, focused bottom-up reading fosters disciplined reading practices for sustained growth (Grabe, 2004; Anderson, 2013). The deliberate practice and repeated application of basic decoding skills contribute to the development of motivation, expertise, and neural connections necessary for automaticity (Samuels, 2006; Kuhn et al., 2010). By extensively studying basic recognition, students acquire skills that can be used in more intricate academic texts (Spichtig et al., 2016). Initial training from the bottom-up strategy plays a crucial role in developing reading skills that last throughout an individual's life.

Ultimately, the bottom-up strategy effectively addresses difficulties by addressing the fundamental deficiencies in skills. Focused practice enhances specific areas, such as phonics and vocabulary in which students demonstrate

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deficiencies (Torgesen, 2004; Suggate, 2014). Prompt recognition reduces annoyance and enhances one's belief in their ability to achieve success when students can understand words and basic sentences (Solheim, 2011; Boakye et al., 2018). This impetus subsequently drives additional advancement.

Essentially, the bottom-up reading strategy carefully analyzes linguistic signals to develop a strong basis for comprehension. Mastering decoding and word recognition makes fluency critical for higher-order meaning construction. Targeted remediation and transferrable discipline prepare students for ongoing growth and improvement. Although the bottom-up approach alone is insufficient for total comprehension, high-level interpretation is entirely ineffective without strong word recognition abilities, which are only provided by these fundamental text-driven strategies. Effective bottom-up decoding paves the pathway to skilled reading.

<i>b. Top-down strategy Definition </i>

According to Block (1986), top-down strategy refers to methods that use prior knowledge and deductions to understand texts based on broad themes and concepts, rather than specific linguistic structures or elements. Readers use a comprehensive approach to understanding by utilizing pertinent background knowledge and formulating reasonable anticipations about the topic while reading.

According to Carrell (1988), a top-down perspective on reading can be seen as a psycholinguistic activity where the reader uses anticipation and prediction to interpret the author's intended message. Readers employ their preconceptions and expertise to infer the meanings of novel words and subsequently validate or modify their assumptions as they progress in reading to comprehend the entire text.

However, in this study, only Goodman's conceptualization, as stated by Sabouri (2016), is utilized for the analysis of student data. Goodman highlights the significance of top-down reading, which is a reader-centered and interpretation- focused approach that prioritizes the reader's participation rather than specific textual elements. This is particularly relevant to the students' intermediate English proficiency levels that were assessed here. While they possess sufficient vocabulary

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and grammar knowledge, their comprehension still benefits from leveraging personal experiences to actively relate to themes and ideas conveyed. Goodman's reader-centric perspective is more effective in understanding the top-down strategy that these students can realistically employ by making educated guesses using their prior knowledge. Block and Carrell provide intricate characterizations that require advanced learners to critically evaluate and recreate technical features that may be challenging for intermediate learners at this time.

<i>The importance of top-down </i>

Utilizing the top-down reading strategy, readers can significantly improve their reading competency by employing their existing knowledge and making predictions to comprehend texts. According to Carrell (as cited in Nagao, 2002), top-down reading is the process of using context and expectations to make educated guesses about meanings and confirm concepts while reading. When readers can establish connections between texts and their existing knowledge, their motivation continues reading out of genuine interest increases. Nagao (2002) contends that explicit instruction of top-down processing is necessary to enhance active reading comprehension.

Rao (2003) elucidates that top-down strategy aims to reduce reliance on language intricacies by utilizing prior knowledge to effectively comprehend meaning. Top-down reading largely depends on enough prior knowledge to assimilate new information. The entire efficacy is contingent upon the readers' lexicon, global understanding, and overall aptitude.

Significantly, the practice of top-down reading enhances the ability to grasp the context, which is crucial for proficient comprehension rather than mere word recognition. When interpreting, readers take into account complete texts rather than individual sentences in isolation. This comprehensive method fosters the development of analytical reasoning by promoting deductions derived from overarching themes and concepts.

In addition, the top-down strategy encourages purposeful reading by compelling readers to establish clear objectives from the outset, whether it be to

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gain an overview of the information, extract specific details, or comprehend fundamental concepts. Comprehensive understanding of entire messages is achieved, rather than being hindered by fragmented components. Applying pertinent previous information enhances the total significance.

Additionally, the prioritization of a top-down strategy cultivates the ability to analyze information critically and infer implicit meanings. Readers can enhance their understanding by connecting new material to their current knowledge, enabling them to draw logical conclusions and acquire a more profound understanding. This approach involves the application of advanced analytical skills rather than simply engaging in passive reading. Readers also find pleasure in the participatory aspect of linking concepts and drawing conclusions.

In short, top-down reading utilizes prior knowledge to actively anticipate and verify meaning, facilitating efficient and purposeful understanding focused on the overall contextual importance. This strategy develops essential critical and inferential skills that proficient readers naturally employ. Providing explicit teaching on strategy from the top-down approach equips emerging readers with the necessary skills to attain a more profound and involved reading experience.

<i>1.1.8.2. Think-aloud reading strategy Definitions </i>

There are many different views on the think-aloud reading comprehension strategy. Each perspective is evaluated according to various factors, including behavior, problem-solving methodology, and textual approach. Below are three concise descriptions of the think-aloud strategy:

Cohen, Louis, et al. (2007):

<i>Think-aloud means that readers are expected to report their thoughts while reading rather than to analyze their behavior as in introspection. </i>

Van Someren, et al. (1994):

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<i>Think-aloud is a problem-solving process in which the subject continues to talk and verbalize out loud whatever thoughts arise in their minds while performing the task. </i>

Oster (2001):

<i>Think-aloud is a strategy in which students convey their thoughts while reading for readers to learn how to comprehend a text. However, unlike introspection, students are not required to examine their behavior. </i>

I chose to apply Oster's (2001) conceptualization of the think-aloud strategy for analyzing student data in this study because it aligns most closely with the intermediate English comprehension abilities of the students examined. Oster defines think-aloud as simply verbalizing thoughts during reading rather than deeper behavioral analysis or group discussion. This matches the realistic capabilities of these students better than the more advanced definitions from Cohen et al. and Van Someren et al.

At their present level, requiring students to spontaneously communicate their thoughts while reading can offer valuable insights into comprehension challenges without overwhelming cognitive functions or surpassing expressive capabilities. Introspection or collaborative examination appears overly intricate. Oster's focus on effectively communicating ideas to showcase comprehension is also aligned with evaluating whether students actively participate in texts. Given the objective of identifying reading difficulties, a simple think-aloud strategy seems more suitable for this context compared to more complex applications. The students are capable of effectively expressing the opinions that they would have while reading on their own. Definitions based on advanced analysis or complex transactions provide impractical standards for intermediate learners' English competency.

<i>The importance of think-aloud </i>

The think-aloud strategy, in which students articulate their views aloud while reading, offers valuable insights into understanding and fosters the development of critical thinking skills. According to Oster (2001), think-aloud is a strategy that allows readers to make their internal thought processes audible, revealing how they

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create meaning and assess their comprehension. Through verbalizing their thoughts, students expose the exact locations and reasons for breakdowns.

Teachers can directly identify student challenges that are frequently concealed. According to Myer (1989), the use of think-aloud strategy was particularly advantageous in pinpointing areas of weakness among students who are not familiar with the school system and are facing difficulties. Given that each student has a distinct learning style, this strategy enables tailored assistance by identifying specific obstacles. Subsequently, teachers can customize suitable interventions.

In addition, think-aloud activities cultivate essential metacognitive abilities necessary for self-directed learning. When students are compelled to articulate their internal thoughts, they have an increased level of conscious awareness of their understanding and ability to solve problems. This self-monitoring involves reflecting on the learning process to assess and control progress. Through the process of vocalizing their thoughts while reading, students acquire the ability to employ tactics rather than solely depending on teachers.

The think-aloud process demonstrates skilled strategies for tackling intricate issues, showcasing the progression of analytical thinking. According to Oster, students witness teachers expressing their thoughts in words while reading challenging material. Exposure to effective methods of logical thinking and decision-making enables pupils to develop and apply critical analysis skills.

Furthermore, research indicates that the think-aloud method has a direct positive impact on academic achievement. Henry (2008) found that students who utilized the think-aloud strategy achieved notably superior scores on reading tests. This edge highlights the enhanced understanding and ability to rectify oneself that arises from expressing one's comprehension. Therefore, it is crucial to provide explicit think-aloud training to students, as it allows them to practice articulating their thoughts, questioning the meanings, and monitoring their progress.

In summary, the think-aloud reading strategy allows glimpses into student challenges that enable targeted support while modeling expert analytical approaches. The metacognitive emphasis teaches self-monitoring to build discipline

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and stamina. Students also transfer vital comprehension strategy instruction through explicit modeling. Consequently, systematic think-aloud practice cultivates crucial independence and self-awareness that empower students to tackle complex

There are some studies adapting bottom-up, top-down, and think-aloud strategies. First, the research by Shin and Keefe (2018) entitled “The Effects of the Use of Top-down Strategies and Bottom-up Strategies on Reading Comprehension.” This study examined the effects of top-down and bottom-up strategies on reading comprehension. The results showed that using the top-down approach, such as making predictions and activating background knowledge, significantly improved reading comprehension compared to only bottom-up strategies.

Second, research conducted by ầubukỗu and Topuz (2014) entitled “Applying Top-Down and Bottom-Up Strategies in Reading Classes: A Case Study” This case study looked into the use of top-down and bottom-up reading strategies in a reading class. According to the findings, both strategies improved students’ reading comprehension skills, contributed to a better understanding of the text, and increased overall engagement in reading activities.

<i><b>1.2.2. Think-aloud strategy </b></i>

Regarding experience-based strategies, the researcher found some studies about think-aloud strategy. First, research by Alqahtani (2015) conducted a study titled “The Effects of Think Aloud Strategy to Improve Reading Comprehension of 6th- Grade Students in Saudi Arabia.” The findings revealed that many students in the country fail to achieve reading comprehension due to the ineffectiveness of traditional methods. This quantitative research study included twenty sixth-grade students. Students in the experimental group who used the think-aloud strategy consistently outperformed those in the control group taught using traditional reading

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methods. To summarize, the think-aloud strategy aids in improving reading comprehension and should be regarded as a potentially valuable alternative strategy to the conventional reading process in Saudi Arabia.

<i>Table 1.6 shows that the conceptual framework integrates vital concepts of bottom- </i>

up, top-down, and think-aloud reading comprehension strategies based on established models from Brown (2007), Goodman, and Oster (2001). This synthesis standardizes criteria to code and interpret learner data rather than rely on subjective assessments. Specifically, Brown’s bottom-up model involves processing linguistic components, decoding units, and assembling these to construct meaning. Goodman’s top-down approach centers interpretation on reader engagement and experiences to guess meaning. Finally, Oster defines think-aloud as verbalizing thoughts while reading without examining behavior or group discussion. By extracting essential elements of each theory, the framework provides validated guidelines to identify and analyze the various reading techniques students employ. Applying these respected models in conjunction serves the purpose of accurately categorizing the comprehension strategies exhibited in the dataset using accepted scholarly concepts. The integrated framework moves beyond intuition to ground

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analysis in empirical evidence within the literature on reading processes. Leveraging these existing expert perspectives enriches interpretation reliability and analytical consistency. Table summarizes the Conceptual frameworks which are

<i>adopted to analyze the data in the current study. (see Table 1.6) </i>

<b>2.1. Summary </b>

The research examines reading comprehension strategies, specifically bottom-up, top-down, and think-aloud approaches. The bottom-up strategy analyzes textual elements like words and sentences to construct meaning. The top-down technique utilizes background knowledge to guess meanings. Think-aloud involves verbalizing thoughts while reading. The paper explores the conceptualization and application of these strategies. For example, Brown's bottom-up reading model focuses on processing linguistic signals and basic units to decode texts. Goodman's top-down approach centers interpretation on the reader's engagement and experiences to guess the meaning. Oster defines think-aloud as conveying thoughts aloud while reading to demonstrate comprehension without examining behavior. The paper synthesizes these models into a framework to identify and analyze the reading strategies students employ.

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<b>Chapter 2: METHODOLOGY </b>

In this chapter, the researcher wants to offer an overview of the research design, including the research setting, participants and samples, instruments of data collection, data collection procedure, and data description.

<b>2.1. Research design </b>

The process of gathering and evaluating numerical data is known as quantitative research. This type of research is done to define, predict, or regulate variables of interest. This research helps evaluate the causal linkages among variables, make predictions, and generalize results to wider groups. The goal of quantitative research is to put an existing theory or hypothesis through a test and ultimately accept or reject it depending on the test's findings.

Bryman (2004), Creswell and Plano Clark (2007) mixed-methods research is a research methodology that entails gathering and analyzing quantitative and qualitative data to investigate different aspects of a single study or program of inquiry. According to Creswell (2009), in mixed methods research, researchers may incorporate quantitative and qualitative approaches to deepen their understanding of an inquiry or issue. Alternatively, they could use one technique to clarify or build on results from the other approach. For data collection and analysis, this study used a sequential explanatory design, a type of mixed-methods design, with quantitative evidence primarily serving as a springboard to allow questions to develop that were then examined qualitatively for more detail and insights into how the quantitative results had emerged and to assess their significance.

The plan for this research was to use a mix of methods, called convergent parallel design. It tried to collect both numbers and descriptions. The quantitative data was meant to be gathered through questionnaires so that we could see how reading strategies affected students’ awareness and how well they worked, and another questionnaire for teachers would be used to get the roles of reading strategies in language learning. After getting the quantitative data from the surveys, interviews would be used to get more detailed information about how the students felt. Still, the information from the three questionnaires was enough to answer all of

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the study questions. Since the interview didn’t happen, there was no qualitative data to collect.

Therefore, this study was a quantitative one. It was done with a plan that was a quasi-experimental design. Creswell (2012) says that during a quasi-experiment, the investigator selects intact groups and decides which participants will be in which groups without randomly picking them. The sample for this study was made up of two complete classes.

<b>2.2. Data collection </b>

<i><b>2.2.1. Research setting </b></i>

This study was situated at People’s Police College II, the armed forces located in Thu Duc City, Ho Chi Minh City, and focused on specialized training programs. The intensive curriculum and demanding project load necessitate additional English language practice for students. Moreover, students vary in age due to the vocational nature of the courses. Hence, first-year undergraduate students majoring in criminal

<b>justice and enrolled in English at the A2 CEFR (Common European Framework of Reference for Languages) level were selected as participants. Specifically, intact </b>

classes undergoing ten reading comprehension lessons over five units as part of their existing communicative English curriculum using the textbook Life Elementary (Hughes et al., 2021) were designated for the research sample. The classes met twice weekly for six-period sessions. The intervention and data collection for the study took place over the entire duration of the reading periods. Conducting the quantitative quasi-experiment within the students' regular English course provided a realistic educational setting.Participants and samples

The researcher conducted a preliminary survey of ten female English teachers with master's degrees and over ten years of experience at the Faculty of Foreign Languages and Informatics at PPC II before testing with two experimental classes. All ten teachers surveyed teach the Life curriculum (Elementary textbook by John Hughes, Helen Stephenson, and Paul Dummett version 2021) at the A2 level.

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The researcher gave a preliminary examination of the group before experimenting with members of the experimental class (henceforth EC). To assess the students’ effect on acquiring reading strategies, a questionnaire was finally given to the EC. This was done so that the results could be analyzed.

According to Creswell (2014), a population is any group of individuals who share one or more characteristics of interest to the researcher. The participants in this research will be all freshmen at PPC II. The total participants are 512 students, which are divided into ten classes. Best and Kahn (1993) contended that a sample is a small proportion of the population chosen for observation and analysis. In this research, the model of the study will have 102 students who are taking English in two classes.

The students had five units, including ten periods of reading comprehension. They joined two meetings a week; each meeting included six periods. The researcher used all reading periods. Communicative English classes at elementary levels have been taught there with the Life - Elementary textbook by John Hughes, Helen Stephenson, and Paul Dummett version 2021.

Only elementary-level students were chosen because most of the classes at the College are at the basic level and the researcher has been teaching at that level. She wants to learn more about the problems elementary-level students face so she can improve her teaching in the future. Also, getting to the people was easy for the researcher.

The participants were chosen for the study using a sampling technique known as convenience sampling. Because the police students were required to be on duty or participate in some additional activities, random sampling, and random assignment were not options that were available. The first study class met on Tuesdays and Thursdays, and the other on Mondays and Fridays because they would provide the researcher with the most amount of flexibility when it came to manipulating the treatment using the EC. The first class (Police of Administrative Management on Social Order) had 50 students, and the second one (Police of Criminal Investigation for Hot Traces) had 52 students.

</div>