Documente Academic
Documente Profesional
Documente Cultură
VŨ THU THỦY
VŨ THU THỦY
First and foremost, I would like to register my profound gratitude to Ms. Pham
Minh Tam, my supervisor, for her invaluable instruction, expertise and
encouragement.
i
ABSTRACT
In current English Language Teaching (ELT), communicative competence is the
most important goal for learners but it is a big problem of Vietnamese students.
This can be seen obviously in English classes, especially in Reading sessions.
The reason for that may be they lack opportunities of practicing talking in
English and linking their knowledge to the learnt issues. Students, consequently,
feel embarrassed or even afraid of talking in public and pretend that they can
understand easily the content of the lesson despite the opposite fact. This
situation urges teachers trying to involve students in the activities in class to
make sure that they are able to fully understand the lessons. Amongst numerous
solutions offered by teachers, the exploitation of Elicitation is one of the most
common ways. In this research, Elicitation is examined in three aspects: what the
commonly used Eliciting techniques are, how they affects students’
comprehension ability in Reading classes, and what attitude teachers have
toward them. For the accomplishment of these purposes, the teachers and the
first-year students in the Faculty of English Language Teacher Education of
University of Languages and International Studies has participated in the
research with the triangulated data collection method of classroom observation,
interview, and questionnaire. The collected data were then processed and
analysed to find the answers for students’ response to the use of Eliciting
techniques by teachers. The study also aims to point out the benefits of
employing Elicitation in teaching Reading as well as the problems teachers may
encounter when using those techniques and figure out the solutions to them.
Eventually, the whole research process entailed several practical implications
and suggestions for this method to be well conducted in teaching Reading.
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS………………………………………………………i
ABSTRACT ……………………………………………………………………. ii
LIST OF TABLES……………………………………………………………...vii
LIST OF FIGURES…………………………………………………………….vii
CHAPTER 1: INTRODUCTION………………………………………………..1
1.1. Statement of the problem and the rationale for the study ………………..1
iii
2.1.1.1. Definitions of Eliciting ………………………………………..9
CHAPTER 3: METHODOLOGY…………………………………………….. 26
iv
3.1.2. The students in the Faculty of English Teacher Education………...27
v
4.3.2. Benefits of using Eliciting Techniques in Reading classes perceived
by the teachers …………………………………………………….51
CHAPTER 5: CONCLUSION………………………………………………….56
REFERENCES …………………………………………………………………63
APPENDICES…………………………………………………………………..67
vi
LIST OF TABLES
Table 1. Major techniques applied by the teachers to exploit
Elicitation in reading class for the first-year students…………..p. 34-35
Table 2. Different ways of assessing Eliciting techniques in Reading
classes by teachers………………………………………………… p. 43
Table 3. Students’ reaction to Eliciting techniques used by teachers
in Reading classes …………………………………………………. p.45
Table 4. Students’ opinion of Eliciting techniques that teachers use
in Reading classes ………………………………………………….p. 47
Table 5. Teachers’ preparation for Eliciting in teaching Reading …………..p.50
Table 6. Teachers’ opinions on the benefits of using Eliciting in
teaching Reading …………………………………………………...p. 52
Table 7. Teachers’ difficulties in using Eliciting techniques in teaching
Reading ……………………………………………………………p. 53
LIST OF FIGURES
Figure 1. Teachers’ aims in using Eliciting techniques in teaching
Reading ……………………………………………………............p.39
Figure 2. Teachers’ assessment of their using Eliciting techniques
in teaching Reading ……………………………………………….p. 42
Figure 3. Teachers’ opinion of the importance of using Eliciting
in Reading classes ………………………………………………...p. 49
vii
CHAPTER 1: INTRODUCTION
1.1. Statement of the problem and the rationale for the study
One of the most common ways to attract students in the lesson is eliciting, “a
technique used by the teacher during the lesson that involves the language
learner in the process of discovering and understanding language” –
mentioned ESLFocus Teacher Expert (2009) in www.eslfocus.com.
“Eliciting helps to develop a learner-centred classroom and a stimulating
environment, while making learning memorable by linking new and old
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information” (Darn, 2009, from Teaching English of BBC website). Teachers
can apply it in the lessons by asking questions, using a visual or providing a
simple definition of something. Therefore, theoretically, it is an effective way
to activate students in a lesson. However, the fact that students are not eagerly
involved in the Reading lessons hypothesizes about the teachers’ exploitation
of Eliciting in Reading sessions: they are likely to be ignored or limitedly
used. This results to the less interaction between teachers and students and
silent class atmosphere. It is the reason why the researcher chooses to
investigate the current situation of exploiting eliciting techniques in teaching
Reading.
Moreover, CLT is not widely applied in many high schools in Vietnam for
several reasons: the major aim of high-school-students is to pass the national
entrance exams; they only learn to get high achievements for showing off; or
the teachers are not qualified enough. Thus, CLT is more favourable in
English specialised schools, for example the University of Languages and
International Studies (ULIS) of Vietnam National University. In addition, the
academic year 2009-2010 is the first time that the fourth year students in the
Faculty of English Language Teacher Education, ULIS are allowed to have
Practicum Program with the first year students. This is a great chance for the
researcher to have direct interactions and observations of the Reading lessons
of the first-year students and to investigate the real situations of the
investigating issue – the use of eliciting techniques in Reading classes.
With all the above reasons, a research is conducted to verify the hypothesis of
using Eliciting Techniques with the title: The Exploitation of Eliciting
Techniques to Enhance the Reading Comprehension Ability for The First-year
Students at ULIS, VNU
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1.2. Research aims and research questions
In doing the research, the author wants to discuss three main issues. Firstly,
the study investigates what techniques the teachers employed to elicit
information to help students fully understand the Reading texts. Secondly, it
examines the teachers’ and students’ evaluation on the effectiveness of
eliciting techniques. Thirdly, the study aims to identify the benefits expected
by teachers when they use Elicitation as well as the encountered problems in
the process of using these eliciting techniques, followed by some suggestions
to overcome these problems. These objectives are accomplished by answering
the following questions:
The research targets at the first-year students as they are the direct subjects of
the Practicum Program in which the lessons are taught by the forth-year
themselves. It provides the researcher a great opportunity of fully examining
the real situations successively to get frequent and reliable data. Besides, their
Reading lessons are in the fixed schedule with fixed aims for the entire course
which is PET (Preliminary English Test) which is similar to Level B1 in the
Common European Framework of Reference. This level is described as the
ability to:
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- Understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc.
- Deal with most situations likely to arise whilst travelling in an area
where the language is spoken
- Produce simple connected text on topics which are familiar or of
personal interest
- Describe experiences and events, dreams, hopes & ambitions and
briefly give reasons and explanations for opinions and plans
The study is restricted to the main stream first-year students at the Faculty of
English Language Teacher Education, University of Languages and
International Studies of Vietnam National University, Hanoi, as they
represent the majority which can provide the reliable results.
Besides, the study only focus on the Eliciting techniques which are commonly
used in classes such as asking questions, using visuals or providing definition
and examples to get information from students and help them to understand
texts better.
The research is expected to have a certain impact on the way how Reading
comprehension is taught by encouraging teachers’ Elicitation in Reading
classes. It is justified by the positive evaluation of both teachers and students
in the Faculty of English Language Teacher Education, University of
Languages and International Studies on enhancing comprehension ability of
students and involving students in class activities as a result from exploiting
Eliciting techniques. It also evaluates the most common problems and their
solutions suggested by teachers to smooth the lessons. In addition, this study
serves as a referential material for both the researcher and other EFL teachers
in teaching Reading.
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1.5. Methodology of the research
1.5.1. Design
The study starts with a Literature Review with the premise from some
previous related studies. It describes the situations, discusses the issues related
and suggests some solutions to existing problems.
In this research, observations were chosen as the most important tool because
it is the most effective technique to record the learners and teachers’
behaviour. In addition, in-depth interviews in combination with
questionnaires were also employed to get the supplementary data to support
the researcher in analyzing and discussing the issue.
1.5.2. Sampling
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1.5.3. Data collection instruments
In order to collect the most reliable and valid data for the research, three
applied instruments were observation schemes, interviews, and
questionnaires.
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The participants were contacted in advance to ask for permission before
carrying out the collecting data stage.
1.5.3.3. Questionnaire
As the classroom observation could not involved all the teachers in the
Faculty of English Language Teacher Education who are expected to
participate in the research, questionnaires were a good choice to collect more
information. The questionnaires were designed to get the answers for all the
three Research Questions.
This stage consisted of three steps related to activities carried out both out of
class and inside classrooms.
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1.5.5. Data analysis procedure
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CHAPTER 2: LITERATURE REVIEW
This second chapter will define some key concepts discussed in the research:
“Eliciting techniques” and “Reading comprehension ability”. After that, the
overview of some related studies will be shortly described to justify the
objectives of this research paper.
2.1.1. Eliciting
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- The teaching of new knowledge is often based on what the learners
already know
- Questioning assists in self-discovery, which makes information more
memorable
Moreover, Doff (1988, cited in To & Nguyen, 2009, p.12) emphasized on one
of the most obvious advantages of teacher’s using eliciting that is “Eliciting
gives teachers a chance to see what students know and what they do not, and
so adapt their presentation to the level of the class”. That way will involve all
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members in class in the lesson, the stronger ones will not be bored with the
“too easy” questions and the weaker ones will not be panic because of their
slower understanding.
On the one hand, eliciting is a powerful tool of the teachers with many
benefits they can gain. On the other hand, it also challenges teachers with
several difficulties it can create.
Other hindrances may result from both teachers and students. Specifically,
they are also stated by Case (2009) as follows:
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With all these listed advantages and disadvantages, it should be noted that
eliciting clearly contributes to student involvement but it does not always
produce the desired or expected results. That is the reason why teachers
should selectively use this efficient tool in class.
In the viewpoint of Richards and Rodgers (1986, cited in To, 2008, p.22),
technique is “an explicit procedure employed to achieve a particular teaching
and learning objective or set of objectives.” This procedure is commonly
organized in class in the means of classroom activities, exercises and devices
to present and practice new targeted language.
Thus, the Eliciting techniques discussed in this study involve the students’
process of discovering and understanding guided by teachers. Elicitation can
be applied in explaining vocabulary, grammar, experiences, and ideas. By
eliciting, learners are given the chance to actively participate in the learning
process, expressing their acquired or intuitive knowledge, and studying
critical thinking which will enhance their language abilities by adding
knowledge to what they already know.
Doff (1988, cited in To & Nguyen, 2009, p.12) pointed out that “Eliciting can
take place at any stage of the lesson and is mainly done by asking questions”.
Questioning is crucial to the way teachers manage the class, engage students
with content, encourage participation and increase. According to Steve Darn
(2010), a trainer in Izmir University of Economics, Turkey, there are two
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main types of questions in classroom: Display questions and Referential
questions.
- Display questions are designed to elicit learners’ prior knowledge and to check
comprehension. They often focus on the form or meaning of language structures
and items, and the teacher already knows the answer.
- Referential questions. These require the learner to provide information, give an
opinion, explain or clarify. They often focus on content rather than language,
require ‘follow-up’ or ‘probe’ questions, and the answer is not necessarily known
by the teacher.
- Showing pictures
Following Doff’s point of view (1988, cited in To & Nguyen, 2009, p.12-
13), it is commonly believed that “One of the easiest ways to elicit new
vocabulary (or structures) is by using pictures, either in the students’
textbook or brought in specially”. It is aimed to set the scene for teachers
to ask students some questions about the related topic like “what they see
in the pictures, why they think it happens, what they think will happen
next and how they feel or what they think about it”. This is the most
interesting way to give students chances to practice guessing and also
motivate them in studying at the same time.
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convey a message about how speakers – teachers in this case – think or
feel. Therefore, to be effective as an instructor, teachers need
communication skills that should include careful listening, speaking
clearly in a well-modulated voice, and using reinforcing body language.
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- Simple definitions: teachers using synonyms, antonyms, dictionary
descriptions and physical descriptions
- Operational definitions: teachers will explains by purpose descriptions
and combination descriptions which answer the two questions: “What
something does” and “How it works”
- Lexical definitions: they are the most complicated type of definition
which requires wide background knowledge. They often include
etymology, word history, etc.
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teaching Reading – a perceptive skill. It is the focus of the researcher in this
study.
2.2.1. Reading
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b. Purposes of reading in general
All those types of reading aim to “get something form the writing” (Nuttal,
1989, p.2-3). He mentioned that “Reading is to get a message from the text”.
As a result, it is significant to clarify the particular purpose when we read,
since Nuttall believes that there are different reasons for different ways of
reading (p.44).
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Then what is “Reading comprehension”?
Dr. Keith Lenz from the University of Kansas (2005, p.7) stated that:
“Reading comprehension is the process of constructing meaning from text.
The goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the
reader and the writer. The process of comprehending involves decoding the
writer's words and then using background knowledge to construct an
approximate understanding of the writer's message.”
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to “mix and digest” the formed information in reading process, i.e. the level of
understanding in readers’ mind about the issues mentioned in the given texts.
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a. Purposes of reading of second language learners
As pointed out by Rivers and Temperley (1978, cited in Nunan, 1989, p.34)),
second language learners may read in another language for the following real-
life purposes:
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b. The exploitation of Eliciting techniques in a Reading lesson
o Pre-reading stage
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o While-reading stage
Later on, students are lead into the main reading activity of the lesson. In
this second stage, teachers are guiders who will help students to:
The Eliciting techniques applied in this stage widely vary to fulfill the
two main goals. However, it is the most common to use the ones like
guessing new words in contexts, asking questions to note - taking.
o Post-reading stage
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2.3. Related studies
Teaching approaches and techniques are the “fertile ground” for numerous
researchers in many decades as the desire to perfect the education system
keeps rising in society. The researches on improving the effect of teaching
and learning Reading as the second language are one of them. Many experts
dug deep in the basis of Reading to discover its nature and its features to build
up the techniques to help the learners easier in reading and learning to read.
Whereas few systematic studies have been found, plenty of initiatives have
been taken in order to authenticate reading in the classroom. One of them has
been suggested by Vogt (1997) in her journal article “Cross-Curricular
Thematic Instruction”. Vogt believes that the inclusion of a variety of content
areas from narrative and expository literature to "real world" materials could
help students to vary their experience and thus, well prepare them for future
"real-life" reading tasks. Specifically, she refers to a selection of texts of
different difficulty levels, teachers’ elaboration of new concepts, students’
group-work and role-play activities as several notable techniques to
authenticate reading in an ESL classroom.
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and new knowledge in the lexical systems of learners. Also, he draws readers’
attention on the meaningful contexts and the immediate opportunities for
students to use vocabulary in real communication. That is the tasks teachers
should fulfill and also the aims they want to achieve.
Although there are many related studies on techniques in both teaching and
learning Reading in second language classes, the researcher finds it hard to
search for the researches specified in Eliciting itself as well as its techniques.
Despite the fact that Eliciting is used in almost all Reading classes as a
familiar teaching technique in Communicative Language Teaching approach.
In addition, it is claimed to be one of the most effective way to teach Reading
but its proofs are not satisfactory for readers and researchers, especially in
Vietnam. Such limitations obviously offer a gap for researchers to conduct a
study on the same target with the attempt to examine the effectiveness of
using Eliciting techniques in teaching, particularly in Vietnam University.
In this chapter, the theoretical background of the study has been briefly
reviewed with the key concepts which are Eliciting techniques, Reading
comprehension and Reading comprehension ability of students. Most
importantly, it pointed out that Elicitation can be used in every stage in every
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Reading session with the major objective of helping students understand texts
easily and thoroughly. In addition, the review of a number of related studies
in this chapter has detected a research gap which the researcher is pursuing to
bridge by seeking the answers to the three research questions.
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CHAPTER 3: METHODOLOGY
Chapter 2 has briefly reviewed the literature on the research topic for the
theoretical basis of the study. Next, this chapter 3 discusses the participants,
the research instruments, and the procedure of data collection and data
analysis as a means to maximize the validity and reliability of the whole
research.
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3.1. Participants
The process of data collection involved the participation of both the teachers
of English Division 1 and the first-year students in the Faculty of English
Language Teacher Education at University of Languages and International
Studies – Vietnam National University (ULIS – VNU) as follows:
However, for some reasons of further learning and private excuses, not all of
30 teachers are officially teaching the first-year classes. Moreover, because of
the intense teaching procedure and neat timetable, only 22 teachers can take
part in the research which is believed to be a large number of participants. It is
aimed to report the factual situations of English teaching and learning at their
schools as well as to share their valuable experience related to the topic.
The number of students in the first year in the Faculty of English Language
Teacher Education is large, about 500 people, which are divided into 24
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classes. They are all good students who can pass the entrance examination to
enter the university. They are all specialised in English, therefore they are
rather familiar and fluent in using English.
3.2. Instruments
For a collection of sufficient reliable and valid data for the study, classroom
observation, interview, and questionnaire were fully employed.
Since the exploitation of Eliciting techniques for ULIS first-year students was
a practical educational topic by its nature, classroom observation was also
employed since it is asserted that “Classroom observation helps to make
educational research more accessible and practical” (Hoang & Nguyen, 2006,
p. 55). Specifically, during a six-week practicum of the researcher at the
Faculty of English Language Teacher Education, the observation checklist
was completed for the implementation of the use of eliciting techniques in
Reading classes of first-year students.
As for the structure, the observation checklist (see Appendix 1) comprises two
parts:
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The second part contains the most important data for this study as it lists out
some common activities teachers used in teaching Reading as well as their
frequency and aims. Besides, researcher also added some criteria to the
observation scheme to evaluate students’ responses to Eliciting. Those criteria
were measured basing on student’s involvement in the lesson combined with
their answers in the interview followed.
3.2.2. Interview
Oral interview has been widely used as a research tool in applied linguistics.
In this study, researcher chooses the semi-structured interview as it is believed
to be “quite extraordinary” with its incredible rich data, full control and close
interactions. The questions expected in the interview have been planned as
followed:
o For teachers:
1. Do you think that you should use Eliciting Techniques in your class?
Why (Why not?)
2. Do you plan to use eliciting techniques when you prepare for the
lessons? (When you write the Lesson Plan for example?)
3. Can you give some comments on Ss's reactions/response to your
ways of eliciting?
+ Good (Ss understand) --> What might be the reasons?
+ Bad (Ss still confuse) --> What might be the problems? (Current
situations)
4. Do you have difficulties in using eliciting techniques? What are
they? (In general?)
5. What might be the solutions for those problems?
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o For students:
1. Do you have any comments on Reading lesson you just had? Do you
understand all the terms or explanation of the teachers?
2. I can see that in the lesson, T used _________ (the techniques used
by teachers), do you like it? (Yes/No, why and how?)
3. Do you think that way of teaching help you understand the lesson
better? Why and how? (Compare the result of the exercises you did
before and after listening to teachers’ elicitation and guide)
4. Do you like that way of teaching? What can you benefit/ gain from
it?
3.2.3. Questionnaire
The questionnaire includes ten questions which are written in the type of
multiple choice questions and open questions. It was sent to teachers via
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email to get the answer. For the complete questionnaire form, see the
Appendix.
Broadly speaking, the process of data collection could be put into three major
phases as follows.
- Phase 2: Interviews
- Phase 3: Questionnaire
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using Eliciting in teaching Reading, i.e. what the benefits and the
difficulties are.
Initially, the collected data were classified according to the three research
questions. That is, all of the data gathered from the teachers were mainly used
to answer the first and the third research question, whereas students’
responses would help to reply to the second one. Finally, a combination of
responses from both the teachers and the students were analyzed to address
the third question of the research paper.
After that, the students and teachers interviews were categorized into groups.
The results from the interviews would be the basis to compare the teachers’
and students’ opinions and to draw the conclusion of the effectiveness of
teachers’ applying eliciting techniques in Reading classes.
The data was enriched by collected information from the questionnaires. The
information was categorized by Microsoft Excel also and the statistic was
illustrated by the tables and figures. It helped researcher ensure the accuracy
of the data and findings for this study.
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3.5. Conclusive Remarks
This Methodology chapter has discussed the participants; the three data
collection instruments used namely observations, interviews and
questionnaires; the data collection and data analysis procedures as
justifications for the methodology of the research. The following chapters
present the research findings and discussion.
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CHAPTER 4: RESULTS AND DISCUSSION
In the previous chapter, the methodology applied in this study has been
clarified with descriptions and justifications of the choice of participants, the
instruments and the process of data collection and analysis. In this chapter, all
collected data will be analyzed and discussed to reveal the answers to each
research question in turn.
Collecting the data for the study, researcher saw that Eliciting techniques
were quite popular in teaching Reading. All the teachers noticed the
importance of interaction between teachers and students in class, which urged
them to employ the Eliciting techniques in their lessons.
As the result of class observation and the statistics from the questionnaire,
teachers – 22 participants in this study – commonly used eight techniques as
follows:
Number of Percentage
Techniques
respondents (%)
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Number of Percentage
Techniques (%)
respondents
The table shows that the teacher has applied different variations of Eliciting
techniques in their Reading classes.
The most common technique was ‘asking questions’ which had the highest
rate of 100% which means it was used by all the teachers involved in the
research. They used many questions on the first two stages of the lesson
which are pre-reading and while-reading. In pre-reading, the questions
focused on the background knowledge. The teachers thought exploiting
students’ common knowledge is a good way to lead them to the lesson and
make them more interested in it.
“I think it is beneficial as students will have chances to know what are they are
going to deal with in the lesson…”
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In the while-reading stage, questions were even employed more to get
students involved in the small discussions related to the Reading texts, or add
some information and some facts, for example, to the topic so that students
would have good interactions with the text itself, with the teachers and even
with the authors. That is a useful way to help students dig deeper in the issues
they are learning.
The second popular technique was ‘giving example’ which was followed by
‘linking the ideas of the text with student’s background knowledge’. Their
percentages were 81.8% and 72.7% respectively. These two techniques were
often employed in pre-reading stage to explain the topics or the key words of
reading texts. However, with the same aim to elicit vocabulary, teachers
seemed to avoid ‘directly giving definitions of words/ terms / concepts in
Reading text’ as it contributes only 27.3% which ranks seventh in eight used
techniques. One of the most common ways to apply this technique was the
combination of teacher’s description and student’s guesses. Interestingly,
these techniques were mixed quite smoothly by the teacher, which
successfully attracted the attention of students.
For example, “mediate” was a new word to students, so the teacher was the
one who give them definition. After that, teacher asked students to guess the
meaning of “mediator” and described the characteristics of a mediator in a
map as follows:
(Next page)
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After eliciting the characteristics, teacher asked student’s reasons for each to
activate their background knowledge. This way of teaching was proved to be
useful to students as they found it easy to understand and remember.
“I like the way teachers asking questions and explaining new words by mind-map
and graphs from the very first lesson. I find it really interesting. Teacher often give
us the definitions and let us think about the related things and concepts. It keeps out
brain working in the lesson so we can understand more and remember more
easily…”
“I like it (the eliciting techniques that teacher used) because it warms the class’s
atmosphere up…”
The forth ranked technique was ‘group discussion’ whose percentage was
54.5%. This technique was mostly applied in while-reading stage when
students are given texts and do the exercises. Students were also eager when
working in groups since it kept them motivated and “awake” because, in their
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opinions, “Reading lessons are mostly silent and even boring when we just sit,
read, and do the exercise silently”.
The next technique preferably used by the teachers in Reading classes was
‘explaining in Vietnamese’. Due to the fact that students in the first year of
University have limited vocabulary, they sometimes complain that the lessons
are difficult to fully understand as teachers use English most of the time.
Realizing this problem, some teachers adapted their explanation with the use
of the first language to get the best result for students. This way of teaching
was warmly welcomed by learners but it seemed to be unpopular.
The two least used techniques were ‘using visual aids’ and ‘organizing
games/quizzes’ whose percentages were 36.4% and 13.6% respectively. The
former was commented as “hard to use” and “unnecessary to use” in Reading
teaching by some of the teachers. They explained their reasons including “it is
time-consuming”, “it may distract students” or “my drawing is not good”, etc.
However, the teachers who could exploit the use of visual aids in teaching,
they could raise the motivation and attention of students to a remarkably high
level. The same case went with the teacher’s using games and quizzes in
teaching Reading. With just a very simple game like “The hang man” – a
game to guess new words – the teachers could involve almost all students into
the lessons and help them to remember the words in an easy and funny way.
Nevertheless, this technique was quite limitedly used.
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4.2. RESEARCH QUESTION 2: To what extent are these techniques
effective in improving students’ level of Reading comprehension as
perceived by the teachers and the students?
The discussions for this question examined the teachers’ and students’
evaluation on the effectiveness of eliciting techniques by finding out the main
aims of teachers when applying Eliciting techniques in Reading classes.
Figure 1.
Teachers' aims in using Eliciting techniques in
teaching Reading
Exercise checking 6
Exercises guidance 10
Aims
Vocabulary 18
Background knowledge 21
0 5 10 15 20 25
Numbers of respondents
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The chart illustrates the five main aims of teachers when they used Elicitation
in Reading classes.
It is notable that most obvious goal of all the Reading teachers was activate
students’ background knowledge. It was first ranked in the checklist with 21
out of 22 respondents which equal 95.4%.
“A Reading lesson should always have Warm-up activity and Follow-up activity.
[…] I think eliciting is a good way to activate background knowledge of students to
help them link the old and the new information. It makes students easier to interact
to the new topic of a lesson”
This aim was attached to the most popular technique in Eliciting which was
asking questions as well as the process of linking ideas from texts to students’
own experiences and using Vietnamese in explaining.
The two next aims shared the same vote of 10 out of 22 teachers (45.4%)
which were helping students to get the needed ideas/ information from the text
and guiding students to do the exercises after reading the text. These goals
were reached by teachers’ using questions and group discussion. When
students answered the questions, teachers could tell how deep they understand
the discussing issue, what they know and what they do not know. It showed
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the teachers how and what to teach to raise the comprehension level of
students. Teachers also gave students some tips or typical steps to do a typical
type of exercise. It was definitely useful for the examination preparation.
Apart from learning under teacher’s guidance, students found it easier for
them to learn from peers. That was the reason why group discussions were
used in teaching. After reading, the information was shared among group’s
members so that it could be viewed in different aspects. It was also a good
way to provide students the chances to practice critical reading.
The least percentage went to the aim of checking the exercises related to
reading text. Asking questions was the main techniques employed to archive
this goal. By successively asking questions, teachers required students to
convey their answers to the exercises and justify them by giving clues from
the text. It was a good way to make learners read more carefully and
understand as well as remember the information more easily.
To sum it up, the five listed aims for exploiting Eliciting techniques of
Reading teachers all focused on making the text more understandable for
students. Consequently, the level of students’ comprehension was encouraged
to be raised up high.
The term “effectiveness” used in this study referred to the results of the
techniques that teachers used to elicit students in Reading lessons, i.e. “Is it
useful to help students improve their understanding” and the reasons lead to
that result. This level of “effectiveness” was judged from the view point of
both sides: the teachers’ and students’.
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4.2.2.1. The effectiveness perceived by the teachers
Being asked “Do you find it useful to use Eliciting in improving Reading
comprehension level of students in your classes?” all the answers were
positively YES. Their assessment could be summarized in the following chart,
using the five-point scale in the questionnaires.
Indifferent
(Passive)
0% Silent
0%
Neutral Excited
Excited
4% Willing/ Eager
13%
Neutral
Indifferent (Passive)
Silent
Willing/ Eager
83%
Figure 2.
Teachers' assessment of their using Eliciting techniques in
teaching Reading
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as being afraid or lazy in talking. Thus, they were not able to answer the
questions of teachers, which made the classroom’s atmosphere become tense.
However, that teacher still thought that she/he has been successful in helping
students with the typical and important tips to do the exercises.
“How the teachers can assess the effectiveness of their exploiting Eliciting
techniques in teaching?” This question was also given to teachers and here
were their answers:
Number of
Ways to assess Percentage
respondents
No checking 0/22 0%
All teachers reached an agreement on the most useful way to assess students’
understanding was to check their answers with different questions related to
the topic and the text. In addition, half of them (45.4%) believed that students’
comprehension could be examined by checking the exercises after the texts.
Learners’ answers and their clues found in the texts was also a good base to
tell teachers the gaps of knowledge and information they need to fill up.
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Differently, three of the teachers chose to directly ask students whether they
understand or not. This may solve the confusion quickly and effectively.
The result for the effectiveness judged by students was found through the data
from the observations combined with the interviews.
Firstly, the result from the observation could be described in the following
table:
(next page)
Page | 44
Students’ reaction Students’ change in
Class
5 4 3 2 1 understanding concepts
Class 1 YES
Class 2 YES
Class 3 YES
Class 4 YES
Class 5 YES
Class 6 YES
Class 7 YES
Class 8 YES
Percentage 50% 87.5% 62.5% 37.5% 0% 100%
In the checklist, the assessments for students was also categorized by the five-
point scale which goes from the most excited response (5) to the silent
response (1). The scale was set as following:
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the lesson. Some funny games and interesting examples were found attractive
to students since they could learn something new while enjoying the fun in
the same time. 50% of the researched students were quite excited when they
were learned in such a friendly and funny atmosphere. However, sometimes
the techniques were not appropriately applied which was the main reasons for
the neutral attitude of students in Reading classes (62.5%). There were even
some classes in which students did not pay much attention to what teachers
were trying to do. The teachers kept asking and talking but the students rarely
replied to them. That was the situation of 37.5% observed classes with mark 2
in the scale. The reasons for which were the topic or the terms explained were
quite unfamiliar, even strange to students, and the way teachers delivered
them to learners was confusing.
Secondly, the same question was asked when researcher had interviews with
students – participants. For the first part of “like”, 100% students asked gave
the positive answer “YES”.
“Teacher does not force us to do too many exercises or to remember too many
things at a time. She also organizes the lessons with many group discussions and
games which gives us freedom and comfort in learning. We feel less bored and
stressed when coming to Reading class.”
“Teacher is creative and funny when leading to the lessons. That way makes us
more interested in the topic we learn.”
For the second part of “understand”, students’ replies were divided into two
groups – YES and NO – which went with their own reasons as follows:
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Answer Reason(s)
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them understand the reading text more. This resulted in the higher rate of
correct answers to the exercises related to the text.
Nonetheless, sometimes the students were confused when teachers elicited the
information from them as they believed that the way of asking questions or
games or even group work were more suitable for Speaking lessons despite
they still enjoyed them. Besides, many of them used the word “fine” or “ok”
to answer the questions about the techniques teachers used in Reading lessons
since those techniques were expected to create more fun in class.
In short, the majority of students had good comments on the lessons with
teachers’ eliciting techniques. They found the techniques useful to help them
enhance the ability to deeply understand the texts and give them great
motivation.
To explore the role of Elicitation in teaching Reading, the researcher gave the
respondents the questions of how they considered the importance of Eliciting
in Reading, compared with Eliciting in other skills such as Listening, Writing
and Speaking. Their answers could be described by the pie chart below:
(next page)
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Figure 3. Teachers' opinion of the importance of using
Eliciting in Reading classes
9% 5%
Less
Same
More
86%
It was clearly seen from the pie chart that the Elicitation was of equal
importance compared with the three major English skills to almost all the
teachers (19/22 respondents).
“Each English skill includes numerous sub-skills and techniques and I think all of
them are important. Of course Eliciting is one of them”
Nevertheless, there existed two contrast ideas on this question. Two of the
teachers asked (9%) believed that Elicitation in Reading was more important
than in other skills since Reading was, for a long time, misjudged as a passive
and boring skill. That was the reason why the task of the teachers was to
activate students in Reading classes, to get them out of the routine of reading
and answering the questions silently. In their opinion, eliciting techniques
were a wonderful tool to bring motivation to students, which was considered a
big key for a successful Reading lesson. On the contrary, one teacher (which
made up 5% in total) claimed that Elicitation in Reading was less important
than other skills as it was only of good use when it was applied in the pre-
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reading stage to lead students in the lesson. The main part which conveyed the
main message was in the while-reading stage.
However, generally speaking, all the teachers agreed that Eliciting was
undoubtedly important to some extent in Reading classes. Consequently,
they always prepared for it before the lesson began.
Ignore 0 0
It was notable that a100% the teachers made careful preparations for eliciting
for their lessons. They read the text to find the words, phrases and ideas which
might get students in trouble and form the explanation for them. They took
the three questions of “What to elicit”, “Where/When to elicit” and “How to
elicit” into consideration.
“I often take short notes of important points in the lesson. For example, to
brainstorm for the word “ART” and the types of art, I will prepare the definition or
the advantages of art, etc. But they are all simple key points, which are not written
in Lesson Plan”
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Yet, different teachers had different way to prepare for the lesson. The ones
who wanted to perfect their teaching periods might fully note every technique
and important terms they were going to use in Lesson Plan. Others might just
keep some general ideas of whether or not they might use the Elicitation in
teaching Reading with no specific tool. The teachers’ preparation also varied
due to the nature and aims of each Eliciting activity.
These were also the benefit that the teachers involved in this study mentioned
when they did the questionnaires.
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Number of
Advantages
respondents
Gladly, all the teachers could see clearly the strong points of exploiting
Eliciting techniques in Reading lessons. From the chart, it was obvious that
they focused on activating student’s background knowledge, brainstorming
and checking the comprehension of students. The motivation and inspiration
were also considerable benefits of Elicitation in Reading. This could create
the funny atmosphere for students which might well encourage them in
learning.
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4.3.3. Teacher’s difficulties in applying Eliciting techniques in Reading
classes and their solutions
Number of Percentage
Problems
respondents (out of 22) (%)
The table showed that the most common difficulty that teachers might have is
related to the topic. In the first-year program, there existed some really
unfamiliar topics which made teachers hard to explain to make students
understand. The solutions to this problem might be the combination of
explaining from the simplest definitions related to the most general one and
explain in Vietnamese if necessary.
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“If the topic is too difficult, I will try to explain the topic and its coverage first, and
then check Ss understanding to make sure they have grasped it. If Ss already
understand the topic, usually I will continue asking them to explore their
background knowledge, or require them to work in groups and exchange
information while I go around and help them with the vocabulary related to the
topic. This, as I expect, will facilitate their reading process.”
On the other hand, the teachers could make students get closer to the topic by
providing more background knowledge to students apart from checking them.
The second problematic situation mentioned by the teachers was that they had
not correctly acknowledged the right level of students’ background
information. This case mostly happened in class so its solution depended a lot
on teacher’s flexibility. Teachers could base on the answers of learners and
ask more questions on the unclearly specified points or the impressed and
interesting points. That way might encourage students to talk, to interact and
to brainstorm more on the topic discussed.
Sometimes, the reasons for the problems lay on the students themselves. They
could not understand the questions from the teachers or the explanations
teachers gave, thus they did not speak a word to answer the questions. The
other case was that students were too shy or they did not cooperate with
teachers, so they also kept silent. Both these two situations might worsen the
class atmosphere and demotivate all class members, including the teachers.
Teachers might be confused since they did not know why students keep silent:
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they did not understand or they found the lecture boring. This phenomenon
was said to be resulted from several causes such as:
o Students did not expect for doing anything rather than silently reading
and do the exercises. They did not understand why to learn the
structures in the texts so they do not want to learn those.
o Students might be tired because they stayed up late the previous night
or they had to do some hard work before.
o Students were too shy as they were freshmen in university. They were
passive and afraid to talk in front of the whole class.
Those problems were solved by teachers with many different ways. The
simplest solution was paraphrasing the questions and explanations in more
familiar words to students. To some teachers, it was also a good way to “wake
the lazy students up by asking them a lot of questions. If they still seem not to
cooperate, ignore them but warn them that they will be called more in next
lessons.” “The important thing is making the questions interesting to call for
students’ attention”. When students still could not understand what teachers
wanted to explain, using Vietnamese was the best solutions to all teachers.
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CHAPTER 5: CONCLUSION
Firstly, the study confirmed that Eliciting techniques have been widely used
by teachers in Reading classes including:
- Asking questions
- Giving examples
- Linking the ideas of the text with SS’ background knowledge / daily life
- Using group discussions
- Using Vietnamese
- Using visual aids
- Giving definitions of words/ terms / concepts in Reading text
- Using games/ quizzes
These techniques were mixed to make the lesson more attractive and more
comprehensible to the students.
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Secondly, the research also revealed that those eliciting techniques applied
were effective in all stages of a Reading classes which are: pre-, while-, and
post-reading. In the first stage, Elicitation was the most common and useful
way to lead students in the lessons. The students were quite interested in the
activities like games, answering the questions on background knowledge of
discussing the definitions of the given terms. Next, in while-reading stage, the
teachers exploited Eliciting techniques like group discussion, asking questions
and linking ideas to involve students in the lesson. The result was that they all
found it easier to understand the text and do the comprehension exercises. The
elicitation was also proved to be of good use in the last stage since it
encouraged students to dig deeper in the main issues discussed in the text and
link them with their own experiences to make them much easier to remember.
Thanks to the techniques of Eliciting, the students were able to fully
understand the Reading texts and do the task better.
Lastly, the study showed that all the teachers had positive attitude toward
using Eliciting techniques in Reading classes since they clearly aware of their
advantages. However, it is inevitable for the teachers to encounter many
problems when applying those techniques in teaching depending on the level
and characteristics of the students. Fortunately, those problems have been
realized and solved by different ways including:
Those solutions were warmly welcomed by the students since they made the
lessons funnier and more comprehensible.
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5.2. Pedagogical implications of the research
Conducting this study, the researcher would like to acknowledge that Eliciting
techniques have been effectively exploited by the teachers in the Faculty of
English Language Teacher Education, ULIS. Their efforts, which principally
aimed at enhancing students’ comprehension ability and warm the atmosphere
of their Reading classes, had been initial but significant steps towards better
achievement of teaching Reading comprehension. However, there existed
some obstacles which were disagreed by the interviewed teachers and
students. They are thus open for solutions suggested by the researcher.
Firstly, some teachers were not well aware of the benefits of using Elicitation
in their Reading classes as they considered it the tool only for teaching new
words and structures for the students. As a result, many techniques supposed
to be employed as Eliciting techniques have been ignored by them since they
thought that they are time-consuming and boring if being exploited all the
time. This can demotivate both the teachers and students in teaching and
learning English. Moreover, some of the techniques commented by students
as quite effective are also hardly employed by the teacher, such as using
visual aids, using games or explaining in Vietnamese. The solution in this
case may depend on the flexibility of the teachers. The more various
techniques they use, the more interested their students would be. Changing
the types of questions and games successively is the best way to encourage
students to concentrate on the lessons. Mixing two, three or even more
techniques together is also a wise alternative in teaching. That may heighten
the student’s attention and understanding ability consequently.
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students’ needs and level; however, students did not totally agree as they
found those Eliciting techniques more suitable for other skills, Speaking and
Writing for example. The reason for this phenomenon was that the teachers
did not clarify the objectives of the tasks they use for students. Even though
students all enjoyed the activities organised in class, they found them not
quite useful in studying. They did not fully understand the reasons why they
should do those tasks, thus their effort is all put into playing, ignoring the
messages of teachers from those activities. This may form a bad habit for
students which is being lazy in thinking or brainstorming, and the time they
learn in class become useless. This problem can be easily solved by providing
the students the implied aims after each Eliciting tasks that teachers assign.
Especially, to the point of the students who are studying to be a teacher, it can
be a good way to “kill two birds with one stone”: First, the students will not
miss the necessary information that teachers want to convey; Second, they
also learn how to organise and control class, how to make use of the planned
activities in class as they are teachers-to-be.
Finally, Eliciting can also be applied when teachers assign the exercises for
the students. As investigated through the teachers and students interviews, one
of the assignments of the first-year students in the Faculty of English
Language Teacher Education is the Reading Portfolio. In this portfolio,
students are supposed to collect one piece of reading text weekly, the content
of which depends on the topics in Reading syllabus. This is a good
opportunity for the learners to get more background knowledge as well as the
vocabulary and interesting structures. Yet it seems to be rather unfamiliar
with the teachers since they let students search and reflect on the texts of free
choice. Take the chances and get students ready for the lessons by preparing
with their homework and the result of the lessons is surely better.
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5.3. Contributions of the research
As for the teachers, the study explores the ways that Elicitation is used to
involve the students in Reading sessions. Therefore, the paper first and
foremost would help teachers to become more aware of Eliciting as a
meaningful alternative. Secondly, the study provides teachers with some
suggestions and ideas so that they could take their own initiatives to
effectively exploit Elicitation according to their own classroom situations.
First and foremost, this study involved relatively few participants (22
teachers and 40 students), which might affect the representativeness of the
sample. The expected teachers are 30 people in the English Division 1 of
ULIS, however, due to some reasons of studying abroad or even not being
interested in the topic, some of them refused to take part in the research. Some
others who have agreed to be the participants of the study but they are not
quite involved in the research topic so that the interviews are not equally
effective.
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Secondly, time and scope of the study also did not allow the research sample
to be expanded, as all the Reading classes are scheduled in the first two
periods of Monday and Friday afternoon. As a result, number of observed
classes is limited. Researcher tried to enrich data by reducing the frequency of
observing to once for each classes so that the number of observed classes is
maximized. Yet, it becomes another limitation of this study since the data
collected is not constantly collected.
Moreover, since the paper placed its focus on teachers’ perception of Eliciting
in Reading classes, other researchers may wish to evidence the effectiveness
of these tasks, which is perceived by students. This may require experimental
studies which compare the effects of the lessons with Elicitation and the
lessons without Elicitation on different groups of students and their language
learning. Expectedly, the results of such studies would be extremely helpful in
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encouraging teachers to consider a further exploitation of Eliciting in EFL in
Vietnam.
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REFERENCES
Page | 63
Chu. T. H. M. (2009). Techniques teachers use to elicit grade-10 students’
talk in upper secondary schools in Hanoi. Unpublished research paper
for Degree of bachelor of Art. Hanoi: ULIS-VNUH
Ersoz. A. (2000). Six games for the EFL/ ESL classroom. The internet TESL
journal (Vol 6). Retrieved April 7, 2010 from
http://www.teflgames.com/why.html
Goals and Techniques for teaching Reading. Retrieved February 22, 2010,
from http://www.nclrc.org/essentials/reading/goalsread.htm
Page | 64
Harmer, J. (2001). The Practice of English Laguage Teaching (3rd Edition).
Malaysia: Pearson Education.
Page | 65
http://www.cambridge.com.mx/site/EXTRAS/jack-CD.pdf
Richards, J.C. (1997). From reader to reading teacher – Issues and Strategies
for second language classroom. Cambridge: Cambridge University
Press.
To, T. H., Nguyen, T. M., Nguyen, T. T., Nguyen, H. M., & Luong, Q. T.
(2009). ELT Methodology II Course book. Hanoi: ULIS-VNUH.
Wright. A., Betteridge, D., & Buckby. M. (1984). Games for language
learning. Cambridge: Cambridge University Press.
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APPENDICES
Page | 67
OBSERVATION SCHEME
The Exploitation of Eliciting Techniques to Enhance the Reading Comprehension ability for The First-year Students at ULIS
Date: …………....... (week…..) / Time: …………………./ Class: …………../ Skills: ………………………………………………………….....
Asking questions
Giving definitions
Discussing in pairs/
groups
Using examples
Others (specified)
Note:
Students’ Reaction: Excited – Willing/Eager – Neutral – Indifferent (Passive) – Silent (5 1)
Students’ Response: Understand: O – Not understand: X
Back Kno: Background Knowledge
Vocab: Vocabulary explanation
Ques Ans: Questions – Answers part (exercises)
INTERVIEW QUESTIONS
TEACHERS
1. Do you think that you should use Eliciting Techniques in your class? Why
(Why not?)
2. Do you plan to use eliciting techniques when you prepare for the lessons?
(When you write the Lesson Plan for example?)
4. Do you have difficulties in using eliciting techniques? What are they? (In
general?)
STUDENTS
1. Do you have any comments on Reading lesson you just had? Do you
understand all the terms or explanation of the teachers?
2. I can see that in the lesson, T used _________ (the techniques used by
teachers), do you like it? (Yes/No, why and how?)
3. Do you think that way of teaching help you understand the lesson better? Why
and how? (Compare the result of the exercises you did before and after listening
to teachers’ elicitation and guide)
4. Do you like that way of teaching? What can you benefit/ gain from it?
QUESTIONNAIRE
The Exploitation of Eliciting Techniques to Enhance the Reading Comprehension
ability for The First-year Students at ULIS
Dear teachers, my name is Vu Thu Thuy, from 06.1.E1. I am conducting a research on teachers’
use of Eliciting Techniques in Reading classes to enhance first-year students’ reading
comprehension. I would like to ask for your help by answering these following questions
concerning the English teaching. Your sincere answers will contribute greatly to the result of this
research. They will be treated with strictest confidence.
-----------------------------------------------------------------------------------------------------
Please tick on the options which are true to you. You can choose more than one option for each
question.
1. How do you consider the importance of Eliciting in Reading, compared with Eliciting
in other skills? (Speaking, Writing or Listening)
More important
Less important
Same level
Asking questions
Giving definitions
Using examples
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How do you often prepare for using Eliciting in your Reading class?
Plan in mind (which techniques to use, where and when to use them)
Think of some general ideas which may need eliciting (no specific tool/ technique)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. How do you assess the effectiveness of the Eliciting techniques you use in Reading
class?
No checking
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How is students’ response while you use Eliciting in teaching Reading? (in general/
most of the time)
5……4……3……2……1
Reasons Solutions
It leads students to the main problems/ issues of the lesson more easily.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Do you have any difficulties in using Eliciting techniques in teaching Reading? (In
general)
YES
NO
The topic is too difficult for teachers to elicit and explain to students
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Your name:
Class teaching: