ĐỀ XUẤT MỘT CÔNG CỤ NGHIÊN CỨU VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC PHẢN BIỆN TRONG ĐỌC HIỂU TIẾNG ANH CỦA SINH VIÊN ĐẠI HỌC
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này đề xuất một công cụ mới (SOCRS), được thiết kế nhằm nghiên cứu việc áp dụng các chiến lược đọc phản biện của sinh viên đại học trong việc đọc hiểu tiếng Anh. Nghiên cứu được thực hiện đối với sinh viên EFL (học tiếng Anh như một ngoại ngữ) tại một trường đại học ở Việt Nam, với mục tiêu xác định độ tin cậy, tính hợp lệ và khả năng ứng dụng của SOCRS như một công cụ toàn diện để đo lường việc sử dụng chiến lược đọc phản biện. Tổng cộng có 799 sinh viên đại học từ nhiều ngành học khác nhau tham gia vào nghiên cứu. Độ tin cậy của SOCRS được xác định thông qua hệ số Cronbach’s Alpha, cho thấy mức độ nhất quán nội tại cao đối với cả ba thang đo (các chiến lược trước, trong và sau khi đọc) (α=0.85, 0.89 và 0.83) và độ tin cậy tổng thể đạt α=0.91. Độ giá trị cấu trúc của SOCRS được kiểm chứng bằng Phân tích nhân tố khám phá (EFA), cho thấy một cấu trúc ba nhân tố rõ ràng tương ứng với ba giai đoạn của quá trình đọc phản biện. Đồng thời, kết quả kiểm định Kaiser-Meyer-Olkin (KMO= 0.92) và kiểm định Bartlett’s (p < 0.001) xác nhận sự phù hợp của mẫu và tính hợp lệ của cấu trúc nhân tố. Ngoài ra, kết quả đánh giá độ chuẩn của dữ liệu thông qua Skewness, Kurtosis, Kolmogorov-Smirnov và Shapiro-Wilk cũng chứng minh sự phù hợp của dữ liệu trong phân tích thống kê. Kết quả nghiên cứu cho thấy SOCRS là một công cụ đáng tin cậy, có giá trị và phù hợp trong việc tìm hiểu về việc áp dụng các chiến lược đọc phản biện của sinh viên cùng những hỗ trợ sư phạm. SOCRS cung cấp một công cụ đánh giá có cấu trúc, đa chiều, giúp nắm bắt cách sinh viên tiếp cận văn bản với chiến lược phản biện ở tất cả các giai đoạn đọc. Nghiên cứu khuyến nghị tích hợp SOCRS vào chương trình giảng dạy và nghiên cứu học thuật nhằm nâng cao khả năng đọc phản biện cũng như thúc đẩy kỹ năng tư duy bậc cao của sinh viên.
Từ khóa
chiến lược đọc phản biện, đọc hiểu, SOCRS, độ tin cậy, độ giá trị
Chi tiết bài viết
Tài liệu tham khảo
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Bartlett, M.S. (1954). A Note on the Multiplying Factors for Various Chi Square Approximations. Journal of the Royal Statistical Society, 16, 296-298. https://doi.org/10.1111/j.2517-6161.1954.tb00174.x
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-494. https://doi.org/10.2307/3586295
Block, E. (1992). See How They Read: Comprehension Monitoring of L1 and L2 Readers. TESOL Quarterly, 26, 319-343. https://doi.org/10.2307/3587008
Carillo, E. C. (2019). Teaching readers in post-truth America. Utah State University Press.
Carrigus, A. (2002). Developing critical reading skills in ESL contexts. TESOL Quarterly, 36(2), 234-256. http://dx.doi.org/10.47191/ijsshr/v8-i5-79
Chou, P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108–115. https://www.researchgate.net/publication/285929273_The_effects_of_vocabulary_knowledge_and_background_knowledge_on_reading_comprehension_of_Taiwanese_EFL_students
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957
Ennis, R. H., & Weir, E. (1985). The Ennis–Weir Critical Thinking Essay Test. Pacific Grove, CA: Midwest Publications. https://evolkov.net/critic.think/tests/Ennis-Weir.Critic.Think.Essay.Test.pdf
Ericsson, K. A., and Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (Rev Ed.). The MIT Press, Cambridge, MA.
Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. Oxford University Press. https://www.scribd.com/document/317855651/Exploratory-Factor-Analysis
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction-The Delphi report. Millbrae, CA: California Academic Press. https://www.researchgate.net/publication/242279575_Critical_Thinking_A_Statement_of_Expert_Consensus_for_Purposes_of_Educational_Assessment_and_Instruction
Field, A.P. (2018). Discovering Statistics Using IBM SPSS Statistics (5th Edition). Sage, Newbury Park.
George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update (4th ed.). Boston: Allyn & Bacon.
Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 10, 486-489. https://doi.org/10.5812/ijem.3505
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (7th ed.). Pearson.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.
Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172–176. https://doi.org/10.1016/j.learninstruc.2009.02.013
Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. http://dx.doi.org/10.1007/BF02291575
Kurland, D. J. (2000). Critical Thinking vs Critical Reading. www.crticalreading.com.pdf
Kurt Taşpınar, H., & Çubukçu, F. (2020). The impact of critical literacy instruction on adult EFL learners’ reading comprehension. Language Teaching and Educational Research (LATER), 3(1), 34-55. https://doi.org/10.35207/later.736070
Le, H. V., Chong, S. L., & Wan, R. (2021). A conceptual paper on the impact of culture on critical reading skills of engineering students in Asian higher education context. In Proceedings of the 13th International Conference on Education Technology and Computers (pp. 334-339). https://doi.org/10.1145/3498765.3498817
Le, H. V., Chong, S. L., & Wan, R. (2022). Critical reading in higher education: A systematic review. Thinking Skills and Creativity, 44, 101028. https://doi.org/10.1016/j.tsc.2022.101028
Le, H. V., Chong, S. L., & Wan, R. (2023). An investigation into the critical reading skills of engineering students at two private universities in Malaysia and Vietnam. KNE Social Sciences, 8(20),614-632. https://doi.org/10.18502/kss.v8i20.14628
Le, H. V., Nguyen, T. A. D., Le, D. H. N., Nguyen, P. U., & Nguyen, T. T. A. (2024). Unveiling critical reading strategies and challenges: A mixed-methods study among English major students in a Vietnamese higher education institution. Cogent Education, 11(1), 2326732. https://doi.org/10.1080/2331186X.2024.2326732
LeMaster, J. (2011). Critical reading: Deep reading strategies for expository texts (p. 143). AVID Press.
Linkon, S. (2008). Critical Reading Strategies. https://digital.maag.ysu.edu/xmlui/handle/1989/136
McWhorter, K.T. (1992). Active reading skills: reading and critical thinking in college. Boston: Longman.
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741
Miellet, S., Vizioli, L., He, L., Zhou, X., & Caldara, R. (2013). Mapping face recognition information use across cultures. Frontiers in Psychology, 34(4). https://doi.org/10.3389/fpsyg.2013.00034
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2–10. https://www.researchgate.net/profile/Kouider-Mokhtari/publication/285641803_Measuring_ESL_students%27_awareness_of_reading_strategies/links/5666234608ae418a786f3da5/Measuring-ESL-students-awareness-of-reading-strategies.pdf
Nasrollahi, M. A., Krishnasamy, P. K. N., & Noor, N. M. (2015a). Identifying the critical reading strategies employed by Iranian EFL learners. International Journal of Social Science and Education, 5(2), 360-373. https://files.eric.ed.gov/fulltext/ED609812.pdf
Nasrollahi, M. A., Krishnasamy, P. K. N., & Noor, N. M. (2015b). Process of implementing critical reading strategies in an Iranian EFL classroom: An action research. International Education Studies, 8(1), 9-16. http://dx.doi.org/10.5539/ies.v8n1p9
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Ogle. D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564-570. https://doi.org/10.1598/RT.39.6.11
Paul, R & Elder, L. (2008). Critical Thinking: The Art of Socratic Questioning, Part III. Journal of Developmental Education, 31(3), 34-35. https://eric.ed.gov/?id=EJ832681
Pressley, M. & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, NJ: Erlbaum.
Pirozzi, R. (2003). Critical reading, critical thinking (2nd ed.). Longman.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rohmah, G. N. (2018). Critical reading: students’ problems, strategies and reflections. J-ELLiT (Journal of English Language Literature and Teaching), 2(1), 21-26. https://journal2.um.ac.id/index.php/jellit/article/view/6082
Şahin, H., & Han, T. (2020). EFL teachers’ attitude towards 21st-century skills: A mixed-methods study. The Reading Matrix, 20(2), 167-181. https://readingmatrix.com/files/23-3jspj75s.pdf
Sheorey, R., & Mokhtari, K. (2001). Differences in the Cognitive Awareness of Reading Strategies among Native and Non-Native Readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2
Talebi, M., & Marzban, A. (2015). The effect of teaching critical reading strategies on EFL learners' vocabulary retention. Theory and Practice in Language Studies, 5(3), 572-580. http://dx.doi.org/10.17507/tpls.0503.17
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Stenhouse Pub.
Wallace, M., & Wray, A. (2011). Scholarly reading as a model for scholarly writing. In Rocco, T. S., & Hatcher, T. (Eds.), The handbook of scholarly writing and publishing (pp. 44-61). Jossey-Bass.
Wang, C., & Gierl, M. J. (2011). Using the attribute hierarchy method to make diagnostic inferences about examinees’ cognitive skills in critical reading. Journal of Educational Measurement, 48(2), 165-187. https://doi.org/10.1111/j.1745-3984.2011.00142.x
Watson, G., & Glaser, E. (2002). Critical Thinking Appraisal-UK Edition. Ingris: Pearson Assessment.
Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School and Clinic, 55(4), 203-213. https://doi.org/10.1177/1053451219855738
Zhang, K., & Aslan, A. B. (2021). AI Technologies for Education: Recent Research & Future Directions. Computers and Education: Artificial Intelligence, 2, Article ID: 100025. https://doi.org/10.1016/j.caeai.2021.100025
Zhang, L. J., & Wu, A. (2009). Chinese senior high school students’ cognitive and metacognitive strategy use in reading comprehension. Reading in a foreign language, 21(1), 37-59. https://www.researchgate.net/publication/237309222_Chinese_Senior_High_School_EFL_Students'_Metacognitive_Awareness_and_Reading-Strategy_Use
Anuar, N., & Sidhu, G. K. (2017). Critical reading skills: A survey of postgraduate students’ perspective of critical reading. Pertanika Journals Social Sciences & Humanities, 25, 163–172. http://journals-jd.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2025%20(S)%20Feb.%202017/17%20JSSH(S)-0356-2016-4thProof.pdf
Axelrod, R. B., & Cooper, C. R. (2010). The St. Martin's guide to writing (9th ed.). Bedford/St. Martin's. https://ia801609.us.archive.org/28/items/ApproachesAndMethodsInLanguageTeaching2ndEditionCambridgeLanguageTeachingLibrary_201610/%5BRise_B._Axelrod%2C_Charles_R._Cooper%5D_The_St._Marti%28BookFi%29.pdf
Bartlett, M.S. (1954). A Note on the Multiplying Factors for Various Chi Square Approximations. Journal of the Royal Statistical Society, 16, 296-298. https://doi.org/10.1111/j.2517-6161.1954.tb00174.x
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-494. https://doi.org/10.2307/3586295
Block, E. (1992). See How They Read: Comprehension Monitoring of L1 and L2 Readers. TESOL Quarterly, 26, 319-343. https://doi.org/10.2307/3587008
Carillo, E. C. (2019). Teaching readers in post-truth America. Utah State University Press.
Carrigus, A. (2002). Developing critical reading skills in ESL contexts. TESOL Quarterly, 36(2), 234-256. http://dx.doi.org/10.47191/ijsshr/v8-i5-79
Chou, P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108–115. https://www.researchgate.net/publication/285929273_The_effects_of_vocabulary_knowledge_and_background_knowledge_on_reading_comprehension_of_Taiwanese_EFL_students
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957
Ennis, R. H., & Weir, E. (1985). The Ennis–Weir Critical Thinking Essay Test. Pacific Grove, CA: Midwest Publications. https://evolkov.net/critic.think/tests/Ennis-Weir.Critic.Think.Essay.Test.pdf
Ericsson, K. A., and Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (Rev Ed.). The MIT Press, Cambridge, MA.
Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. Oxford University Press. https://www.scribd.com/document/317855651/Exploratory-Factor-Analysis
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction-The Delphi report. Millbrae, CA: California Academic Press. https://www.researchgate.net/publication/242279575_Critical_Thinking_A_Statement_of_Expert_Consensus_for_Purposes_of_Educational_Assessment_and_Instruction
Field, A.P. (2018). Discovering Statistics Using IBM SPSS Statistics (5th Edition). Sage, Newbury Park.
George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update (4th ed.). Boston: Allyn & Bacon.
Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 10, 486-489. https://doi.org/10.5812/ijem.3505
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (7th ed.). Pearson.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.
Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172–176. https://doi.org/10.1016/j.learninstruc.2009.02.013
Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. http://dx.doi.org/10.1007/BF02291575
Kurland, D. J. (2000). Critical Thinking vs Critical Reading. www.crticalreading.com.pdf
Kurt Taşpınar, H., & Çubukçu, F. (2020). The impact of critical literacy instruction on adult EFL learners’ reading comprehension. Language Teaching and Educational Research (LATER), 3(1), 34-55. https://doi.org/10.35207/later.736070
Le, H. V., Chong, S. L., & Wan, R. (2021). A conceptual paper on the impact of culture on critical reading skills of engineering students in Asian higher education context. In Proceedings of the 13th International Conference on Education Technology and Computers (pp. 334-339). https://doi.org/10.1145/3498765.3498817
Le, H. V., Chong, S. L., & Wan, R. (2022). Critical reading in higher education: A systematic review. Thinking Skills and Creativity, 44, 101028. https://doi.org/10.1016/j.tsc.2022.101028
Le, H. V., Chong, S. L., & Wan, R. (2023). An investigation into the critical reading skills of engineering students at two private universities in Malaysia and Vietnam. KNE Social Sciences, 8(20),614-632. https://doi.org/10.18502/kss.v8i20.14628
Le, H. V., Nguyen, T. A. D., Le, D. H. N., Nguyen, P. U., & Nguyen, T. T. A. (2024). Unveiling critical reading strategies and challenges: A mixed-methods study among English major students in a Vietnamese higher education institution. Cogent Education, 11(1), 2326732. https://doi.org/10.1080/2331186X.2024.2326732
LeMaster, J. (2011). Critical reading: Deep reading strategies for expository texts (p. 143). AVID Press.
Linkon, S. (2008). Critical Reading Strategies. https://digital.maag.ysu.edu/xmlui/handle/1989/136
McWhorter, K.T. (1992). Active reading skills: reading and critical thinking in college. Boston: Longman.
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741
Miellet, S., Vizioli, L., He, L., Zhou, X., & Caldara, R. (2013). Mapping face recognition information use across cultures. Frontiers in Psychology, 34(4). https://doi.org/10.3389/fpsyg.2013.00034
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2–10. https://www.researchgate.net/profile/Kouider-Mokhtari/publication/285641803_Measuring_ESL_students%27_awareness_of_reading_strategies/links/5666234608ae418a786f3da5/Measuring-ESL-students-awareness-of-reading-strategies.pdf
Nasrollahi, M. A., Krishnasamy, P. K. N., & Noor, N. M. (2015a). Identifying the critical reading strategies employed by Iranian EFL learners. International Journal of Social Science and Education, 5(2), 360-373. https://files.eric.ed.gov/fulltext/ED609812.pdf
Nasrollahi, M. A., Krishnasamy, P. K. N., & Noor, N. M. (2015b). Process of implementing critical reading strategies in an Iranian EFL classroom: An action research. International Education Studies, 8(1), 9-16. http://dx.doi.org/10.5539/ies.v8n1p9
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Ogle. D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564-570. https://doi.org/10.1598/RT.39.6.11
Paul, R & Elder, L. (2008). Critical Thinking: The Art of Socratic Questioning, Part III. Journal of Developmental Education, 31(3), 34-35. https://eric.ed.gov/?id=EJ832681
Pressley, M. & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, NJ: Erlbaum.
Pirozzi, R. (2003). Critical reading, critical thinking (2nd ed.). Longman.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rohmah, G. N. (2018). Critical reading: students’ problems, strategies and reflections. J-ELLiT (Journal of English Language Literature and Teaching), 2(1), 21-26. https://journal2.um.ac.id/index.php/jellit/article/view/6082
Şahin, H., & Han, T. (2020). EFL teachers’ attitude towards 21st-century skills: A mixed-methods study. The Reading Matrix, 20(2), 167-181. https://readingmatrix.com/files/23-3jspj75s.pdf
Sheorey, R., & Mokhtari, K. (2001). Differences in the Cognitive Awareness of Reading Strategies among Native and Non-Native Readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2
Talebi, M., & Marzban, A. (2015). The effect of teaching critical reading strategies on EFL learners' vocabulary retention. Theory and Practice in Language Studies, 5(3), 572-580. http://dx.doi.org/10.17507/tpls.0503.17
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Stenhouse Pub.
Wallace, M., & Wray, A. (2011). Scholarly reading as a model for scholarly writing. In Rocco, T. S., & Hatcher, T. (Eds.), The handbook of scholarly writing and publishing (pp. 44-61). Jossey-Bass.
Wang, C., & Gierl, M. J. (2011). Using the attribute hierarchy method to make diagnostic inferences about examinees’ cognitive skills in critical reading. Journal of Educational Measurement, 48(2), 165-187. https://doi.org/10.1111/j.1745-3984.2011.00142.x
Watson, G., & Glaser, E. (2002). Critical Thinking Appraisal-UK Edition. Ingris: Pearson Assessment.
Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School and Clinic, 55(4), 203-213. https://doi.org/10.1177/1053451219855738
Zhang, K., & Aslan, A. B. (2021). AI Technologies for Education: Recent Research & Future Directions. Computers and Education: Artificial Intelligence, 2, Article ID: 100025. https://doi.org/10.1016/j.caeai.2021.100025
Zhang, L. J., & Wu, A. (2009). Chinese senior high school students’ cognitive and metacognitive strategy use in reading comprehension. Reading in a foreign language, 21(1), 37-59. https://www.researchgate.net/publication/237309222_Chinese_Senior_High_School_EFL_Students'_Metacognitive_Awareness_and_Reading-Strategy_Use