Reliable Stuffs Could Heighten Motive of Economic Pupils in Reading Proficiency Essay Example

at LTV University and similar institutions.

The research has two specific aims: to investigate the effects of reliable auxiliary materials on the reading proficiency level of students and to discover the students' attitude towards using reliable materials to enhance motivation in post-reading activities. The research poses two questions: Question 1 is to test the assumption of whether there is a significant difference in English reading proficiency between the control group (students who use the textbook only) and the experimental group (students who use the textbook plus reliable auxiliary materials). Question 2 is to test the assumption that reliable materials enhance students' motivation in reading activities. In terms of literature review, at LTV University, Market Leader Pre-Intermediate by Cotton. D., Falvey is used as the textbook for third-year economics students.

D. , & A ; Kent S. The class book is comprised of 12 units that can be finished in 30 weeks with three 45-minute periods per week in eight 45-minute class sessions each week. The total time of 120 periods is divided equally into two terms of the academic year. Third-year economic students complete 4 periods, and each period lasts for 45 minutes per week.

The format of each unit in this textbook is typically structured to include coherence among different sections such as Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. Additionally, there are four revision units that are based on materials covered in the previous three textbook units. This particular textbook is specifically designed for pre-intermediate students who are enrolled in an English course with a focus on Economics. The ultimate goal for students by the end of the semester is to acquire

and develop essential business communication skills which include:

1. Acquiring information and taking notes.
2. Giving presentations, participating in meetings, negotiating, telephoning, and using English in social situations.
3. Scanning and designing, learning and improving business vocabulary.

To achieve these goals effectively, it is necessary for students to regularly read the book and actively participate in class discussions. Furthermore, they will be required to take a mid-term exam during week eight and a final exam at the conclusion of the semester.

Textbook Evaluation
Mentioning the issue of measuring the text editions, Nunan (1988) provides valuable information to help readers decide whether a course needs to be modified or altered to achieve objectives more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with particular emphasis on the curriculum and methodology, as follows: Guideline one: Course books should meet learners' needs and align with the goals of the language learning program. Guideline two: Course books should reflect the language uses that learners will make in the present and future, aiding them in using language effectively for their own purposes.

Guideline three: Course books should cater to the specific needs and learning requirements of the students, allowing for an easier acquisition process, without rigidly imposing a fixed "method".

Guideline four: Course books should serve as a valuable learning aid. Similar to teachers, textbooks act as intermediaries between the target language and the students. Upon examining the English textbook used at LTV University, Market Leader - Pre-Intermediate, it is evident that its main objectives are to provide opportunities for improvement in general English communication skills and specifically for

English in a business context. According to Richards and Rodgers (1986: 66), communicative approaches aim to (a) make communicative competence the ultimate goal of language instruction, and (b) develop procedures for teaching the four language skills that acknowledge the interconnectedness of language and communication. To achieve these objectives, it is important to integrate effective teaching methods and materials.

The textbook used at LTV University is essential for instructors, business men, and business students. It provides learning materials in 12 topic-based units and four revision units. Each unit includes activities for reviewing language skills and developing vocabulary. Additionally, there are regular focus on key business concepts and students can practice using the language they have learned in the Case Study section. For third-year economics students at LTV University, reading the texts in the textbook is not challenging as they are already familiar with English economic terms and vocabulary.

However, it is necessary for ESP instructors at LTV University to measure the Textbook currently used for learning ESP in order to identify its strengths and weaknesses.

Authentic materials for ESP textbook
The role of reading materials

For Vietnamese students in non-language majors and particularly for economics students at Luong The Vinh University, reading is a daily task that is essential for them to pass exams or improve their knowledge. According to Karlin & Kartin (1998:2), "Reading without reading comprehension is meaningless." Alderson (2000) defines reading as a pleasurable, intensive, and private activity that brings great enjoyment and captivation. How materials are collected plays a significant role in developing reading skills. According to Alderson (2000:28), reading materials are defined as "anything which is used to help teach language learners."

Brown (1985:139) defines stuffs

as "any systematic description of the techniques and exercisings to be used in classroom instruction." If the stuffs are appealing to pupils, they will be more inclined to engage with them. Dudley-Evans & St John (1998:171) present several reasons for utilizing stuffs: (I) as a form of language; (II) as a learning game; (III) for motivation; and (IV) for references.

"Materials are crucial in familiarizing scholars with the language. This implies that the materials must showcase genuine language, as it is actually used, and cover all aspects that learners require."

Explanation of authentic materials

Wallace (1992: 145) defines authentic text as "text from real-life situations, not created for teaching purposes." (p.145). It is utilized by native speakers and contains natural language. Peacock (1997) states that authentic materials are created to serve social functions within linguistic communities.

Authentic materials are resources that are intended for educational purposes. According to Richards (2001), these materials include text, exposure, video selections, and other learning resources that were not specifically created for educational purposes. Different perspectives exist on the definition of authentic materials, but all writers agree on certain aspects: Authentic materials provide exposure to real language and its use in its own community, they possess "rightness" and "quality" in terms of goals, objectives, learner needs, and interests, and they promote natural and meaningful communication.


Advantages of authentic materials


Various books and journals discuss the benefits of utilizing authentic materials, particularly in ESP (English for Specific Purposes) contexts. Firstly, authentic materials have a positive impact on learner motivation.

Learning a new language has the purpose of getting closer to native speakers, understanding them better, and participating in their lives.

Authentic materials strongly support this motivation by providing linguistic education and everyday life experience. According to Nuttall (1996:172), "Authentic texts can be motivating because they demonstrate that the language is used for real-life purposes by real people." When students are highly motivated, they prefer working with authentic materials since they consider them more interesting and up-to-date compared to textbooks. Working with these materials also gives them a sense of accomplishment (Martinez, 2002). Moreover, authentic materials expose students to real language. Many proponents of authentic materials share the idea that these resources offer students "language exposure" - the benefit obtained from being exposed to the language in authentic materials (Martinez, 2002).

Authentic materials allow students to gain genuine knowledge and real-life language that helps bring the real world into the classroom. They also reinforce the direct connection between the language classroom and the outside world (Briton, 1991). This link between the classroom and real world enables students to understand the relationship between learning and practicing. Additionally, authentic materials provide accurate cultural information. By using authentic texts, students can get closer to the target language culture through materials produced by native speakers. Books, articles, newspapers, etc. also offer a wide range of text types and language styles that are not easily found in traditional teaching materials (Martinez, 2002).

The overall increase in motivation, positive attitude towards learning, and active engagement in the subject matter are among the benefits of using reliable materials. Nuttal (1996:170) suggests three main criteria for selecting reliable reading materials. First, the content should be suitable for learners in terms of their age, background knowledge, interests, and needs. Authentic materials should capture the readers' interest by

providing new and interesting information using natural and learnable language that aligns with the course objectives. It should also be the type of material that students can use outside of class to improve their reading skills. The materials should match the students' proficiency level; the input should be challenging enough to sustain their motivation, so materials that are compatible with or slightly above their proficiency level should be gathered.

Kennedy and Bolitho (1984) suggest that in order to boost students' confidence and sense of security when dealing with trustworthy materials, it is advisable to provide them with suitable resources that match their level of comprehension. These resources should serve not only for entertainment but also for honing reading skills. It is crucial that these resources are pertinent to the students' understanding of their foreign culture or their practical requirements.

Secondly, it is essential that reliable reading materials meet the standard of "readability". This includes considering the complexity of sentence structure and vocabulary. To determine the appropriate materials for students, it is important to assess their language proficiency level and choose reading materials that match their familiarity with vocabulary and sentence structures. Widdowson (1990: 67) suggests a method for selecting appropriate materials for students: "It has been traditionally believed that the language presented to students should be simplified in order to facilitate understanding and learning." (p.)

Moreover, there are numerous reliable sources for reading materials available. These can be obtained from various common sources like the internet, television, magazines, newspapers, literature, and even animals. However, it is important to note that some of these sources might contain mistakes, misprints, or spelling errors. Henceforth, instructors should thoroughly assess the quality

of the materials during their selection process. They should also ensure that the text is well-organized and the content aligns appropriately. Additionally, it is crucial for reliable reading materials to create an experience where students feel engaged with high-quality resources because there exists a significant connection between language and thinking (Goodman 1988:12). Lastly, reliable materials must meet the standards of "exploitability."

These items should make it easier to acquire. Genuine reading materials can be used to develop ESP reading skills through various activities that are designed not just for entertainment but also for language practice. Davies (1984:192) provides an interesting explanation of what a genuine material truly is: "It is not that a text is understood because it is genuine but that it is genuine because it is understood. ... Everything the learner understands is genuine to him."

Applying genuine materials in an extended reading plan.



Applying genuine materials in an extended reading plan.


Nuttall (1996) considers an extended reading plan (ERP) as the most effective way to improve skills in general.

An extended reading introduces students to the dynamic nature of reading in real life by incorporating important elements such as choice and purpose. Reliable materials are those that are written for native speakers and reflect the "real" world. Before using reliable materials effectively, a certain level of language competency may be necessary. Reading extensively with reliable materials is the preferred option for third-year economics students studying English in an authentic context.


Post-reading activities


Post-reading activities give students the opportunity to review, summarize, and respond to the reading passage.

According to Williams (1984), Greenwood (1988), and Jacob (2002), the purpose of the post-reading

phase is twofold. Firstly, it is to consolidate or reflect upon what has been read. Secondly, it is to connect the text to the learner's own knowledge, interest, or perspective. In the final phase, Davies (2000) suggests various activities such as discussing new or interesting aspects of the text, debating controversial topics related to the text, analyzing the language or structure of the text, and summarizing the text orally or in writing. Supporting this idea, Jordan (1997:143) emphasizes that ESP students read with a specific goal in mind. To achieve this goal, the ESP teacher should provide students with a variety of reading activities that focus on contextual differences and skills.

The text utilizes a variety of exercises to enhance its effectiveness for meaningful linguistic communication work. Following the reading selection, these exercises are designed to assist students in developing their English reading skills. Some of the exercises include asking students to:
- Complete exercises that relate the text to their personal details
- Summarize the economic reading text by identifying key sentences
- Demonstrate their understanding of the text by expressing their ideas in their own words
- Use what they have learned from the text to make plans, monitor progress, and review
- Write business letters or reports using new vocabulary in a practical and personally relevant manner
- Take on a role to engage audiences in activities

This phase is important as it helps students connect what they have read with their existing knowledge and experiences. Greenwood (1988) views this phase as a way to stimulate students' reflection on what they have read and enable them to expand and reinforce their perception.Motivation has been a topic of interest for

language researchers in the field of second language acquisition. It is widely accepted among these researchers that learners who have positive attitudes towards the subject and possess high levels of motivation are more likely to achieve success in learning a second language.

Definition of motive


According to Crookes and Schmidt (1991), motive refers to the desire of a scholar to learn a second language. Similarly, Dornyei and Ott (1998) assert that motive energizes individuals and provides direction. Brown (2000: 160) adds that motive is an internal drive that motivates someone to take action in order to achieve something. While defining motive in the field of second language learning is challenging, the main characteristics of motive include attitudes towards language learning, desire to learn a language, and motivational strength.

Factors influencing motive


According to Oxford and Shearin (1994), there are 12 motivational theories or models that can explain motivation in language acquisition. These theories come from different fields such as social psychology, cognitive development, and sociocultural psychology. Oxford and Shearin identified six factors that impact motivation in language learning.

• Attitude
• Belief about your ego
• Goals
• Engagement
• Environmental support
• Personal properties

Based on our treatment with co-workers, we learn that these factors are interconnected. If one factor is positively affected, all the others will be influenced and motivation will increase accordingly.

Methodology

Kind of researchIn order to achieve the research purpose, the researcher utilizes pre-experimental research. In this survey, pre-experimental research is conducted to determine how much students' reading motivation improves over time and to examine the impact of reliable materials on enhancing students' motivation in reading. According to Nunan

(1990), experiments are often conducted to explore the strength of the relationship between variables.

Salkind ( 2006 ) states that casual relationships between variables can be established through this type of research. Participants The researcher The researcher has been an experienced English teacher for 8 years and has been teaching English for business for over four years. The selection of the subjects Fifty third-year economics students from the economics module at LTV University were divided into two groups for the experiment. They were both males and females aged 20 to 22 and came from various countries in Viet Nam, particularly from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational backgrounds and had acquired equal background knowledge and English skills by studying General English for two years in a 240-hour learning program at the university.

New Headway Elementary and Pre-intermediate has been chosen as the curriculum. During the 3rd to 12th month, students studied ESP for four months prior to the experiment.

Data collection tools

The experiment was conducted using two groups known as the test group and control group. The test group used Market Leader-Pre-Intermediate as their textbook and supplementary materials, while the control group solely used Market Leader-Pre-Intermediate as their textbook.

The research was conducted over a period of 12 weeks. Each week, the participants received three learning sessions, each lasting 45 minutes. The T-test was used by the researcher to analyze the data collected, including the mean (M), standard deviation (Sd), and ratio for each group. The necessary data was gathered from a test designed to assess the students' skills. This included information on their

reading proficiency, motivation, and attitude towards the evaluation. The data was collected through a pre-test and a post-test.

The research worker conducted an experiment to measure the reading proficiency of two groups before and after the experiment using the same trial. The trials were obtained from www.about.com and Cambridge University, and focus on specific reading skills such as thinking vocabulary from context, matching words with definitions, comprehension, and multiple choice. The trial consists of 40 questions divided into 4 sections related to economic programs, business transactions, economic terms, and business people. The pre-test and post-test were conducted 12 weeks apart, with each trial allowing 60 minutes for completion. The research worker administered the pre-test to determine the students' reading proficiency level without using additional materials.

The aim of the research was to assess student improvement in reading motivation over time and determine the impact of reliable materials on student motivation in reading. In addition to conducting tests, questionnaires were used to collect data on the researcher's techniques and materials. Only the experimental group participated in completing the questionnaires. According to Brown (1995), questionnaires are a more efficient method for gathering information on a large scale compared to other approaches. The questionnaire included four sections with a total of 12 questions.

The text can beand unified as follows:

The text is divided into four sections. The first section contains three questions aimed at gathering information on students' attitude towards reliable auxiliary reading materials. The second section also consists of three questions, which aim to determine students' attitude towards extensive reading. The third section includes three questions to assess students' attitude towards post-reading activities. Lastly, the fourth section is designed to

collect information from students regarding their suggestions for future plans.

It should be noted that the questionnaires for the target group were distributed by the researcher, who emphasized the importance of the study and the students' contribution.

The researcher received the completed questionnaires within thirty minutes. After collecting the questionnaires, the gathered data was processed and analyzed. All 25 questionnaires that were issued were also collected, resulting in a 100% response rate.

FINDINGS AND DISCUSSION

Comparison of reading proficiency in the pre-test and post-trial within groups

The students in the experimental group showed improvement in their performance after the experiment. The following table shows that the experimental group had higher means, modes, and medians on the post-trial compared to the pre-test. In the pre-test, the experimental group had a mean of 6, indicating a central tendency of 6. However, the mean in the post-trial was 7.56, which was higher than in the pre-test.

The standard deviation decreased from 1.15 to 0.87, indicating minimal scattering in the pre-test. The results demonstrate the researcher's partial success, as the experimental group students provided better responses in all test points during the pre-trial. In contrast, the control group students did not show significant improvement in their knowledge level. The average score for the pre-trial was 6.2, while the average score for the pre-test was 6.4.

Furthermore, the standard air power values of the station trial for the control group are higher than the equivalents for the mark group, indicating a statistically significant difference between the two groups' scores on the station test. This finding supports the assertion that students taught reading using reliable materials achieve higher

scores compared to those taught conventionally.

A comparison of reading proficiency between two groups is presented.

The results from the table demonstrate that the mark group exhibits a higher improvement compared to the control group. The average improvement for the mark group is 1.6, whereas it is only 0.28 for the control group.

In addition, the standard air power of the control group is smaller than the mark group (0.68 compared to 0.87). Similarly, the T-observe values are 5.31 greater than the tcrit value (1.708). This indicates that using reliable materials for learning economic reading can increase students' motivation.

Capable attitude of the experiment

To stimulate student attitudes towards the researcher's experiment, a questionnaire consisting of 12 questions was administered to 25 students in the experimental group. The results showed that the majority of students not only enjoyed participating in the experiment but also expressed interest in improving their reading proficiency through extended reading with reliable materials.

24 out of 25 pupils favor reliable auxiliary reading materials, demonstrating positive attitudes towards them. Among them, 21 pupils strongly agree and 3 pupils agree that reliable reading materials are essential to make the ESP (English for Specific Purposes) reading lesson more interesting. It is surprising to note that all pupils are highly motivated by texts written by native experts in economics. The outcome of the inquiry about pupils' views on extensive reading reveals that the majority of them strongly agree (80%) that it helps them expand their knowledge of economic terms, while a smaller percentage (12%) agree.

23 students indicated that extended reading enhances their enjoyment of learning English, and 84% of students believed that they are incentivized by

economic benefits from extended reading. This suggests that extended reading is particularly important for economically motivated students in improving their reading skills. In terms of student attitudes towards post-reading activities, the majority of students recognized the significant role these activities play in enhancing their reading abilities. Out of 25 students, 24 strongly agreed or agreed that post-reading activities provide them with more opportunities to review, summarize, and respond to the reading material. Furthermore, over 90% of students believed that post-reading activities are indispensable and aid in their comprehension of economic-related reading material. Interestingly, most students expressed a desire for more opportunities to participate in these activities. Additionally, all of the students (100%) felt a sense of regret if they were unable to continue using the valuable materials provided by the extended program.

24 out of 25 students believed that using reliable materials helped them improve their understanding of grammar and vocabulary. The questionnaire results indicated that the researcher selected appropriate materials and methods to enhance the reading skills and motivation of economics students.

Students' preferences for post-reading activities

To determine the most effective exercises to develop different language skills and engage students in post-reading activities for English business classes, 25 students were asked to choose the most suitable exercises for third-year economics students. The table results showed that the third-year economics students at LTV University were interested in summarizing and writing exercises. This means they preferred doing exercises independently and quietly at home.

Out of 25 pupils, 23 like summarizing while only 2 dislike it. Similarly, 22 of the pupils enjoy writing. However, when it comes to closing exercises, they are not

fully utilized as only 8 out of the 25 students like them.