Speaker
Description
Reading is a key skill in language learning, essential for knowledge acquisition and critical thinking (Grabe & Stoller, 2014). In Vietnam, the importance of reading has increased following revisions to the 2025 English National High School Graduation Test, which introduces additional questions on reading comprehension. While the post-reading stage is shown to enhance students' understanding and retention of vocabulary and information (An, 2011), many teachers prioritize the pre-reading and while-reading stages due to time constraints in 45-minute lessons.
This study examines the impact of post-reading activities on 12th-grade students' reading skills and their perceptions of these activities. A quantitative design was employed, with 80 students assigned to either an experimental group (engaging in post-reading activities for three weeks) or a control group (following conventional teaching methods). The activities were adapted from the textbook tasks. Both groups completed pre- and post-tests to assess reading skill development. Data were analyzed using the Wilcoxon Rank Sum test for the experiment and mean values for the survey.
The results indicate a significant difference between the two groups, with a W value of 564 and a p-value of 2.131e-05 (< alpha = 0.01), suggesting that the experimental group showed considerably greater improvement. Survey data revealed that students found the post-reading activities both beneficial and engaging. These findings underscore the value of incorporating post-reading activities into English instruction for 12th graders, suggesting that such practices could enhance reading skills for high school students more broadly.
Biography
Mr.Hoa is a dedicated graduate student at the University of Foreign Language Studies – The University of Da Nang, majoring in English Linguistics. With a deep-seated passion for language, linguistics, and teaching methodology, he has consistently demonstrated academic excellence and a strong commitment to research. During his undergraduate years, he was recognized for his scholarly contributions, receiving both a Third Prize and a Second Prize at the university’s Student Scientific Research Conference.
Currently, he works as a part-time English teacher, where he applies his knowledge and enthusiasm to inspire learners and explore innovative teaching practices. His academic interests and practical teaching experience reflect his aspiration to contribute meaningfully to the field of English education.
