Ứng dụng dạng bài tích hợp vào đánh giá đọc hiểu tiếng Anh: Trường hợp người học tại Việt Nam
VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
99
IMPLEMENTING INTEGRATED FORMAT
IN ASSESSING READING COMPREHENSION:
A CASE OF VIETNAMESE EFL LEARNERS
Trinh Ngoc Thanh*
Ho Chi Minh City University of Technology and Education
01 Vo Van Ngan Street, Linh Chieu Ward, Thu Duc City, Ho Chi Minh City
Received 16 October 2020
Revised 22 December 2020; Accepted 25 January 2021
Abstract: The present study evaluates the effect of test format on the performance of reading
comprehension, which is the integrated format. Unlike the separation of text and test questions into two sections
in the split format, the main modification of the integrated format is that the relevant text is integrated with test
questions in each reading task. Through the comparison between learners’ performance in the two test formats,
this study tests the hypothesis that the overall test performance and task performance in the integrated format are
higher than performance in the split format. Drawn on score data of 20 Vietnamese EFL learners, findings from
the study showed no effect of test format on the overall test performance and marginally significant effect of test
format on task performance. A further analysis on relevant aspects of test design is to be discussed.
Key words: cognitive load theory, split format, integrated format, reading comprehension
learners move up to new requirements in their
1. Introduction*
learning levels and the attention to individual
needs in the mastery of reading skill. It could
be explained that the assessment of learner’s
The essence of comprehension is often
observed in an indirect manner since the
performance in different reading conditions is
moment of comprehending a text takes place
more important than the control of variables in
within a short time lapse (Pearson & Cervetti,
the measurement of comprehension abilities
2017). In the notion of indirect observation,
(Lipson & Wixson, 1986; Wixson, 2017).
reading comprehension can be better assessed
Furthermore, some other listed factors causing
in the form of instruction as teachers can create
comprehension difficulties could be the type of
teaching activities which can monitor
necessary knowledge and the role of inference
comprehension or explicit teaching of reading
making (Pearson & Cervetti, 2017), the
skills and strategies (Palincsar & Brown, 1984;
process of text decoding from bottom-up
Afflerbach, Pearson & Paris, 2008). In the
direction (Kintsch, 1998), and the process of
facilitation of reading skills and strategies, it
meaning-making in the mental model
was viewed reading comprehension itself is
not a single entity involving reading ability but
(Carlson et al., 2014).
a combination of reader, text, and task factors
(Kamhi & Catts, 2017) as well as the
considerations of variables such as “content
knowledge, motivation and interest, text
organization, nature and content of the task,
and characteristics of the setting in which
reading occurs” (Lipson & Wixson, 1986; as
cited in Kamhi & Catts, 2017, p. 1).
One particular aspect concerning the
reduction of comprehension difficulties is the
extent to which the format of instruction plays
a role in allocating the necessary amount of
cognitive loads given for the learning tasks
(Chandler & Sweller, 1991). In particular, it is
the extent to which instructions are likely to
produce higher amount of intrinsic cognitive
load (i.e. “the intrinsic nature of the learning
task”) and reduce the amount of extraneous
cognitive load (i.e. “the manner in which the
task is presented”) while learners approach the
However, in the consideration of specific
groups of learners, Carlson, Seipei, and
McMaster (2014) indicated the necessity to
analyze comprehension difficulties when
learning materials (Van Merrienboer
&
_______
Sweller, 2005, p. 150). The borderline between
the intrinsic and extraneous cognitive load
* Tel: 0837887889
Email: [email protected]n
T. N. Thanh / VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
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however possibly results in split-attention
effect, the result of which is distraction when
there are two separate sources of information
presented in reading materials (Yeung, Jin &
Sweller, 1997).
instruction formats in both the learning and
testing phases.
In terms of research design, participants in
Huynh (2015)’s study took part in the testing
phase right after the learning phase. Choosing
the same text “The early aborigines” as the
reading material for the learning and testing
phases, Huynh designed 10 questions for the
learning phase and 12 questions for the testing
phase. Concerning the design of the two test
formats, it was noted that reading passage and
the set of reading comprehension questions
were physically separated as two sections in
the split format of the reading questions.
Meanwhile, smaller sets of reading
comprehension questions are physically placed
into relevant parts of the text in the integrated
format. On the comparison of mean scores of
assessment result in learning and testing
phases, Huynh claimed the effectiveness of the
integrated format in reducing extraneous
cognitive load. In comparison with the split
format, the integrated format proved its
efficiency in reading performance in the
learning phase and later on the testing phase.
To reduce split-attention effect in reading
materials, there should be an effective
initiation for mental integration through
referents. For instance, Sweller et al. (1998)
reported a replacement for “a single, integrated
source of information” instead of “multiple
sources of information” (as cited in Van
Merrienboer & Sweller, 2005, p. 150). In this
replacement, the physical integration of
isolated materials should be reformatted to
reduce “the need to search for relevant
referents and mentally integrate them”
(Chandler & Sweller, 1991, p. 295) and to
facilitate automation in learning-mediated
intellectual performance after the acquisition
of schemas (Sweller, 1994). Therefore, an
attention to selecting appropriate elements for
reading materials (Chandler & Sweller, 1991)
can be also considered the key to enhance the
intrinsic
cognitive
load
for
reading
comprehension.
Certain limitations were identified from the
original study. The learning phase was
immediately followed by the testing phase and
even though there could be no significant
interaction between the two phases, this
condition could lead to cognitive effort in
memorizing from the learning phase to answer
the reading questions in a relatively short time
span. Furthermore, the set of questions for
reading comprehension in both the learning
and testing phases required learners to provide
written answers. The written form raised a
concern of appropriate scoring due to a variety
of responses and a lack of standard answers.
All things considered, the present study
places theoretical concerns of minimizing
comprehension difficulties by implementing
the integrated format into the purpose of
assessing reading comprehension. This study
particularly examines whether the physical
integration
of
appropriate
text
and
comprehension questions can improve the
overall test performance (i.e. the total score of
test) and task performance (i.e. the score of the
designed
reading
tasks)
in
reading
comprehension. Furthermore, it also analyses
relevant aspects of test design as contributors
to the appearance of possible extraneous
cognitive load.
To remediate the above identified
limitations, the research procedure in the
present study would be modified as follows.
Instead of administering learning and testing
on the same day, the present study separated
the two phases and designed more reading
tasks for the test. The selection of various
reading tasks possibly would reduce the
flexibility of answers and thus enhance the
standard of scoring.
2. Rationale of the present study
2.1. The original study
The present study replicates Huynh
(2015)’s investigation on how to reduce
extraneous cognitive load for reading
assessment in classroom context. 21
Vietnamese EFL students were randomly
allocated into split-attention and integrated
VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
101
the data provider and to indicate necessary
actions for maintaining the code of research
ethics.
2.2. Research questions
Following a similar research design in
Huynh (2015)’s study, the present study
evaluates the hypothesis whether the physical
integration of relevant text with the reading
questions in the integrated format could
improve overall test performance (i.e. the total
score of test) and task performance (i.e. the
score of the designed reading tasks) in
comparison with the separation between text
and reading questions in the split format. For
the purpose of hypothesis testing, two research
questions for the present study are as follows:
2.4. Research instrument
An online free-access article entitled
“Robin Hood: Fact or Fiction” from
Linguapress publisher was chosen as the
reading material for this study. This article was
indicated for intermediate student-level and the
text length was about 530 words. The present
study incorporated IELTS reading test format
into the design of reading tasks in the 20-
minute reading mini-test at the classroom.
Table 1 describes the task design of the test.
RQ1: Is there a difference in the overall test
performance between the integrated format and
the split format?
In terms of format, there were two versions
to be used in the present study: the split format
(test form A) and the integrated format (test
form B). All three reading tasks were inserted
after the reading text in the split format while
relevant reading questions were physically
integrated into relevant paragraphs of the
reading text in the integrated format. For the
purpose of scoring, each correct answer
received 1 mark and 0 for each incorrect
answer and the maximum score for each test
version was 12.
RQ2: Is there a difference in task
performance between the integrated format and
the split format?
2.3. Data collection
This study employed the collection of
secondary data from the homeroom teacher as
the main provider of data. The main purpose
was to reduce intrusive effects caused by the
procedure of data collection. Furthermore, it
would lead to a concern for conflict of interests
if the researcher had direct contact with the
participants.
2.5. Data analysis
The following steps were proposed to
answer the two research questions. First, an
Excel file was prepared to record the following
information: name, student ID, diagnostic test
result, test format (split-A or integrated-B),
overall performance score (i.e. the total score
out of 12), individual task performance (i.e. the
score of task 1, task 2, and task 3-see Table 1),
and records of wrong answers in each task.
Second, the quantitative analysis for
comparing the two test formats was conducted
using one-way ANOVA Welch test because
this test is appropriate for small sample size
(less than 30). Finally, the discussion of overall
performance and task performance was
conducted on the basis of (1) calculation for
the dependability of test items, (2) analysis of
wrong answers, and (3) the writing of test
items.
The set of secondary data was collected
from a group of 20 first-year English major
students enrolling in an English reading course
entitled Reading 1 at a local university in Ho
Chi Minh City. Prior to the procedure of data
collection, the participants enrolled in Reading
1 for six weeks of the first semester in 2015. In
terms of reading ability, they should have
mastered adequate training for reading skills
and strategies for reading comprehension in
order to complete all the procedures of data
collection.
Discussion with the homeroom teacher was
conducted to ensure that the designed
instruments were appropriate to be used in the
classroom or to be revised if necessary. A
letter of consent was also sent to the
homeroom teacher to seek for the agreement as
T. N. Thanh / VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
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Table 1
Criterion-Referenced Design of the Classroom Reading Mini-Test
Task
1
Test items
Multiple
choice
questions
(MCQs)
Theoretical grounds
MCQs are common in the assessment
for group settings and easy to
administer with one correct choice and
alternative distracters (Carlson et al.,
2014). While answering MCQs, the
retrieval of relevant information from
the text is the major cognitive activity
involved in the determination of the
correct choice (Ferrer et al., 2017).
Description
This task involves the selection of the
correct answer among four choices (A, B, C,
or D).
2
Validating
(True-False-
Not Given)
Validating questions are grounded on
validation in text comprehension.
Validation refers to a mechanism
where readers are involved in the
main cognitive activity of judging the
plausibility of the given information
(Richter, 2015) and balancing the
controversies from inconsistent
information in the mental
This task involves the main activity of
validating the accuracy of the given
statements. The value True is applicable if
the statement agrees with the information
and False if the statement contradicts the
information. Meanwhile, the value Not
Given is defined when there is no
information derived from the text on this
statement.
representation (Richter & Maier,
2017).
3
Cloze-test
(Fill in the
blank with
no more
than two
words)
Cloze-test questions include the gap-
filling of the appropriate word and are
applicable to assess reading
comprehension for both lower and
higher level of learners (Mizumoto,
Ikeda & Takeuchi, 2016).Considering
text readability, test designers may
modify the original text across levels
of learners (Crossley et al., 2017).
This task requires test-takers to fill in the
gap with the appropriate word or group of
words. The answer is limited within the
length of two words and the gap-filled words
should be appropriate and grammatical.
meanwhile, the cut-score of integrated group
was 5<score integrated<9 (N=9, M=6.78,
SD=1.55).
3. Findings
3.1. The integrated format and overall test
performance
Out of 20 participants, there were in total 3
outliers to be eliminated before the
computation of ANOVA analysis. Two
participants from the split and integrated
groups achieved the overall score below the
range of cut scores: their overall scores were 2
(split) and 4 (integrated) respectively. The
other was eliminated because the performance
of task 1 was uniquely recorded as zero. After
eliminating outliers of overall test performance
from both groups, 17 participants from both
groups (Nsplit=9 & Nintegrated=8) were left for
Due to the method of scoring (1 for correct
and 0 for incorrect answers), the range of
overall performance was supposed not to be
considerably
varied
among
individual
performances. Therefore, with reference to
results from the calculation of means and
standard deviations (SDs), it was decided that
the range of cut-score would be between the
lower and upper levels of 1.6 SD for both the
integrated and split formats. As a result, the
range of the cut-score of split group was
3<score split<8 (N=11, M=5.27, SD=1.76);
VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
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one-way ANOVA Welch analysis.
3.2. The integrated format and task
performance
One-way Welch ANOVA test was
computed with regards to small and unequal
sample size for each group. The significant
level of p value is set at 0.05. Although
integrated group (M=7.12, SD=1.36) achieved
a higher mean of overall test performance than
split group (M=5.9, SD=1.36), there were no
significant differences between group means as
determined by one-way Welch ANOVA
(F(1,15)=3.496, p>0.05). It can be concluded
that there is no difference in the overall test
performance between the two test formats.
The evaluation of the effect of integrated
format on task performance was structuralized
at individual (i.e. one single task) and
collective (i.e. a pair of tasks) levels. Table 3
presents the report of mean score of task
performance in split and integrated formats.
The mean scores suggest a higher performance
of task performance for the integrated format
at individual and collective levels.
Although integrated group achieved a
higher mean of task performance than split
group across individual and collective levels,
results from Table 4 overall indicated that the
differences between group means for
Table 2
One-way Welch ANOVA for Overall Test
Performance
Sum of
squares
Mean
square
df
1
F
Sig.
individual task
2
(validating questions)
Between
groups
Within
groups
Total
6.471
6.471 3.496 .081
1.851
(F(1,15)=4.642, p=0.048<0.05) and for the pair
of task 2 (validating questions) & task 3
27.764
34.235
15
16
(cloze-test
questions)
(F(1,15)=4.644,
p=0.048<0.05) were marginally significant.
Table 3
Mean Score of Task Performance in Split and Integrated Formats
Test format
Task 1
2.00
9
Task 2
1.33
9
Task 3
2.56
9
Task 1 & 2
3.33
9
Task 1 & 3
4.56
9
Task 2 & 3
3.89
9
Mean
N
Split
SD
.866
2.12
8
.500
2.25
8
.726
2.75
8
1.000
4.38
8
1.333
4.88
8
.782
5.00
8
Mean
N
Integrated
Total
SD
.641
2.06
17
1.165
1.76
17
1.165
2.65
17
1.188
3.82
17
1.356
4.71
17
1.309
4.41
17
Mean
N
SD
.748
.970
.931
1.185
1.312
1.176
Table 4
Task Performance at Individual and Collective Measurements
Sum of squares
Df
1
Mean square
F
Sig.
Between groups
Within groups
Total
.066
8.875
8.941
3.559
11.500
15.059
.160
.066
.592
.112
4.642
.175
.743
.048
.682
Task 1
15
16
1
Between groups
Within groups
Total
3.559
.767
Task 2
Task 3
15
16
1
Between groups
.160
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Within groups
Total
13.722
13.882
4.596
15
16
1
.915
Between groups
Within groups
Total
4.596
1.192
3.856
.239
.068
.632
.048
Task 1 & 2
17.875
22.471
.432
15
16
1
Between groups
Within groups
Total
.432
Task 1 & 3
27.097
27.529
5.229
15
16
1
1.806
Between groups
Within groups
Total
5.229
1.126
4.644
Task 2 & 3
16.889
22.118
15
16
4. Discussion
4.2. Analysis of test items
The second finding concerning the effect of
integrated format on task performance revealed
a remarkable borderline to significant level of
the individual task 2 (validating questions) and
the pair of task 2 and task 3 (cloze-test
questions). This finding assumed that the
integrated format for the same sets of questions
lowered the cognitive load for task
performance. To clarify this claim, the
frequency of wrong answers from 17
participants who were left after the
determination of cut-score for the computation
of ANOVA analysis was recorded in Table 5.
4.1. Calculation of dependability index
In the previous one-way Welch ANOVA
analysis of overall test performance, no
significant difference was found in the group
means of the score between the integrated
format and the split format. It is assumed that
there should be an effect of the dependability
of test administration on overall test
performance. Phi-lambda (φλ) index was
computed with reference to the following
statistics from the original data of overall test
performance from 20 participants left for the
determination of cut-score: the number of
items on the test (K=12), mean of the
proportion scores as measured by the average
of proportion of correct answers (Xp=0.5),
standard deviation of the proportion scores
(Sp=0.15), and cut-point expressed as a
proportion (λ=0.6) (see Fulcher, 2010 for more
details on the calculation of these statistics).
Statistics in Table 5 demonstrated a
constant reduction of the number of wrong
answers for task 2 in the integrated format.
Except for item 3, the reduced number of
wrong answers is consistent for other items in
task 3.
In the evaluation of pairs of tasks, the
constant reduction of wrong answers was
found in items 1, 2, and 4 of both task 2 and 3
in the integrated format. These statistics also
suggest that item 4 of task 2 is the most
challenging question in the split format
because 9 out 9 participants failed to answer
this question. Also, item 3 in task 3 in the
integrated format may attain problems with the
identification of the correct answer for the
participants.
Applying the formula for calculating Phi
Lambda index, the dependability index
remained at 0.37 at the cut-score of 6. The
dependability level at 0.37 could be interpreted
that the test administration with split and
integrated format reports some agreement
value of dependability, and therefore results in
no significant difference in the group means of
the score for overall test performance.
VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
105
Table 5
Statistics of Wrong Answers for Split and Integrated Format
Test
Format
Test
Items
Task 2
(x1)
Task
3
∑ Task 2 3
(∑ x1 x2)
Summary Items
Task 2
x1 split –
Task 3
x2 split –
∑ Task 2 3
(x2)
x1 integrated x2 integrated
split
(n=9)
1
2
3
4
1
2
3
4
8
2
5
9
4
0
4
6
6
5
0
4
4
3
3
0
14
7
5
13
8
3
Reduced
wrong
answers
(raw data)
Reduced
wrong
1
2
3
4
1
2
3
4
4
2
1
2
2
-3
6
4
-2
3
4
7
integrated
(n=8)
50%
100%
20%
33%
33%
40%
N/A
100%
43%
60%
-40%
55%
answers
(%)
7
6
Table 6 showed further analysis of
validating questions in task 2. Higher
frequency of task performance score at 1 and 2
was found a popular norm in the split format.
Data on frequency of wrong answers from
6 participants achieving the score of 1 in the
split group showed that these participants
provided wrong answers for item 1 of task 2.
Answer: False
Table 6
The writing of item 1 may fail to consider
the identification of “other stories” for the
determination of false value for the above
Frequency of Wrong Answers in Task 2 From
Both Formats
written
statement.
Furthermore,
the
Test Format
Task 2
Frequency
presentation of facts in the previous paragraph
(paragraph 8) in line with this paragraph may
puzzle participants whether there should be
two enemies (the Sheriff of Nottingham, the
Normans) for Robin Hood rather than one (the
Sheriff of Nottingham). The addition of the
phrase “In other stories” should have been
included in the above statement for further
clarity. It is also noted that the item writing in
negative condition may also have contributed
to the puzzlement for participants to determine
the correct answer for item 1 of task 2.
Split
Integrated
Item 1
Item 2
Item 3
Item 4
Total
6
3
0
0
9
3
1
3
1
8
9
4
3
1
17
4.3. The writing of test items
The statistics of item performance in Table
5 and Table 6 indicated the challenging level
of the following test items: item 1 and item 4
in task 2 of the split format and item 3 in task 3
of the integrated format. Further analyses of
the design for these test items are as follows:
4.3.2. Item 4 of task 2
Extracted text: Many old stories said that
Robin lived in Yorkshire. However, later
stories had him living in Sherwood Forest,
near Nottingham; and today, Robin's name is
definitely attached to the city of Nottingham,
and to Sherwood Forest.
4.3.1. Item 1 of task 2
Extracted text: Other stories claim that
Robin was not an Anglo Saxon nobleman, but
a common fugitive; they say that his real name
was "Robert Hood", and that he only fought
against his personal enemies, in particular the
Sheriff of Nottingham, not against the
Normans.
Structure: Sentence
1
[past simple].
<Compound sentence> However, sentence 2
[past simple PP1 PP2]; and today, sentence 3
[(source of answer) past simple PP3 PP4]
Item 4: There is a conclusion about where
Robin Hood lived._______
Item 1: The Sheriff of Nottingham were not
the only enemies for Robin Hood. _______
Answer: True
T. N. Thanh / VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
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Item 4 demands inference skill to answer
Item 3 requires participants to locate the
proper noun “Sherwood Forest” from PP2 in
order to fill in the gap with no more than two
the question because it is necessary to
synthesize relevant details from the extracted
test. The key word “a conclusion” in the item
is initially designed to match with the source
of answer from the phrase “is definitely
attached” from the line “… and today, Robin's
name is definitely attached to the city of
Nottingham, and to Sherwood Forest.”
words. Although there was
a
physical
integration of the relevant text boundary, the
prepositional phrase “In Nottingham” in PP1
may distract participants to provide a correct
answer for item 3. Another possibility could be
addressed to the complexity of the compound
sentence structure where the details with
distractors come from the relative clause
“…where Robin and his adventures are
brought to life…”, the appositive “…a massive
old tree…”, and the passive voice of sentence
3. Therefore, revising or simplifying sentences
with complex structure is suggested for the
purpose of eliminating unnecessary cognitive
loads which potentially prohibit the process of
reading comprehension.
There are three possible causes for the
challenging level of item 4. First, it could be
explained that the mixture of verb tense in item
4 is probably the potential factor which
imposed cognitive demands for participants in
the split group. The past tense “lived” in the
noun clause of the prepositional phrase
“…about where Robin Hood lived” of the test
item may direct the attention to refer to
sentence 1 [...that Robin lived in Yorkshire…].
Another explanation is due to the assumption
that participants may have difficulty in
processing a lengthy compound sentence
where the clue to answer the question resided.
Furthermore, the repetition of the proper nouns
“Sherwood Forest” in PP1 and PP4 and
“Nottingham” in PP2 and PP3 is also predicted
to distract the attention to the relevant detail.
5. Conclusion
The present study investigates whether the
administration of physical integration of
questions into its relevant part would improve
reading
comprehension
performance.
Replicating similar administration with
modification in research design in Huynh’s
study (2015), findings from the present study
further suggests relevant contributors to
extraneous cognitive loads for the processing
of the reading test materials, namely the design
of reading tasks and the writing of test items.
Concerning the clause “Robin's name is
definitely attached”, the revision from “a
conclusion” to “a definite conclusion” could
have reduced the frequency of wrong answers
for item 4. Consideration for transforming
words carrying the same root will provide
more specific clues for participants to answer
this item.
Findings from the present study lead to the
consideration on how task performance could
be influenced by the writing of test items.
Drawn from theory-based validity in language
testing (Weir, 2005), these factors suggest
more collection for prior evidence before
4.3.3 Item 3 of task 3
Extracted text: In Nottingham, Robin is
now a very popular character. Visitors to the
city can learn all about him at the "Tales of
Robin Hood" exhibition, where Robin and his
adventures are brought to life; and in
Sherwood Forest, "the Major Oak", a massive
old tree, is said to be Robin Hood's tree.
assessing
reading
comprehension.
Furthermore, this study also raises the concern
to increase the dependability index in reading
assessment and the increase of Phi-Lambda
could contribute to the validation of test items
in reading assessment (Ross & Hua, 1994).
Structure: Sentence 1 [PP1 Main clause 1].
<Compound sentence> Sentence 2 [Main
clause 2, Relative clause]; and PP2, Sentence
3[Subject (Appositive) + Passive Voice]
Certain limitations are identified in the
present study. First, the small size number of
participants and the scoring method may limit
the scatter plot of performance score,
considerably affecting the calculation of mean
and standard deviation. Moreover, findings in
this study are subject to task design and the
Item 3:_______________is said to be the
location of Robin Hood’s tree.
Answer: Sherwood Forest
VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021) 99-108
107
Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching
of comprehension - fostering and comprehension -
monitoring activities. Cognition and Instruction, 1(2),
recruited group of participants Therefore,
generalizability to other contexts should take
these factors into consideration.
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108
Appendix
Formula of calculation
1.
2.
Notes:
x split
∑wrong answers of task performance in split-format test
x integrated
∑wrong answers of task performance in integrated-format test
Dependability index
Notes:
ỨNG DỤNG DẠNG BÀI TÍCH HỢP
VÀO ĐÁNH GIÁ ĐỌC HIỂU TIẾNG ANH:
TRƯỜNG HỢP NGƯỜI HỌC TẠI VIỆT NAM
Trịnh Ngọc Thành
Đại học Sư phạm Kỹ thuật Thành phố Hồ Chí Minh
01 Võ Văn Ngân, Phường Linh Chiểu, TP. Thủ Đức, TP. Hồ Chí Minh
Tóm tắt: Nghiên cứu này đánh giá tác động của dạng bài tích hợp lên kết quả kiểm tra đọc hiểu tiếng Anh.
Khác với dạng bài phân vùng ở phần thiết kế tách biệt văn bản đọc hiểu với các câu hỏi đọc hiểu thành hai phần
riêng biệt, dạng bài tích hợp được thiết kế bằng việc gắn kết phần trích đoạn của văn bản bài đọc với câu hỏi
kiểm tra đọc hiểu tương ứng. Việc so sánh kết quả kiểm tra đọc hiểu giữa hai dạng đề nhằm kiểm định lại giả
thuyết kết quả kiểm tra đọc hiểu của dạng bài tích hợp cao hơn so với dạng bài phân vùng. Kết quả nghiên cứu từ
20 người học Việt Nam cho thấy không có tác động của dạng bài tích hợp lên kết quả kiểm tra đọc hiểu. Ngoài
ra, dạng bài tích hợp có tác động không đáng kể lên kết quả thực hiện nhiệm vụ đọc hiểu. Nghiên cứu cũng thực
hiện các phân tích bổ sung về những khía cạnh liên quan trong việc thiết kế đề kiểm tra đọc hiểu.
Từ khóa: thuyết tải nhận thức, dạng bài phân vùng, dạng bài tích hợp, đọc hiểu
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