Volume 06 Issue 11 November 2023
Nguyen Thi Nhung, M.A.
Dai Nam University – Hanoi, Vietnam
DOI : https://doi.org/10.47191/ijsshr/v6-i11-68Google Scholar Download Pdf
ABSTRACT
The study employed a quantitative research design to explore the current reading fluency of the first year students at Dai Nam University in Hanoi, Vietnam. The participants consisted of 123 first year student who have completed their first semester of English study. The findings showed that the reading fluency was at low level; M=2.74. The findings demonstrate that shadow reading techniques have a positive effect on the reading fluency of first-year students. This improvement is evident in their ability to read words accurately and quickly, maintain a consistent reading pace, and exhibit appropriate expression and intonation. As a result of improved fluency, students are better equipped to comprehend and understand the text they read. This has implications for their overall reading achievement and academic success. The study reveals that shadow reading not only enhances fluency but also increases students' motivation and engagement with reading. Students who participated in shadow reading activities reported a greater enjoyment of reading. Future investigations may delve deeper into specific factors influencing the effectiveness of shadow reading, explore its long-term impact on reading achievement, and examine variations in effectiveness among diverse student populations.
KEYWORDS:shadow reading, intervention reading fluency, reading achievement.
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