TOPIC SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF ARTS IN TESOL STATEMENT OF AUTHORSHIP I certify that the thesis entitled “An investigation into reading strategies of learners in reading classes at The Military Political Academy” and submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) is the result of my own work, except where otherwise acknowledged, and that this minor thesis or any part of the same has not been submitted for a higher degree to any other university or institution. The Hanoi University of Foreign Studies approved the research procedures reported in this thesis. I would like to express my thanks to many people who have assisted my research work. To my supervisor Mr Le Quoc Hanh, M.A. (TESOLT), a senior lecture at Hanoi University of Foreign Studies. I am grateful to him for his valuable guidance and great insight into my thesis writing. His guidance was indispensable to the design and completion of the study. I am also grateful to him for his comments, correction and for his kindly encouragement and enthusiasm during the development of this study. My special words of thanks also go to the Management Board of the Post-Graduate Department of the Hanoi University of Foreign studies for their consideration and enthusiasm in helping me to pursue the course. My particular thanks go to Ms. Nguyen Thai Ha, M.A. (TESOLT), a senior lecture at Hanoi University of Foreign Studies, the Deputy Dean of post graduate Department for her useful advice, criticism and support while the research was being done. I would also like to thank my collueges at Military Political Academy and my students in the two classes of BT4A, BT4B for their participation and support. Finally, I would like to express my deep gratitude to my husband and my children for their love, great encouragement and support to me to fulfill this thesis. STATEMENT OF AUTHORSHIP i TABLE OF CONTENTS ii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF ABBREVIATIONS vi LIST OF TABLES vii CHAPTER i: INTRODUCTION 1 1.1. Background to the thesis 1 1.2. The aims of the study 3 1.3. Research questions 3 1.4. Outline of the thesis 3 CHAPTER ii: LITERATURE REVIEW 5 2.1. Definition of reading 5 2.2. Language learning strategies 7 2.2.1. Reading strategies 7 2.2.2. Definition of language learning strategies 8 2.2.3. Characteristics of language learning strategies 9 2.2.4. Classification of language learning strategies 10 2.3. Factors influencing reading strategies choice of language learners 11 2.3.1. Proficiency 12 2.3.2. Motivation 13 2.4. Reading in second and foreign language 15 2.5. Previous studies on reading strategies 16 2.6. Conclusion 19 CHAPTER iii: METHODOLOGY 20 3.1. Research questions 20 3.2. Description of variables 20 3.3. The setting of the study 20 3.4. Data collection instruments 21 3.4.1. Test 22 3.4.2. Questionnaire 24 3.4.3. Interview 25 3.5. Analyzing data 26 3.5.1. Coding scheme for the use of reading strategies in students reading comprehension 26 3.5.2. Coding scheme for the use of reading strategies while doing reading tasks 27 3.5.3. Coding Scheme for factors influencing MPA learners reading strategy choice 27 3.6. Conclusion 28 CHAPTER iv: RESULTS AND DISCUSSION 29 4.1. What reading strategies are used by different learner groups at the MPA in their reading comprehension? 29 4.2. What reading strategies do the effective and ineffective learners use while they are doing reading tasks? 31 4.3. What factors influence learners learning strategy choice? 44 4.4. Discussion 47 4.5. Summary 49 CHAPTER V: IMPLICATIONS AND CONCLUSION 50 5.1. Findings 50 5.2. Implication of the study to strategy training. 51 5.2.1. Enhancing learners awareness of the use of reading strategies. 51 5.2.2. Teacher and students role in activities of strategy training. 52 5.3. Limitations of the study 54 5.4. Suggestion for further studies 55 5.5. Conclusion 55 REFERENCES 58 Appendix 1 66 Appendix 2.1 68 Appendix 2.2 75 Appendix 3 82 Appendix 4 83