The Effects Student - Led Questioning on Student Confidence, Motivation, and Engagement Reading English - Language Short Fiction Texts in a Secondary School in the Lower North of Thailand
Keywords:
Learner Autonomy, Student Engagement, Questioning StrategyAbstract
This qualitative study sought to learn the effects that student-led questioning could have on the attitudes of a group of secondary school students towards reading English language texts. The participants in the study were 10 Mattayom 4 students in an English Program in Phitsanulok Pittayakom School, a large campus in the lower north of Thailand. Due to the Covid-19 pandemic, class instruction and two stages of interviews were conducted online with the results showing that the students held favorable opinions towards asking and answering their own questions while reading. Afterwards, class discussion further revealed that they not only observed how this process could improve their comprehension of a story, but that they also appeared to enjoy the act of reading more. Additionally, they collectively agreed that the previous structure of reading tasks where the end result was to answer pre-determined questions had a negative impact on their interest towards reading. They felt that these tasks ignored their curiosities and instead turned reading into something they had to do rather than something they wanted to do.
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