AN INSTRUCTION BASED ON SIMULATION STRATEGY WITH COLLABORATIVE LEARNING TO ENHANCE READING AND WRITING ABILITIES FOR UNDERGRADUATE STUDENTS
Article Sidebar
Main Article Content
Abstract
Numerous examinations and research findings from various schools indicate that students require improvement in language learning, particularly in reading and writing skills, to support effective communication. Enhancing English communication abilities within social and real-life contexts is crucial for students' future success. This research aimed to: 1) compare the English reading abilities of undergraduate students before and after instruction based on simulation strategy and collaborative learning, and 2) compare their English writing abilities before and after the same instruction. The study involved 22 undergraduate students from Sichuan Film and Television University in the academic year 2023, assigned to an experimental group using cluster random sampling. Research instruments included lesson plans, reading ability assessment forms, and writing ability assessment forms. Statistical analysis was conducted using descriptive statistics and a t-test for dependent samples.
The results showed that students who received instruction based on simulation strategy and collaborative learning demonstrated significantly higher English reading and writing abilities post-instruction at the .05 level of significance.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสารฉบับนี้ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้นเพียงผู้เดียว และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ
กองบรรณาธิการขอสงวนสิทธิ์ในการคัดเลือกบทความลงตีพิมพ์และจะแจ้งให้เจ้าของบทความทราบหลังจากผู้ประเมินบทความตรวจอ่านบทความแล้ว
ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย ถือเป็นกรรมสิทธิ์ของคณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่ว่าจะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
References
Allington, R. L. and Walmsley, S. A. (1995). No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools. Language and Literacy Series. Teachers College Press. 1234 Amsterdam Avenue, New York.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The modern language journal, 75(4), 460-472.
Appannaiah, H. R., Reddy, P. N. and Ramanath, H. R. (2010). Business Research Methods: including Skill Development. Himalaya Publishing House.
Arwood, E. and Kaakinen, J. (2009). Simulation based on language and learning (SIMBaLL): The model. International Journal of Nursing Education Scholarship, 6(1). 1-20.
Bland, A. J., Topping, A. and Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse education today, 31(7), 664-670.
Dole, J. A., Duffy, G. G., Roehler, L. R. and Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of educational research, 61(2), 239-264.
Feng, Jianhua. (1990). Match or Mismatch: The Relationship between Teachers' Beliefs about Reading and Their Reading Instructional Practices.
Harste, J.C. and Burke, C.L. (1977). A new hypothesis for reading teacher education: Both the teaching and learning of reading are theoretically based. In P.D. Pearson (Ed.), Reading research, theory and practice 26th yearbook of the National Reading Conference). Chicago, IL: National Reading Conference.
Johnson, K. R. (1975). Black dialect shift in oral reading. Journal of Reading, 18(7), 535-540.
Manning, Maryann, and Tsuguhiko Kato. (2006). Teaching Strategies: Phonemic Awareness: A Natural Step toward Reading and Writing. Childhood Education, 82(4), 241-243.
Paris, S. G., Lipson, M. Y. and Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316.
Shanklin, Nancy L. and Lynn K. Rhodes. (1989). Comprehension instruction as sharing and extending. The Reading Teacher, 42(7), 496-500.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. 2nd ed. Boston, MA: Allyn & Bacon.
