A Development of Thai Reading Instruction Model Using Project-Based Learning to Enhance Analytical Reading Ability for Chinese Students

Abstract

          The purposes of this research were to develop and assess quality of the Thai reading instructional model. This study also aimed to implement the Thai reading instructional model. This study was conducted using the following two research and development steps according to the research purposes: Step 1: Developing and assessing quality of the Thai reading instructional model; Step 2: Implementing the Thai reading instructional model. The samples consisted of 21 Chinese students, who were studying Thai in the second-year of 2022 academic year, Dianchi College of Yunnan University. Research instruments were a condition, problems, and guideline for analytical reading ability development of Chinese students structure interviews, the Thai reading instructional model, the Thai reading instructional model handbook, lesson plans, suitability evaluation forms, an analytical reading ability test form, and a rubric-based assessment of creating the Thai projects that improved analytical reading ability form. Content analysis, descriptive statistics (Percentage, Mean, Standard deviation), the effectiveness index, and the paired-samples t-test were used for data analysis.
          The findings revealed that: 1) The Thai reading instructional model, the Thai reading instructional model handbook, and lesson plans had the high level of appropriateness with Mean of 4.18, 4.35 and 4.39, respectively. The effectiveness index of the Thai reading instructional model was 0.5517 or 55.17 percent. 2) Chinese students’ analytical reading ability after the Thai reading instructional model implementation were enhanced and significantly higher than before at a significant level of .01. Furthermore, only 1 group of Chinese students created Thai projects that can enhance analytical reading ability at an excellent level, accounting for 20 percent of the total number of groups, while the good level, acceptable and to be improved were 1, 2 and 1 group respectively. These groups were representing 20, 40 and 20 percent respectively of the total number of groups.