USING ACTIVE READING STRATEGIES AND FORMATIVE PEER FEEDBACK TECHNICS TO DEVELOP ACADEMIC READING AND WRITING ABILITIES OF STUDENT TEACHERS
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Abstract
This research has the objectives to 1) compare academic reading abilities of student teachers before and after learning 2) study active reading strategies which student teachers were used that effected to academic reading development of students and 3) compare academic writing abilities of student teachers before and after learning. The target group was 3th year 30 students in second semester of academic year 2017, bachelor of Faculty Education in Thai major. Research method is quasi-experimental research and research design is one group pretest-posttest design. Research instruments consist of learning management plans, academic reading test, group discussion topics and academic writing test to conduct data collection and analysis by mixed method both qualitative and quantitative research methods that use percentage, mean, standard deviation and content analysis.
The results revealed that 1) academic reading abilities of student teachers after learning by using active reading strategies and formative peer feedback technics was higher than before learning 2) the results of active reading strategies which student teachers were used consist of 12 strategies divided 3 groups in descending order; (1) meta-cognitive strategies (2) constructive strategies (3) expanding knowledge strategies. Student teachers were used active reading strategies to support 10 components of academic reading abilities effected to academic reading development of students in descending order; (1) using various active reading strategies (2) adjust and self-directed learning for reading (3) expanding a wide variety of reading (4) time management for reading and (5) continuous reading 3) academic writing abilities of student teachers after learning by using active reading strategies and formative peer feedback technics was higher than before learning.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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