Main Article Content

Sueksa Rueangdam


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.

Article Details

Research Article


Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement: effects of a proposed instructional strategy. Theory and Practice in Language Studies. 7(1), 37-48.

Anderson, Anson, Gonyea & Paine. (2016). How to create high impact writing assignments that enhance learning and development and reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us. A Journal of Language, Learning and Academic Writing. Retrieved from

Anderson, N. J. (2015). Academic reading expectations and challenges. esl reader and writers in higher education. New York: Routledge.

Anderson, N. J. (2020). Promoting Reading with the ACTIVE framework for the american english live teacher professional development series. Retrieved from

Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. 2nd ed. San Francisco, CA: Jossey-Bass.

Chitez, M. & Kruse, O. (2012). Writing cultures and genres in European higher education in Montserrat Castello & Christiane Donahue (Ed.), University Writing: Selves and Texts in Academic societies. UK: Emerald group Publishing Limited.

Corrigan, P. T. (2014). Attending to the act of reading: critical reading, contemplative reading and active reading. Essays in Reader Oriented Theory, Criticism, and Pedagogy. 63(64), 146-173.

Dirgeyasa, M. H. (2016). College academic writing a genre-based perspective. Jakarta: KECANA.

Douglas, K., Barnett, T., Poletti, A. Seaboyer, J. & Kennedy, R. (2016). Building reading resilience: Re-thinking reading for the literary studies classroom. Higher Education Research & Development. 35(2), 254-266.

Frey, N., Fisher, D. & Hattie, J. (2016). Surface, deep, and transfer? considering the role of content literacy instructional strategies. Journal of Adolescent & Adult Literacy. 60(5), 567-575.

Giltrow, J., Gooding, R. & Burgoyne, D. (2021). Academic writing an introduction. 4th ed. Ontario: Broadview Press.

Goctu, R. (2017). Metacognitive strategies in academic writing. Journal of Education in Black Sea Region. 2(2), 82-96.

Hu, G. (2019). Culture and peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (45-63). Cambridge, UK: Cambridge University Press.

Huisman, B., Saab, N., Driel, J. V. & Broek, P. V. D. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education. 43(6), 955-968.

Inie, N. & Barkuus, L. (2021). Developing evaluation metrics for active reading support. In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021). 1, 177-188.

Jennifer, A. P. (2017). Multimedia active reading: a framework for understanding learning with tablet textbook. in Terry Kidd & Lonnie R. Morris, Jr. (Ed.), Handbook of Research on Instructional systems in educational Technology (pp. 153-163). United States of America: IGI Global.

Kunwongse, S. (2013). Peer feedback, benefits and drawbacks. Thammasat Review. Special Issue, 277-288.

Liu, X., Gu, M. M. & Jin, T. (2021). Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts. Language Teaching Research. Retrieved from

Lumen. (2020). Active reading strategies. Retrieved from

Manarin, K. (2019). Why Read?. Higher Education Research & Development. 38(1), 11-23.

Miller, K., Lukoff, B. & Mazur, E. (2018). Use of a social annotation platform for pre-class reading assignment in flipped introductory physic class. Frontiers in Education. 3, 1-12.

Roy, N., Torre, M. V., Gadiraju, U., Maxwell, D., & Hauff, C. (2021). How do active reading strategies affect learning outcomes in web search?. Retrieved from

Sackstein, S. (2017). Peer feedback in the classroom: empowering students to be the experts. Verginia: ASCD.

Saengpakdeejit, R. (2011). Use of reading strategies in English academic reading. RMUTP Research Journal. 5(1), 76-90.

Satjapiboon, S. (2010). Development of an instructional model by integrating process-based, content-based, and genre-based approach for enhancing academic writing and critical thinking ability of undergraduate students. Doctoral dissertation. Chulalongkorn University.

Shulin, Y. & Lee, I. (2016). Peer feedback in second language writing (2005-2014). Language Teaching. 49(4), 461-493.

Singh, M. K. M. (2015). International graduate student’ academic writing practices in malaysia: challenges and solutions. Journal of International Students. 5(1), 12-22.

Snow, E. L., Jacovina, M. E., Jackson, G. T. & McNamara, D. S. (2016). iSTART-2 A Reading comprehension and strategy instruction tutor. In S. A. Crossley & D.S. McNamara (Eds.) In Adaptive educational technologies for literacy instruction (104-121). New York: Taylor & Francis.

Sukavatee, P. (2017). The use of reading strategies to enhance critical reading ability through a blended learning environment of English major students at the faculty of education. Journal of Education Studies Chulalongkorn University. 45(2), 72-89.

Sun, T. T. (2020). Active versus passive reading: Hoe to read scientific paper?. National Science Review. 7(9), 1422-1427.

Torshizi, D. M. & Bahraman, M. (2019). I explain, therefore I learn: Improving students’ assessment literacy and deep learning by teaching. Studies in Educational Evaluation. 61, 66-73.

Western Sydney. (2017). How to read effectively. Retrieved from

Zemach, D. E. & Rumisek, L. A. (2010). Academic writing from paragraph to essay. Berlin: Hueber Veriag Gmbh.