The Effects of Using a Reading Strategy Training Program on Understanding of Reading Strategy Usage and English Reading Ability of English Major Students, Faculty of Education, Thaksin University
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Abstract
The objectives of this study were 1) to investigate knowledge and necessity of English reading skills, usage and necessity of reading strategies, and needs for reading strategy training of English major students, Faculty of Education, Thaksin University; 2) to develop a training program to meet the efficiency criteria of 75/75; and 3) to investigate the effectiveness of the training program in terms of the students’ reading ability, their understanding of the reading strategy usage, and their opinions on the training program. The research instruments used for this study were a needs analysis questionnaire, a Reading Strategy Training Program, English reading ability tests, a self-checklist of understanding of reading strategy usage, a questionnaire on the students’ opinions toward the training program, and a semi-structured interview. The participations were 29 fourth-year undergraduate students, majoring in English, Faculty of Education, Thaksin University in the academic year 2019. They were selected purposive sampling. Data were analyzed by mean, standard deviation, effect size and independent t-test. The results showed that: 1) the students’ reading skills knowledge and understanding of reading strategies usage were identified at a moderate level; however, their necessity was identified at a high level; 2) The developed training program reached the efficiency criteria of 79.94/77.76, which was higher than the established requirement; 3) The average of the mean of English reading ability and understanding reading strategy usage after training was significantly higher than that before the training at .05 level with very large effect size, and the students’ overall satisfaction toward the training program was at a high level in terms of enhancing the understanding of reading strategy usage, improving reading ability, appropriate ordering of the contents and the learning activities. However, teaching and learning procedures based on explicit strategy instruction were identified at a low level of satisfaction compared with other aspects.
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ในกรณีที่กองบรรณาธิการ หรือผู้เชี่ยวชาญ ซึ่งได้รับเชิญให้เป็นผู้ตรวจบทความวิจัย หรือ บทความทางวิชาการมีความเห็นว่าควรแก้ไขความบกพร่อง ทางกองบรรณาธิการจะส่งต้นฉบับให้ ผู้เขียนพิจารณาจัดการแก้ไขให้เหมาะสมก่อนที่จะลงพิมพ์ ทั้งนี้ กองบรรณาธิการจะยึดถือความคิด เห็นของผู้เชี่ยวชาญเป็นเกณฑ์
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