The Development of Integrated Instructional Model Based on Social Constructivist Theory to Enhance English Reading Comprehension Ability of Mattayomsuksa 2 students

Abstract

The purposes of this research were: 1) to study the basic information needed for the devel- opment of integrated instructional model based on social constructivist theory to enhance English reading comprehension ability of Mattayomsuksa 2 students, 2) to develop the integrated instruction- al model based on social constructivist theory to enhance English reading comprehension ability of Mattayomsuksa 2 students, 3) to investigate the effect of the instructional model on Mattayomsuksa 2 students’ reading comprehension ability, and 4) to study students’ satisfaction towards the instruc- tional model. The informants are 10 Khonburi School English teachers .The samples of this study were 28 Mattayomsuksa 2/1 students of Khonburi School in the first semester of the 2018 academic year. The research instruments included data analysis form, focus group discussion form, 6 lesson plans, a pre and post English reading comprehension test and a questionnaire on the students’ satisfaction towards the instructional model. The data was statistically analyzed by mean, standard deviation, t-test dependent and content analysis.

The findings of the research revealed that:

1. The results of the study of the basic information needed for the development of the in- structional model are as follows:
1.1 English reading comprehension skill is necessary for learners of English. Hence, teachers have to create learning activities on reading to improve not only students’ reading compre- hension but also life skills for 21st century in order to help students achieve the aims of the basic education curriculum and Thailand 4.0 policies.
1.2 The basic information obtained from focus group discussion shows that:
1.2.1 Most students are quite weak in reading comprehension skill owing to improper teaching approaches, students’ low background knowledge and students’ less opportunity to use English in daily life.
1.2.2 Using the integrated instructional model based on social constructivist theory can enhance English reading comprehension ability because meaningful contents related to various subjects and students’ lives can support students’ development of the knowledge concepts in the real world. Moreover, teaching and learning processes which focus on collaborative learning through interaction with peers and the Internet websites can encourage students to use their learning skills in their real lives.

2. The integrated instructional model based on social constructivist theory to enhance English reading comprehension ability of Mattayomsuksa 2 students (ELCRE) was well-connected in all its components and its quality was found to be at high level. It was constructed under the headings of principles, objectives, syntax (learning process), social system, principle of reaction, support system, condition for implementation of the model and instructional and nurturing effect. The syntax consisted of 5 steps: 1) Eliciting and Engagement: E, 2) Learning and Sharing: L, 3) Concluding Ideas: C, 4) Reflecting: R, and 5) Evaluation: E.

3. The English reading comprehension ability of the students, taught with the instructional model, increased at the level of .05 statistical significance.

4. The students’ satisfaction towards the instructional model was at the good level.