The Effects of Using Task-Based Reading Instructions to Enhance English Reading Comprehension Abilities of Vocational Certificate Students at Phetchabun Technical College
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Abstract
The purposes of this study were to: 1) compare English reading comprehension abilities before and after using task-based reading instructions and 2) to survey the students’ satisfaction towards the task-based reading instructions. The sample, selected by a simple random sampling technique, comprised 20 second-year vocational certificate students majoring in business computer at Phetchabun technical college, studied reading authentic materials in English (20000-1203) during the second semester of academic year 2021. The instruments used for this research consisted of: 1) lesson plans by using reading task-based instructions 2) English reading comprehension abilities test and 3) a satisfaction survey towards the task-based reading instructions. The data were analyzed by mean, standard deviation and t-test dependent. Mean and standard deviation of items were used to evaluate the students’ satisfaction towards the task-based reading instructions. The paired-sample t-test was used to analyze the students’ English reading comprehension abilities.
The results of the study were as follows:
- The students’ English reading comprehension abilities after studying using the task-based reading instructions was significantly higher than before studying.
- The students’ satisfaction towards the task-based reading instructions was at the high level.
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