Development of Research Article Reading Ability for English Major Students Using Reading Instructional Model Based on Task- Based Learning Approach
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Abstract
This experimental research aimed to 1) compare the English majors’ research article reading ability before and after learning through reading instructional model based on task-based learning approach and 2) study English major students’ opinion towards reading instructional model based on task-based learning approach. The samples of this study were 73 English major students of the academic year 2021 obtained by cluster random sampling. The study was implemented in the second semester of the academic year 2021; lasted 8 weeks, 3 hours per week, 24 hours in total. The research instrument comprised 1) lesson plans according to reading instructional model based on task-based learning approach, 2) pretest and posttest to examine research article reading ability, and 3) a questionnaire on the satisfaction towards reading instructional model based on task-based learning approach. The data were analyzed via mean. percentage, standard diviation, and t-test dependent. The findings revealed; 1) the students’ research reading ability after learning through reading instructional model based on task-based learning approach was significantly higher than that of the pre-learning at the .05 statistical significance level, and 2) the students’ opinion towards reading instructional model based on task-based learning approach was found in the overall picture at the ‘strongly agree’ level.
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References
ภาษาไทย
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