The Effect of Task-based Instruction on Prathomsuksa 6 Students' Reading Comprehension Enhancement
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Abstract
The purposes of this research were: 1) to compare students’ abilities of English reading comprehension before and after the use of task-based Instruction to Enhance Reading Comprehension and 2) to survey students’ opinions toward the effect of task-based instruction to enhance reading comprehension. The sample group, selected by simple random sampling technique, comprised 11 sixth-grade students. The instruments used for gathering both quantitative and qualitative data consisted of: 1) lesson plans of task-based instruction, 2) pre-and post-tests of English reading, 3) a questionnaire on students’ opinion towards the activities, 4) an observation form and 5) students’ self-evaluation form completed after receiving the instruction.
The results of this research were as follows. 1) The students’ English reading comprehension after using the task-based instruction to enhance reading comprehension for Prathomsuksa 6 Students was significantly higher at the 0.05 significance level. 2) The students’ opinion toward the task-based instruction to enhance reading comprehension was highly positive. 3) Most of the students cooperated in group work, improved their English communication skills, and helped their classmates to use English better in communication. Furthermore, they developed learning strategies by communicating and asking the teacher. 4) Students found the differences between the traditional methods used in the previous semester and the task-based instruction activities during the experiment. They were engaged in more activities and had opportunities to use the language to complete the tasks, exchange their opinions, and support their classmates to understand the instruction.
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