Effects of Business Reading Model on Thai Learners' Reading and Creative Thinking Abilities

Autor/inn/en	Ammaralikit, Amornrat; Chattiwat, Wisa
Titel	Effects of Business Reading Model on Thai Learners' Reading and Creative Thinking Abilities
Quelle	In: English Language Teaching, 13 (2020) 5, S.191-208 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Creative Thinking; Instructional Effectiveness; Business English; Reading Strategies; Reading Skills; Foreign Countries; Reading Instruction; Active Learning; Student Projects; Undergraduate Students; Thinking Skills; Reading Comprehension; Learner Engagement; Cooperative Learning; Reading Motivation; Thailand + Suchen Sie Ihr Suchwort? Kreatives Denken; Unterrichtserfolg; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Ausland; Leseunterricht; Aktives Lernen; Schulprojekt; Denkfähigkeit; Leseverstehen; Kooperatives Lernen; Lesemotivation
Abstract	In second language research, reading has attracted the attention of numerous researchers. However, little has been carried out to investigate effects of a reading instructional model on Thai learners' business reading and creative thinking abilities. Thus, this study investigates whether a business reading model designed based on Concept-Oriented Reading Instruction (CORI) and Project-Based Learning (PBL) enhances Thai undergraduates' reading and creative thinking abilities. The study also investigates what reading strategies the students use frequently to improve their reading abilities. Based on pretest-posttest design, this study measured 35 undergraduates' reading abilities and strategies through a reading comprehension test. Additionally, a mini project was assigned to gauge the students' creative thinking abilities following the treatment. The findings demonstrate that the business reading model significantly increased the participants' reading abilities and helped promote their creative thinking abilities. It is also discovered that the top three reading strategies these students used frequently to increase their reading abilities include finding the main idea, taking notes, and mapping the concept and integrating information. The study concludes by providing useful insights for researchers or educators who are interested in business English reading instruction. Pedagogical recommendations for further studies are also offered in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01