CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students

Autor/inn/en	Vongkrachang, Salila; Chinwonno, Apasara
Titel	CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 49 (2015), S.67-104 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	English (Second Language); Second Language Learning; Reading Comprehension; Second Language Instruction; Concept Formation; Teaching Methods; Reading Teachers; Reading Instruction; Language Teachers; Undergraduate Students; Foreign Countries; Pretests Posttests; Student Attitudes; Check Lists; Scores; Affective Behavior; Guidelines; Reading Processes; Reading Attitudes; Video Technology; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Fremdsprachenunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Language teacher; Sprachunterricht; Ausland; Schülerverhalten; Checkliste; Affective disturbance; Active behaviour; Affektive Störung; Richtlinien; Reading behavior; Rading behaviour; Leseverhalten
Abstract	The study aimed to examine the effect of explicit reading instruction as an approach to Concept-Oriented Reading Instruction (CORI) framework on EFL students' informational text comprehension and engagement. The explicit reading instruction was implemented with 39 first-year Thai undergraduate students over a 10-week period. It was found that the students improved their reading comprehension and engagement after the implementation. There were also significant differences between the students' pre-test and post-test mean scores. The results from the Reading Engagement Index (REI) and Reading Engagement Checklist indicated positive changes in behavioral, affective and cognitive engagements. However, the social engagement was unnoticeable. Three instructional practices were videotaped and transcribed to analyze students' performances and engagement processes in reading. The study suggests that EFL reading educators should encourage students to involve more in social interactions in order to enable them to see perspectives and to socially construct information from texts. Discussion and implications provided the guidelines for engaging readers in the reading process. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/Publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01