How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

Autor/inn/en	White, Piyawadee; Vibulphol, Jutarat
Titel	How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms
Quelle	In: Journal of Educational Issues, 6 (2020) 2, S.425-442 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Grouping (Instructional Purposes); Grade 9; Teaching Methods; Individualized Instruction; Reading Comprehension; Pretests Posttests; Language Skills; Reading Tests; Readability; Language Proficiency; Instructional Effectiveness; Secondary School Students; Comparative Analysis; Thailand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Grouping; Gruppenbildung; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Leseverstehen; Language skill; Sprachkompetenz; Lesetest; Lesbarkeit; Language skills; Unterrichtserfolg; Sekundarschüler
Abstract	One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students--basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students' reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01