Effects of Reading Instruction Using Backward Design Framework and Citizenship Theme to Enhance English Reading Comprehension and Social Responsibility of Tenth-Grade Thai EFL Students

Autor/inn/en	Chaisa, Patamaporn; Chinokul, Sumalee
Titel	Effects of Reading Instruction Using Backward Design Framework and Citizenship Theme to Enhance English Reading Comprehension and Social Responsibility of Tenth-Grade Thai EFL Students
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 14 (2021) 1, S.176-207 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Reading Instruction; Reading Comprehension; Social Responsibility; Second Language Learning; Second Language Instruction; English (Second Language); Public Schools; Student Attitudes; Grade 10; Secondary School Students; Foreign Countries; Outcomes of Education; Teaching Methods; Pretests Posttests; Learner Engagement; Lesson Plans; Citizenship Education; Thailand + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; Soziale Verantwortung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Public school; Öffentliche Schule; Schülerverhalten; Sekundarschüler; Ausland; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	Potentially, the use of themes or other subject materials could affect how successfully EFL students enhance their reading comprehension. By not only focusing on language skills, reading instruction could also entail other domains of outcomes including social responsibility. A solid path to achieving multiple desired results is worth studying. This present study investigated the effects of reading instruction using Backward Design Framework with a citizenship theme (BD&CT) on the English reading comprehension and social responsibility (SR) enhancement of tenth grade Thai EFL students. The participants were 36 tenth grade EFL students at a public school in Thailand. One group pretest - posttest design was employed for quantitative data collection from the English reading comprehension test and SR self-report questionnaire. Students' opinions in quantitative and qualitative data were also taken into account. The findings revealed that reading instruction using BD&CT enhanced reading comprehension and social responsibility of the students at a statistically significant level. Analysis of students' opinions suggested they had a high engagement in reading comprehension lessons and learning experiences stimulating senses of responsibility for their society, resulting from the instructional plans using BD as well as citizenship theme considered meaningful to real life. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01