Reading Better?: Enhancing Thai EFL Secondary School Students' Reading Comprehension Abilities with the Use of Graphic Organizers

Autor/in	Imsa-ard, Pariwat
Titel	Reading Better?: Enhancing Thai EFL Secondary School Students' Reading Comprehension Abilities with the Use of Graphic Organizers
Quelle	In: English Language Teaching, 15 (2022) 5, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Instructional Materials; Reading Comprehension; Secondary School Students; Foreign Countries; Reading Tests; Public Schools; Instructional Effectiveness; Scores; Comparative Analysis; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leseverstehen; Sekundarschüler; Ausland; Lesetest; Public school; Öffentliche Schule; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten
Abstract	The purpose of this study is to examine the effectiveness of utilizing graphic organizers to enhance Thai EFL students' reading comprehension abilities and their opinions regarding using graphic organizers for reading comprehension. To gather information from sixty-four upper secondary school students at a public school in Bangkok, this research study used 1) instructional instruments: ten reading passages from a coursebook and ten graphic organizers designed by the researcher; and 2) research instruments: two English reading comprehension tests with multiple-choice, true/false, and short-answer questions, and focus-group interviews about students' opinions toward English reading instruction using graphic organizers. The data were analyzed using descriptive statistics, including mean scores, normalized gains, standard deviations, and inferential statistics, namely the dependent t-test and Cohen's d. The results indicated that the mean score on the reading comprehension post-test was significantly higher than the mean score on the pre-test at the 0.05 level of significance, and the experimental group acquired a higher score (M=87.00, SD=10.55) than the control group (M=51.18, SD=12.127) with the effect size of 0.846. Students exhibited a favorable opinion toward English reading instruction employing graphic organizers; and the average normalized gain was in the high gain range, g> = 0.78. Additionally, this research established that English reading instruction employing graphic organizers benefited students with low reading abilities and improved their abilities to comprehend what they read. The findings of this study provide potential avenues for improving students' reading comprehension. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01