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DIAGNOSING ENGLISH READING ABILITY IN CAMBODIAN LOWER SECONDARY SCHOOL STUDENTS |
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| รหัสดีโอไอ | |
| Creator | Sem Kakada |
| Title | DIAGNOSING ENGLISH READING ABILITY IN CAMBODIAN LOWER SECONDARY SCHOOL STUDENTS |
| Contributor | Sornchai Mungthaisong, Natthaphon Santhi |
| Publisher | คณะนิเทศศาสตร์ มหาวิทยาลัยราชภัฏรำไพพรรณี |
| Publication Year | 2567 |
| Journal Title | วารสารสหวิทยาการสังคมศาสตร์และการสื่อสาร |
| Journal Vol. | 7 |
| Journal No. | 2 |
| Page no. | 217-234 |
| Keyword | Reading ability, reading comprehension, reading diagnosis, reading difficulties and problems secondary schools |
| URL Website | https://so02.tci-thaijo.org/index.php/ISSC/index |
| Website title | https://so02.tci-thaijo.org/index.php/ISSC/index |
| ISSN | 2985-248X |
| Abstract | Cambodian lower secondary school students’ deficits in English learning have raised concerns in the educational field. Despite the improvement in most of the study subjects by the Education Reform, most students are still struggling to learn English, particularly reading. This current study identifies their strengths and weaknesses in English reading and seeks some practical guidelines that can be applied to enrich their reading ability. This study answered these two research aims through quantitative and qualitative research designs. The study recruited both lower secondary school students and their teachers of English in a Cambodian high school to participate in a reading test, questionnaire, and interviews. The data analysis employed descriptive statistics and content analysis to offer the key results.The results of the research found that: 1) Lower secondary school students had very strong demographic backgrounds, such as living with educated parents, being literate in their first language, or having a high interest in English reading, and they also had strong motivation for English reading. However, they were weak in grammar and word recognition and very weak in reading comprehension and vocabulary, respectively.2) Six teaching guidelines: ensuring students’ foundation of English, focusing on students’ vocabulary, explaining grammar in reading texts, ensuring students’ reading fluency, teaching reading sub-skills, and helping learners set goals were suggested. |
