|
Effects of web- based english reading instruction using project-based language learning on reading comprehension ability of Phetchaburi Rajabhat University students |
|---|---|
| รหัสดีโอไอ | |
| Title | Effects of web- based english reading instruction using project-based language learning on reading comprehension ability of Phetchaburi Rajabhat University students |
| Creator | Nantarat Kongkapet |
| Contributor | Apasara Chinwonno |
| Publisher | Chulalongkorn University |
| Publication Year | 2550 |
| Keyword | Web-based instruction, Reading comprehension, English language -- Reading, English language -- Study and teaching, มหาวิทยาลัยราชภัฏเพชรบุรี -- นักศึกษา, การเรียนการสอนผ่านเว็บ, ความเข้าใจในการอ่าน, ภาษาอังกฤษ -- การอ่าน, ภาษาอังกฤษ -- การศึกษาและการสอน |
| Abstract | The objectives of this study were to: 1) investigate the effects of Web-based English reading instruction using Project-based language learning on students’ reading comprehension abilities; and 2) explore students’ opinions towards Web-based reading instruction using Project-based language learning. The samples were 23 undergraduate students majoring in Business English at Phetchaburi Rajabhat University. They were enrolled in Paragraph Reading (1553201) course in the first semester, academic year 2007. The data were collected quantitatively and qualitatively. A within-group paired-sample t-test, and effect size was used to investigate the differences between the mean scores from the pre and post reading comprehension test. The qualitative data were analyzed using content analysis and shown in frequency and percentage. The findings of the study revealed that (1) there was a significant difference in students’ mean scores on reading comprehension abilities before and after the students’ participation in the Web-based English reading instruction using Project-based language learning at the significant level of .05; (2) students reflected towards the benefits and difficulties on the weblogs. They were able to practice their reading strategies, receive immediate feedback, and choose reading texts according to their needs. Students developed their computer skills that were necessary to create the projects. Additionally, students’ interaction was increased because they had chances to interact with their teacher, peers, and online resources. For the difficulties found in this study, students reported that they had problems in selecting reading strategies for the project works and time management. |
| URL Website | cuir.car.chula.ac.th |
