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The Effect of Learning Management System on Reading Comprehension Across 3 Types of Readers |
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| รหัสดีโอไอ | |
| Creator | Shynta Amali |
| Title | The Effect of Learning Management System on Reading Comprehension Across 3 Types of Readers |
| Contributor | Muhammad Iqbal Ramdhani, Syafryadin, Eka Apriani, Saad Boulahnane |
| Publisher | Language Institute Thammasat University |
| Publication Year | 2567 |
| Journal Title | LEARN Journal: Language Education and Acquisition Research Network |
| Journal Vol. | 17 |
| Journal No. | 1 |
| Page no. | 73-99 |
| Keyword | learning management system, authoring tools, SoftChalk, Hot Potatoes, types of readers, reading comprehension achievement, factorial design |
| URL Website | https://so04.tci-thaijo.org/index.php/LEARN |
| ISSN | 2672-9431 |
| Abstract | Through the application of the experimental research method and the factorial design, the purpose of this study was to investigate the effects of the authoring tools SoftChalk medium and Hot Potatoes medium in the learning management system (LMS), as well as the types of readers (Avid, Passive, and Reluctant), on the reading comprehension achievement (ReComA) of second year university students (sophomores). In order to identify the different sorts of readers that took part in the study, a quick survey was given to all of the participants. Both the pre-test and post-test were administered to sixty second-year students in order to evaluate the students' ReComA. The findings suggested that the use of the Hot Potatoes medium was more successful in enhancing the students' ReComA and its features. On the other hand, the majority of components of reading comprehension contributed to ReComA (total) in both the SoftChalk and Hot Potatoes groups. In addition, despite the fact that there was no significant interaction on students' ReComA, the mean difference between the post-test and the whole sample indicated that the achievement of the Avid reader and Reluctant reader students in both the SoftChalk and Hot Potatoes groups were higher than the achievement of the Passive reader students. |
