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Effects of academic literacy-based intervention on Thai university students’ English reading proficiency and reading self-efficacy |
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| รหัสดีโอไอ | |
| Title | Effects of academic literacy-based intervention on Thai university students’ English reading proficiency and reading self-efficacy |
| Creator | Sasima Charubusp |
| Contributor | Apasara Chinwonno |
| Publisher | Chulalongkorn University |
| Publication Year | 2553 |
| Keyword | English language -- Reading, ภาษาอังกฤษ -- การอ่าน, ปริญญาดุษฎีบัณฑิต |
| Abstract | The main objective of this study was to investigate the effects of Academic Literacy-based Intervention (ALI) on Thai university students’ English reading proficiency and reading self-efficacy. The participants comprised 59 undergraduate students. Of these, 30 were assigned to the experimental group and the other 29 to the control group. Based on the English reading proficiency test, the students in the experimental group were then sub-classified into 2 groups, 15 to the high English reading proficiency group and 15 to the low English reading proficiency group. Over 10 weeks, the experimental group received Academic Literacy-based Intervention (ALI) while the control group received general academic reading instruction (AR). The quantitative data were then collected through The English Reading Proficiency Pre-Test and Post-Test and through the pre-implementation and post-implementation of Reading Self-Efficacy Inventory. The qualitative data were obtained through the Reading Self-efficacy Classroom Observation Record and Semi-Structured Students Focus Group Discussion. Based on the experiment, the results yielded by the English Reading Proficiency Test and Reading Self-Efficacy Inventory showed that ALI students made statistically improvement (p<0.05). Upon comparing between high and low reading proficiency students, it was found that low proficiency students’ English reading proficiency significantly improved while high proficiency students’ reading self-efficacy significantly improved. The results also revealed no significant interaction of Thai university students’ English reading proficiency and reading self-efficacy. In addition, the post-test scores of the students having been taught by ALI and AR instructional methods exhibited no statistically significant difference. Based on the findings, it can be suggested that academic literacy be integrated into the teaching of English-language reading. Moreover, reading improvement through the reading self-efficacy should be encouraged, as it is a factor likely to increase students’ reading proficiency and efficacy. |
| URL Website | cuir.car.chula.ac.th |
