Publication: Interactive Group in Extensive Reading to Enhance Reading Ability of Thai Undergraduate Students
Submitted Date
Received Date
Accepted Date
Issued Date
2021
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
14
Issue
2
Edition
Start Page
342
End Page
371
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Interactive Group in Extensive Reading to Enhance Reading Ability of Thai Undergraduate Students
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
Reading is as essential as other communicative skills; however, reading practice is not likely to be the first choice of practice for learners. This is especially true among Thai learners. This study examines extensive reading (ER), otherwise known as reading for pleasure or wide reading in combination with interactive groups to investigate the effects on Thai undergraduate students’ reading ability, and their opinions toward their reading development, including an exploration of self-autonomous development. The study was a mix-method study with 30 students from a university in Thailand who voluntary participated for a 10-week study. Results from the pre-test scores (M = 13.17, SD = 4.58) and post-test scores (M= 20.73, SD = 6.28) indicate that there was a significant increase in the reading scores, t(29) = - 6.3, p = .000. The results suggest that extensive reading activities are likely to contribute to participants’ reading skill improvement. In addition to the quantitative analysis, the qualitative interview analysis also revealed that participants maintained a positive attitude towards their reading skill development and self-autonomous skills.