Interactive Group in Extensive Reading to Enhance Reading Ability of Thai Undergraduate Students
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Published:
Jul 20, 2021
Keywords:
extensive reading interactive group reading ability learner autonomy
Main Article Content
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.
Article Details
How to Cite
Pongsatornpipat, W. (2021). Interactive Group in Extensive Reading to Enhance Reading Ability of Thai Undergraduate Students. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 342–371. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253272
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Research Articles
References
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Boakye, N. A. (2017). Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits. Reading & Writing, 8(1), a153. https://doi. org/10.4102/rw.v8i1.153
Bossche, P., Gijselaers, W., Segers, M., Woltjer, G., & Kirschner, P. (2011). Team learning: Building shared mental models. Instructional Science, 39(3), 283-301.
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students’ learner autonomy. LEARN Journal: Language Educational Technology & Society, 12(2), 76-96.
Chih-Ming Chen, Jung-Ying Wang, & Yen-Chang Chen. (2014). Facilitating English language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Journal of Educational Technology & Society, 17(1), 102-114.
Clark, C., & Rambold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Day, R. R., & Bamford, J. (2002). Extensive reading in the second language classroom (3rd ed.). Cambridge University Press.
DePietro, P. (2012). Transforming education with new media: Participatory pedagogy, interactive learning and Web 2.0. International Journal of Technology, Knowledge & Society, 8(5), 1-11.
Ediger, A. (2001). Teaching children literacy skills in a second language. In Celce-Murcia, M. (3rd ed.), Teaching Language as a Second or Foreign Language. Heinle & Heinle Thomson Learning.
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224. doi: 10.1016/j.system.2004.12.006
Grabe, W. and Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In Celce-Murcia, M. (3rd ed.), Teaching Language as a Second or Foreign Language. Heinle & Heinle Thomson Learning.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with CALL in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983-997. http://doi:10.12973/eu-jer.8.4.983
Jaisook, P. (2015). Extensive reading: A success in Reader Autonomy. Humanities & Social Sciences, 32 (1), 147-164.
Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Jianfeng, C., Sagaya Raj, G., & Tan Tjin Ai, J. (2018). The correlations among learning motivation, autonomy and language proficiency in Chinese EFL context. LEARN Journal: Language Educational and Acquisition Research Network, 11(1), 1-14.
Johnson, D. W., Johnson, R. T., & Scott, L. (1978). The effects of cooperative and individual instruction on student attitudes and achievement. The Journal of Social Psychology, 104, 207-216.
Handzic, M., & Tolhurst, D. (2002). Evaluating an interactive learning environment in management education. Educational Technology & Society, 5(3), 113-122.
Harmer, J. (2001). The practice of English language teaching. Longman.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Huang, H. T. & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64–82. http://dx.doi.org/10125/44118
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: A self-determination theory perspective. Asia Pacific Education Review, 18(1), 147-157.
Karaman, M. K., & Orhan Özen, S. (2016). A survey of students’ experiences on collaborative virtual learning activities based on five-stage model. Educational Technology & Society, 19(3), 247-259.
Kirchhoff, C. (2015). Extensive reading in the EFL classroom: Benefits of a face-to-face collaboration activity. Reading Matrix: An International Online Journal, 15(1), 54.
Krashen, S. D. (2004). The power of reading: insights from the research (2nd ed.). Libraries Unlimited.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. Guilford Press.
Little, D. G. (1991). Learner autonomy 1: Definitions, issues and problems. Authentic Language Learning Resources
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 1, 71. http://doi:10.1093/applin/20.1.71
Lyddon, P. (2016). Mobile-assisted language learning and language learner autonomy. Research-publishing.net.
Macalister, J. (2015). Guidelines or commandments? reconsidering core principles in extensive reading. Reading in a Foreign Language, 271(1), 122-128.
Manathunga, K. & Hernández-Leo, D. (2015). Has research on collaborative learning technologies addressed massiveness? A literature review. Educational Technology & Society, 18(4), 357-370.
Michailidis, N., Kapravelos, E., & Tsiatsos, T. (2018). Interaction analysis for supporting students’ self-regulation during blog-based CSCL activities. Educational Technology & Society, 21(1), 37-47.
Millis, B. J. (1990). Helping faculty build learning communities through cooperative groups. To Improve the Academy, 9(1), 43-58.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: theory, research and implementation. TEFLIN Journal, 30(2), 171-186. https://doi.org/10.15639/teflinjournal.v30i2/171-186
Nuttall, C. E. (2005). Teaching reading skills in a foreign language. Macmillan.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81(4), 443-456.
Parsons, C. S. (2017). Reforming the environment: The influence of the roundtable classroom design on interactive learning. Journal of Learning Spaces, 6(3), 23-33.
Proctor, R. W. & Ehrenstein, A. (1995). Skill acquisition and human performance. SAGE.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics (3rd ed.). Pearson Education.
Sadeghi, E., Afghari, A., & Zarei, G.-R. (2016). Shadow-reading effect on reading comprehension: Actualization of interactive reading comprehension: (A Vygotskyan view!). English Language Teaching, 9(3), 130 – 138.
Salehi, H., Ebrahimi, M., Satter, S., & Shojaee, M. (2015). Relationship between EFL learners’ autonomy and speaking strategies they use in conversation classes. Advances in Language and Literacy Studies, 6(2), 37-43.
Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers. Macmillan.
Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. Language Teaching, 12(8), 30-36. http://doi:10.5539/elt.v12n8p30
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336.
Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct. Psychology, 83(1), 8-16.
Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 152-159.
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. http://doi:10.1002/rrq.152
Sung-Hee Jin. (2017). Using visualization to motivate student participation in collaborative online learning environments. Educational Technology & Society, 20 (2), 51-62.
Vercellotti, M. L. (2018). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197-210.
Vintinner, J. P., Harmon, J., Wood, K., & Stover, K. (2015). Inquiry into the efficacy of interactive word walls with older adolescent learners. High School Journal, 98(3), 250-261.
Vygotsky, L. S. (1978). Mind in society: The developmental of higher psychological processes. Harvard University Press.
Williams, M., Mercer, S., Ryan, S., & Oxford University Press. (2015). Exploring psychology in language learning and teaching. Oxford University Press.
Yamashita, J. (2015). In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language, 27(1), 168-181.
Yu-Chun Kuo, Belland, B. R., & Yu-Tung Kuo. (2017). Learning through blogging: students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology & Society, 20(2), 37-50.
Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge University Press.
Boakye, N. A. (2017). Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits. Reading & Writing, 8(1), a153. https://doi. org/10.4102/rw.v8i1.153
Bossche, P., Gijselaers, W., Segers, M., Woltjer, G., & Kirschner, P. (2011). Team learning: Building shared mental models. Instructional Science, 39(3), 283-301.
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students’ learner autonomy. LEARN Journal: Language Educational Technology & Society, 12(2), 76-96.
Chih-Ming Chen, Jung-Ying Wang, & Yen-Chang Chen. (2014). Facilitating English language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Journal of Educational Technology & Society, 17(1), 102-114.
Clark, C., & Rambold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Day, R. R., & Bamford, J. (2002). Extensive reading in the second language classroom (3rd ed.). Cambridge University Press.
DePietro, P. (2012). Transforming education with new media: Participatory pedagogy, interactive learning and Web 2.0. International Journal of Technology, Knowledge & Society, 8(5), 1-11.
Ediger, A. (2001). Teaching children literacy skills in a second language. In Celce-Murcia, M. (3rd ed.), Teaching Language as a Second or Foreign Language. Heinle & Heinle Thomson Learning.
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224. doi: 10.1016/j.system.2004.12.006
Grabe, W. and Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In Celce-Murcia, M. (3rd ed.), Teaching Language as a Second or Foreign Language. Heinle & Heinle Thomson Learning.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with CALL in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983-997. http://doi:10.12973/eu-jer.8.4.983
Jaisook, P. (2015). Extensive reading: A success in Reader Autonomy. Humanities & Social Sciences, 32 (1), 147-164.
Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Jianfeng, C., Sagaya Raj, G., & Tan Tjin Ai, J. (2018). The correlations among learning motivation, autonomy and language proficiency in Chinese EFL context. LEARN Journal: Language Educational and Acquisition Research Network, 11(1), 1-14.
Johnson, D. W., Johnson, R. T., & Scott, L. (1978). The effects of cooperative and individual instruction on student attitudes and achievement. The Journal of Social Psychology, 104, 207-216.
Handzic, M., & Tolhurst, D. (2002). Evaluating an interactive learning environment in management education. Educational Technology & Society, 5(3), 113-122.
Harmer, J. (2001). The practice of English language teaching. Longman.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Huang, H. T. & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64–82. http://dx.doi.org/10125/44118
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: A self-determination theory perspective. Asia Pacific Education Review, 18(1), 147-157.
Karaman, M. K., & Orhan Özen, S. (2016). A survey of students’ experiences on collaborative virtual learning activities based on five-stage model. Educational Technology & Society, 19(3), 247-259.
Kirchhoff, C. (2015). Extensive reading in the EFL classroom: Benefits of a face-to-face collaboration activity. Reading Matrix: An International Online Journal, 15(1), 54.
Krashen, S. D. (2004). The power of reading: insights from the research (2nd ed.). Libraries Unlimited.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. Guilford Press.
Little, D. G. (1991). Learner autonomy 1: Definitions, issues and problems. Authentic Language Learning Resources
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 1, 71. http://doi:10.1093/applin/20.1.71
Lyddon, P. (2016). Mobile-assisted language learning and language learner autonomy. Research-publishing.net.
Macalister, J. (2015). Guidelines or commandments? reconsidering core principles in extensive reading. Reading in a Foreign Language, 271(1), 122-128.
Manathunga, K. & Hernández-Leo, D. (2015). Has research on collaborative learning technologies addressed massiveness? A literature review. Educational Technology & Society, 18(4), 357-370.
Michailidis, N., Kapravelos, E., & Tsiatsos, T. (2018). Interaction analysis for supporting students’ self-regulation during blog-based CSCL activities. Educational Technology & Society, 21(1), 37-47.
Millis, B. J. (1990). Helping faculty build learning communities through cooperative groups. To Improve the Academy, 9(1), 43-58.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: theory, research and implementation. TEFLIN Journal, 30(2), 171-186. https://doi.org/10.15639/teflinjournal.v30i2/171-186
Nuttall, C. E. (2005). Teaching reading skills in a foreign language. Macmillan.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81(4), 443-456.
Parsons, C. S. (2017). Reforming the environment: The influence of the roundtable classroom design on interactive learning. Journal of Learning Spaces, 6(3), 23-33.
Proctor, R. W. & Ehrenstein, A. (1995). Skill acquisition and human performance. SAGE.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics (3rd ed.). Pearson Education.
Sadeghi, E., Afghari, A., & Zarei, G.-R. (2016). Shadow-reading effect on reading comprehension: Actualization of interactive reading comprehension: (A Vygotskyan view!). English Language Teaching, 9(3), 130 – 138.
Salehi, H., Ebrahimi, M., Satter, S., & Shojaee, M. (2015). Relationship between EFL learners’ autonomy and speaking strategies they use in conversation classes. Advances in Language and Literacy Studies, 6(2), 37-43.
Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers. Macmillan.
Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. Language Teaching, 12(8), 30-36. http://doi:10.5539/elt.v12n8p30
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336.
Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct. Psychology, 83(1), 8-16.
Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 152-159.
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. http://doi:10.1002/rrq.152
Sung-Hee Jin. (2017). Using visualization to motivate student participation in collaborative online learning environments. Educational Technology & Society, 20 (2), 51-62.
Vercellotti, M. L. (2018). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197-210.
Vintinner, J. P., Harmon, J., Wood, K., & Stover, K. (2015). Inquiry into the efficacy of interactive word walls with older adolescent learners. High School Journal, 98(3), 250-261.
Vygotsky, L. S. (1978). Mind in society: The developmental of higher psychological processes. Harvard University Press.
Williams, M., Mercer, S., Ryan, S., & Oxford University Press. (2015). Exploring psychology in language learning and teaching. Oxford University Press.
Yamashita, J. (2015). In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language, 27(1), 168-181.
Yu-Chun Kuo, Belland, B. R., & Yu-Tung Kuo. (2017). Learning through blogging: students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology & Society, 20(2), 37-50.