Collaborative Strategic Reading (CSR) Instruction and its Effects on Thai EAP University Learners’ Reading Comprehension across Two Proficiency Levels

Main Article Content

Waraporn Khampool
Tipamas Chumworatayee

Abstract

This study examined the effects of Collaborative Strategic Reading (CSR) instruction on the reading comprehension of Thai university students majoring in Electrical Power Engineering. The participants were 15 more proficient and 15 less proficient learners studying in an English for Academic Purposes (EAP) course. The scores from the pre-and post-reading comprehension tests were compared after 10 weeks of CSR instruction. The results from the Paired-sample t-test indicated that both proficiency groups significantly improved their reading comprehension. With regard to the six reading skills investigated, the results showed significant improvement in the main idea, referential relationship, vocabulary in context, and inference skills, but not in the factual information and organization and logic skills. To explore the participants’ perceptions towards the intervention, an attitude questionnaire and a semi-structured interview were used to collect data. The responses revealed positive perceptions towards the use of CSR instruction. Therefore, it can be concluded that the combination of strategy instruction and cooperative learning in CSR helps improve EAP learners’ reading comprehension and enhance their active involvement in cooperative learning groups. It is suggested that EAP teachers use this viable multi-component instruction to help improve learners’ reading comprehension and active class participation.

Article Details

How to Cite
Khampool, W., & Chumworatayee, T. (2023). Collaborative Strategic Reading (CSR) Instruction and its Effects on Thai EAP University Learners’ Reading Comprehension across Two Proficiency Levels. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 8–24. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/266930
Section
Research Articles
Author Biographies

Waraporn Khampool, Faculty of Technical Education, Rajamangala University of Technology Isan

A full-time lecturer on the English for Business Management Program, Faculty of Technical Education, Rajamangala University of Technology Isan, Khon Kaen Campus, Thailand. She is currently a Ph.D. candidate in English Language Teaching at Thammasat University, Thailand. Her areas of interests are English language teaching and EFL reading strategy instruction.

Tipamas Chumworatayee, Language Institute, Thammasat University

An associate professor teaching both post and undergraduate courses at the Language Institute, Thammasat University, Bangkok, Thailand. She obtained her PhD from the Department of Reading, College of Education, Texas Woman’s University, Texas, USA. Her main interests include ELT methodology, ELT teacher training, EFL reading-strategy instruction, and EFL reading-strategy awareness-raising.

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