The Development Reading Skills Using the Active Learning model with SQ4R technique for 2nd English students at Nakhon Ratchasima Rajabhat University

Abstract

Enhancing the foundation of English language skills is a process that requires time and effort. This is promoted through instructional strategies aimed at elevating learners to a higher level of reading proficiency. Therefore, the purpose of this research is threefold: 1) to develop reading skills, 2) to compare achievement outcomes, and 3) to study the satisfaction levels associated with the development of reading skills using Active Learning models in conjunction with the SQ4R technique among second-year English language students at Nakhon Ratchasima Rajabhat University. This study employs a mixed-methods approach incorporating document analysis and an initial single-group experimental design. The sample consists of 68 students, employing three learning management plans, tests, and questionnaires with reliability indices of 0.80, 0.90, 0.87, 0.83, and ranging between 0.79-0.93, respectively. Data were collected following the experimental design and included pre- and post-testing and satisfaction assessment, analyzed using content analysis and statistical methods including mean, standard deviation, and one-sample t-tests.

                The research findings indicate that the integration of Active Learning strategies with the SQ4R technique can effectively develop reading skills across four dimensions, encompassing ten aspects in total. These include 1) Disrupting the commonplace, with three aspects; 2) Interrogating multiple viewpoints, also with three aspects; 3) Focusing on sociopolitical issues, with two aspects; and 4) Taking Action, with two aspects. There was a statistically significant difference in performance outcomes before and after the learning intervention, with post-learning results exceeding pre-learning outcomes at a .05 level of significance. Additionally, learners expressed high levels of satisfaction across all dimensions. This can be attributed to the systematic and learner-appropriate design and execution of the learning activities. However, it is recommended that future studies should expand the sample size and cover a broader population to enable a comparative assessment of outcomes between experimental and control groups. This would further substantiate the effectiveness of these methods and techniques in enhancing English language reading skills.