Development of an Online Self-learning Package to Improve English Reading Skills Based on the Common European Framework of Reference for Languages for Undergraduate Students
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Abstract
This study aimed 1) to develop and evaluate the efficiency of an online self-learning package designed to improve English reading skills among undergraduate students based on the Common European Framework of Reference for Languages (CEFR), targeting an efficiency criterion of 75/75; and 2) to examine the outcomes of using the online self-learning package by comparing students' English reading abilities before and after the implementation, as well as gathering their opinions. The research employed a research and development (R&D) design, divided into four phases aligned with the five steps of the ADDIE model: Phase 1 (R1: Analysis), Phase 2 (D1: Design and Development), Phase 3 (R2: Implementation), and Phase 4 (D2: Evaluation). The sample comprised 378 first-year undergraduate students from Rangsit University, selected through stratified random sampling based on academic disciplines. Research instruments included: 1) a needs assessment questionnaire; 2) a lecturer interview form; 3) an expert evaluation form; 4) pre- and post-tests; 5) a student opinion questionnaire; and 6) the online self-learning package developed on the Moodle learning management system.
The findings revealed that the online self-learning package achieved an efficiency of E1 = 79.84 (average score during learning) and E2 = 78.07 (average score after learning), surpassing the predetermined criterion. The students' English reading abilities significantly increased after using the online self-learning package, as demonstrated by a statistically significant increase at the 0.05 level. Additionally, the students expressed high satisfaction with the package. These results indicate that the developed online self-learning package effectively enhances English reading skills among undergraduate students.
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References
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