Factors to Promote Reading Habits of the Liberal Arts Undergraduate Students of Rajamangala University of Technology, Phra Nakhon

Abstract

This research was aimed to study the conditions and factors to develop the activities to promote reading habits for the undergraduate students of the Faculty of Liberal Arts of Rajamangala University of Technology Phra Nakhon. The main informants and participants included academic advisors who have experiences in reading activities, 30 Chinese students and experts in teaching and reading activities of five educational institutions. The instruments used in this research were questionnaire, interview, and group discussion. The data collected was analyzed in frequency, percentage, means, and standard deviation. The results of the study were as follows: 1) the overall conditions of the activities for promoting reading were rated at a moderate level. The activities that were rated the highest included the management of activities, the use of reading media and the quality of the media to promote reading.The factors were respectively ranked as follows: 1.1) the management to promote autonomous reading abilities; 1.2) personnel (academic advisor); 1.3) the duration of the activities that covered the whole semester; 1.4) the frequency was 15 times; 1.5) the duration of the activities that concurrently ran during the course; 1.6) the location was the classroom at the Faculty of Liberal Arts; 1.7) the format of the activities such as reading out loud, pronunciation and spelling; 1.8) the use of reading promotion media such as folk tales, manuals, etc.; and 1.9) the quality of the reading media that was at appropriate level of the students. 2) The pattern for the development of activities to promote reading habits based on the frequency ranking from the most to the least in each category was as follows: 2.1) management: 2.1.1) various activities in which all students can participate; 2.1.2) activities that involve the use of simple media or equipment to promote reading to develop muscles and skills; 2.1.3) activities that promote skills in communication such as role play, etc.; and 2.1.4) activities in which students can actively participate with cooperation from teachers and various agencies to create motivation to form a love in reading such as giving awards, certificates, etc. 2.2) The forms of activity: 2.2.1) storytelling, writing short stories, academic presentation; 2.2.2) Thai book corner to promote reading; and 2.2.3) playing reading games. 2.3) Reading media to promote reading: 2.3.1) books in Thai, Chinese, English; and 2.3.2) Thai songs. 2.4) Participants in activities: 2.4.1) course lecturers; 2.4.2) students and teachers and 2.4.3) other lecturers