A Study on English Reading Ability and Learning Achievement in Social Studies by Using Content-Based Language Instruction of Grade 5 Students in English Program
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Abstract
The purposes of this study were to compare student’s English reading ability before and after learning through content-based language instruction, and to study students’ social studies knowledge after the experiment. The target group was 50 students of Prathom Suksa 5 enrolled in Social Studies subject in Intensive English Program at Montfort College Primary Section, Chiang Mai Province, during the second semester of the academic year 2016. The experimental instruments were five lesson plans using content-based language instruction. The data collecting instruments were the English reading ability test and four social studies knowledge tests. The data obtained were analyzed using mean, standard deviation, percentage, one-sample t-test and paired t-test. The result showed that the students’ English reading ability was statistically significantly higher at the .05 level. Moreover, the students’ Learning Achievement in Social Studies met the criterion at an average level with the statistically significant at the .05 level after learning through content-based language instruction.
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