Browsing by Subject "Reading comprehension"
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ItemThe effects of self-directed learning on the English reading comprehension ability of MBA studentsIn this study, self-directed learning (SDL) refers to practices for English reading comprehension ability of individual students outside of a classroom for 7 consecutive weeks. The objectives were to investigate the effect of SDL on English reading comprehension ability and its effect size; and to explore how SDL improves English reading comprehension ability of the 33 MBA students of Dhurakij Pundit University in Bangkok, Thailand. This research project took the form of an embedded mixed methods design with a variant of the embedded experimental model. Quantitative data were collected by the reading part of TOEIC, and qualitative data by a Learning Summary and Evaluation Sheet, and by the teacher’s reflections. The dependent samples t-test reveals that, on average, the English reading comprehension ability of the subject students before the SDL (M = 12.30, SD = 2.76), and that after the SDL project (M = 13.33, SD = 3.30) is significantly different (p = 0.02). This means that, on average, the English reading comprehension ability of the students in the post-test significantly increases from the pre-test. The effect size is 0.34, which means that its magnitude is “small”. SDL improves reading ability in terms of “increasing awareness of reading strategy use” (51.52%), “developing learning responsibility and effort” (21.21%), “providing freedom to learn” (21.21%), and “building self-confidence to read” (6.06%). Implications and applications are discussed, and recommendations are provided.
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ItemMeasuring Efficacy of an Online Reading Literacy Program in English- A New Conceptual FrameworkThe objective of this study is to develop a conceptual framework for testing the efficacy of an online reading program, namely, ‘Literacy Pro’ which was developed by Scholastic Corporation in the US to improve the English reading and comprehension skill of students. The conceptual framework that is developed will also measure the impact of students’ performance in international English proficiency exams, such as PISA, PIRLS, TIMSS, and ASSET after they have participated in the online reading literacy program. It is the accurate and timely identification of the students ‘at-risk’ in reading difficulties so that additional instructions or interventions can be provided. From the measurement perspective, effective screening tools demonstrated high levels of sensitivity in identifying those students who will actually encounter reading difficulties, as well as high levels of specificity in the accurate identification of those students who are not likely to demonstrate reading difficulties. A research instrument is adapted to explore the reading strategies used by the students and recommended by the teachers. Effective reading strategy involves self-directed control of the learning process inside and outside the classroom.
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