The Development of Critical Reading Abilities by Using Multiple of Reading Strategies for Undergraduate Students
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Abstract
The objectives of this research were to; 1) compare students’ critical reading abilities between pre-test and post-test after using multiple reading strategies 2) compare students’ using reading strategies between before and after using multiple reading strategies 3) study the students ‘opinions toward using multiple reading strategies. The samples of this research were 36 students of second-year students who are studying in English major, Faculty of Education, Kanchanaburi Rajabhat University selected by purposive selection sampling technique. The research tools for this study were 1) 8 lesson plans, 3 hours each 2) 8 reading passages 3) 30 items of critical reading abilities pre-test and post-test by using multiple reading strategies 4) questionnaires toward the level of students’ using reading strategies between before and after using multiple reading strategies 5) questionnaires for students’ opinions toward using multiple reading strategies. The quantitative data were analyzed by mean, standard deviation, and t-test dependent.
The research results were as follows: 1) The students’ critical reading ability scores obtained in post-test after using multiple reading strategies were significantly higher than pre-test at .05 level of statistical significance 2) The level of students after using multiple reading strategies were significantly higher than before applying 3) The students had opinion toward using multiple reading strategies in the aspects of learning management process and the benefit from English reading text by using multiple reading strategies at a good level.
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