THE EFFECTS OF A RESEARCH-BASED LEARNING APPROACH INTEGRATED WITH SELF-MONITORING TO ENCHANCE CRITICAL READING SKILLS OF THE UPPER SECONDARY SCHOOL STUDENTS

Abstract

This research explored the effects of a research-based learning approach integrated with self-monitoring (RBLSM) in a course specifically designed to suit Thai students’ characteristics. The main objective of this study was to investigate the critical reading skills of upper secondary school Thai students. The participants included 16 Thai upper secondary school students enrolled on the English reading course. Quantitative data were then collected through the critical reading pre- and posttest and measured by Wilcoxon Matched-Pairs Signed-Rank Test. Qualitative data were obtained from interviews and videotape recordings. After the thirteen-week treatment, the test scores showed that students’ English critical reading ability improved insignificantly (p < 0.05). The findings from interviews revealed the skill of drawing judgments to be more challenging for the students. The findings from both the opinion questionnaire and interviews indicated that students had positive opinions towards the RBLSM course.The findings from the videotape recording revealed that high ability students often dominated group discussions, while lower ability students participated less in group discussions. It could be concluded that the students had positive opinions towards RBLSM despite the insignificant results of their critical reading skills. As a result, this area deserves further reseach.