Relevant bibliographies by topics / Reading comprehension – Thailand – Bangkok

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Academic literature on the topic 'Reading comprehension – Thailand – Bangkok'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Reading comprehension – Thailand – Bangkok"

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Seedanont, Charinwit, and Suphawat Pookcharoen. "Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency." English Language Teaching 12, no. 7 (June 15, 2019): 75. http://dx.doi.org/10.5539/elt.v12n7p75.

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EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.
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Rungswang, Atichat, and Krishna Kosashunhanan. "The problem of using English reading strategies perceived by Thai EFL students." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (June 22, 2021): 496–505. http://dx.doi.org/10.20525/ijrbs.v10i4.1248.

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It is recognized that reading ability is essential for Thai EFL students and English reading is perceived as a difficult task among them. To understand the difficulty experienced by the students while reading English text, this study hence aimed at investigating problems of using English reading strategies perceived by Thai EFL students as well as providing suggested reading instructions for Thai lecturers to cope with the emerging problems. This study employed a mixed-method design. The participants of the study were 412 Thai EFL students who, in this study, were also considered as Gen Z students at a large-size university in Bangkok, Thailand. The participants were asked to complete an online questionnaire on 4-point Likert’s scale, which was adapted from Aebersold and Field (1997). Moreover, 10 students were recruited for two focus group interviews. The results revealed that Thai EFL students experience difficulties in using English reading strategies when they have to skip unknown words during the first reading (mean = 2.67, SD = 1.01) followed by varying reading speed rates according to the type of the reading passage (mean = 2.66, SD = 0.97), and guessing the meanings of unknown words by using the context clues (mean = 2.59, SD = 0.92) respectively. Based on both quantitative and qualitative results and personality traits of Thai Gen Z, suggested reading instructions including guided reading, improving student’s vocabulary knowledge and reading comprehension, technology-blended classroom and critical reading were purposed.
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Narkwong, Twatchai. "The Possibility of using the Kodály Method to Teach Music Literacy in Thailand." MANUSYA 3, no. 2 (2000): 23–31. http://dx.doi.org/10.1163/26659077-00302003.

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The Kodály method of teaching music literacy was used by the writer to teach Western music notation to elementary students, at the laboratory school of Kasetsart University in Thailand for six years. The students achieved good competencies in reading music, singing and playing the recorder. The method was afterwards disseminated to music teachers of municipal schools in Bangkok and was accepted. It seems that the method will spread further to other groups of music teachers.
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SIRIPITAKCHAI, Suwannee, and Siripan TIYAWONGSUWAN. "A correlation analysis of english learning strategies and english reading competencies of Aatthayomsueksa 1 students under Nakhon Ratchasima Provincial Administration organization in Thailand." Espacios 42, no. 09 (May 15, 2021): 46–56. http://dx.doi.org/10.48082/espacios-a21v42n09p04.

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English reading competencies and English learning strategies are fundamental both in studying academic subjects and in the field of technology. If both of them are necessities, they should be related and developed to improve our students’ learning. It was found that students’ mean score was low in an English reading competencies test; however, students’ scores were average in English learning strategies. Canonical variable analysis indicated that affective, compensatory and metacognitive strategies were efficiently related to literal comprehension. Moreover, memory strategies were efficiently related to critical comprehension.
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Phiwpong, Nittaya, and Nutprapha Dennis. "USING COOPERATIVE LEARNING ACTIVITIES TO ENHANCE FIFTH GRADE STUDENTS’ READING COMPREHENSION SKILL." International Journal of Research -GRANTHAALAYAH 4, no. 1 (January 31, 2016): 146–52. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2853.

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The purpose of this study was to investigate students’ opinions towards the reading comprehension through cooperative learning activities. The subjects were 25 students in grade 5 at Bannonnoischool, UbonRatchathani, Thailand. The studied was operated in an English course in second semester of 2014 academic year. The experiment took two days a week for five weeks. There are two instruments which were used in this study; lesson plans which were used for teaching over 10 periods, consisting of five lesson plans from New Express English Activities Book 5, and the questionnaire for checking the students' opinions towards cooperative learning. The research findings were as follows: The mean score of all determination is 3.82 which reflect that the subjects improved their reading skill due to the cooperative-learning activities in the class. The opinions were taken from each item indicated that the students have a positive attitude in cooperative learning in all items. Furthermore the cooperative learning activities can motivate in reading comprehension to a maximum of 4.56. The results of the study helped the teacher to improve teaching English by using cooperative learning strategy, promote reading comprehension, encourage and support students in reading English by using cooperative learning.
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Mufaridah, Fitrotul, and Siti Lutfiyah. "READING INTENSITY ON STUDENTS’ SPEAKING ABILITY." ELLITE: Journal of English Language, Literature, and Teaching 5, no. 1 (May 31, 2020): 21–26. http://dx.doi.org/10.32528/ellite.v5i1.3277.

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Speaking as a language skill has been considered the most difficult one to master by the students especially in Songserm Wittaya School Songkla, Thailand. It was found that the majority of the students found it difficult to speak English fluently. As a productive skill, speaking is complex because learners need to acquire the accuracy and fluency in speaking. However, one EFL class showed a bit difference in the ability of speaking English because of their reading intensity. The design of the research was descriptive qualitative. The data were collected by a questionnaire for intensive reading and an interview on speaking to 30 students at 4/3 grade. The results of this research in general revealed that most of the students at grade 4/3 Thailand are good in speaking English due to their intensive reading that reached 50%. It was clearly seen from the analysis of some aspects of speaking (pronunciation, grammar, vocabulary, fluency and comprehension) in the interview section and questionnaire of reading intensity that 50% of the participants can speak English better through reading activity intensively. This finding implies that intensive reading has become a meaningful input for students’ speech production.
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Srimanee, Jarinya, Kritchada Ruangnoi, and Mohamad Jafre Bin Zainol Abidin. "A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 27–34. http://dx.doi.org/10.32996/ijllt.2021.4.2.5.

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This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text. The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university. Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.
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Wichadee, Saovapa. "The Effects Of Metacognitive Strategy Instruction On EFL Thai Students Reading Comprehension Ability." Journal of College Teaching & Learning (TLC) 8, no. 5 (May 2, 2011): 31–40. http://dx.doi.org/10.19030/tlc.v8i5.4255.

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This study examined the effectiveness of explicit instruction of metacognitive strategies over a 14-week semester with a group of 40 EFL learners at a private university in Thailand. A metacognitive questionnaire and a reading test were administered at the beginning and at the end of the course to find the changes in both the questionnaire responses and test scores. The data obtained were analyzed by using mean, standard deviation, and paired sample t-tests. Qualitative data from a semi-structured interview were also analyzed to explore students views on the strategy-based instruction. It was found that after the instruction, the reading score and metacognitive strategy use of the three groups namely: high, moderate, low were significantly higher than those before the instruction at the .05 level. In addition, different types of learners exhibited different responses to the strategy instruction. This studys findings contribute to a better understanding of strategy instruction and support the belief that strategy training should be conducted to enhance reading performance of the learners.
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Wichadee, Saovapa. "Developing The Self-Directed Learning Instructional Model To Enhance English Reading Ability And Self-Directed Learning Of Undergraduate Students." Journal of College Teaching & Learning (TLC) 8, no. 12 (November 22, 2011): 43. http://dx.doi.org/10.19030/tlc.v8i12.6620.

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The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process consisted of a review of literature, the design of the learning model, and evaluation of its effectiveness by experts validation and implementation of the model in the classroom. The research instruments included 1) the Honey and Mumfords Learning Style Questionnaire used to divide the students into four groups: activist, reflector, theorist, and pragmatist, 2) self-directed learning readiness scale created by Guglielmino, 3) a reading comprehension test, and 4) an opinion questionnaire towards self-directed learning. Over 12 weeks, the designed Self-directed Learning Instructional Model was employed with 120 students enrolled in Fundamental English I course in the first semester of 2010 academic year. Then the data were analyzed by mean, standard deviation, t-test, and One-way Analysis of Variance. Regarding the effectiveness of instructional model, the experts accepted that the model was appropriate. From implementing the model in class, it was found that the English reading proficiency mean scores of the post-test of students in four learning styles were significantly higher than those of the pre-test (p<.05). Moreover, the post-test mean scores of self-directed learning ability of students in four learning styles were significantly higher than the pre-test mean scores (p<.05). The students had a high level of opinion towards self-directed learning. The findings suggest that self-directed learning environment be provided for students to enhance their reading skill and self-directed learning ability.
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Fong, Jack. "Mourning a Late King through Portraiture: Articulations of the Sacred and Profane in the Primate City of Bangkok." Journal of Asian and African Studies 54, no. 2 (November 14, 2018): 229–47. http://dx.doi.org/10.1177/0021909618808649.

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This article employs an urban sociological reading to examine mourning portraiture in the primate city of Bangkok, Thailand, following the death of King Bhumibol Adulyadej (Rama IX). The article argues that Bangkok’s mourning portraiture constructs a reified notion of the Thai nation acceptable to Bangkok’s elites. Through a narrative that sacralizes the late king’s historical exploits for the Thai people, Bangkok’s elites have harnessed the affluent shopping district of Pathum Wan as an aesthetic and political canvas for showcasing the transcendent and virtuous nature of their late monarch. With mourning portraiture as figure and Bangkok’s Pathum Wan as background, the nationalist implications of the imagery as they render sacred the late monarch are considered. The article concludes that the capital city’s sacralization of a deceased king is but an attempt by pro-royalist banking families to reinforce their class linkages to the Thai aristocracy by ‘working towards the monarchy,’ a trajectory illuminated by Serhat Ünaldi, one which I hope to make visible in the post-death context of mourning Rama IX.
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Dissertations / Theses on the topic "Reading comprehension – Thailand – Bangkok"

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Praphruitkit, Nitaya. "A Comparison of the Roles and Needs of Middle and Lower Class Thai Parents in Helping Their Children's Reading Development." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330614/.

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The problem of this study was a comparison of the roles and needs of middle and lower class Thai parents in helping their children's reading development. The sample was selected from the parents of the preprimary schools in Bangkok, Thailand, in the fall of 1986. A total of 366 parents, including 185 from middle class and 181 from lower class, participated in this study.
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Angthong, Nattakarn. "Relationship between background knowledge and reading comprehension of teachers-college students in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332475/.

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The purpose of this study was to investigate the role of background knowledge on Thai teachers-college students' reading comprehension in relation to topic familiarity, reading ability in English as a Foreign Language, and the amount of time required for reading familiar and unfamiliar passages.
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Wisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.
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Strauss, Michael John. "Reading habits and attitudes of Thai L2 students." Thesis, 2008. http://hdl.handle.net/10500/2276.

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This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers.
English Studies
M.A. (TESOL)
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Books on the topic "Reading comprehension – Thailand – Bangkok"

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Kīlā læ Kānthō̜ngthīeo Thailand. Samnak Watthanatham. Bangkok world book capital 2013: Krung Thēp Mahā Nakhō̜n mư̄ang nangsư̄ lōk 2556. Bangkok: Culture, Sports and Tourism Department, 2013.

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Pholsward, Ruja. The testing of reading comprehension in English for academic purposes: A case study of economics students in Thailand. Ottawa: National Library of Canada, 1985.

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Pholsward, Ruja. The testing of reading comprehension in English for academic purposes: A case study of economics students in Thailand. 1985.

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Pholsward, Ruja. The testing of reading comprehension in English for academic purposes: a case study of economics students in Thailand. 1985.

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