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Research Article

Promoting Thai EFL Undergraduate Students’ Reading Comprehension, Short-Term Retention, and Self-Directed Learning Through Collaborative Strategic Reading (CSR)-Based Instruction

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.22 No.3 (2025.09)바로가기
  • 페이지
    pp.576-597
  • 저자
    Kitipat Chutichaiwirath, Pragasit Sitthitikul
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A474494

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원문정보

초록

영어
This paper investigates the effects of Collaborative Strategic Reading (CSR)-based instruction regarding English reading comprehension, retention of reading comprehension over a short interval, and self-directed learning (SDL) among Thai EFL undergraduate students. Utilizing a mixed-methods design with one group, the research was conducted with a sample of 28 university students enrolled in an elective course, Academic English for Science Discipline I. Quantitative data were collected through pre-tests, post-tests, and delayed post-tests and analyzed using descriptive statistics, while qualitative data were collected through vignettes, supported by CSR-based learning logs (the reflection section), and analyzed using content analysis. The findings revealed that CSR-based instruction significantly improved students’ reading comprehension and suggested short-term retention (one week). Moreover, the intervention fostered key components of SDL in classrooms, as evidenced by three themes that emerged in collaborative learning, including leadership and initiative, co-construction of knowledge through peer interaction, and motivation and engagement through activities. These results mainly highlight the pedagogical implications of CSR-based instruction in enhancing reading comprehension, its retention, and SDL in EFL contexts.

목차

Abstract
Introduction
Literature Review
Reading Comprehension
Retention of Reading Comprehension
Self-Directed Learning (SDL)
Collaborative Strategic Reading (CSR)
The Conceptual Framework of CSR-Based Instruction
Methods
Research Design
Research Context
Participants
Instruments
Data Collection Procedures
Data Analysis
Results
RQ 1. Does CSR-Based Instruction Promote Reading Comprehension? If so, to What Extent?
RQ2. Does CSR-Based Instruction Promote Retention of Reading Comprehension? If so, to What Extent?
RQ 3. Does CSR-Based Instruction Promote SDL? If so, to What Extent?
Discussion and Implications
CSR-Based Instruction Promoting Reading Comprehension
CSR-Based Instruction Promoting Retention of Reading Comprehension
CSR-Based Instruction Promoting SDL
CSR-Based Instruction and Its Implications
Limitations and Recommendations
Acknowledgements
The Authors
References
Appendix

키워드

Collaborative Strategic Reading (CSR)-based instruction reading comprehension retention of reading comprehension self-directed learning EFL Thai undergraduate students

저자

  • Kitipat Chutichaiwirath [ Thammasat University, Thailand ]
  • Pragasit Sitthitikul [ Thammasat University, Thailand ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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