The problem of using English reading strategies perceived by Thai EFL students

Implications for reading instructions

Authors

DOI:

https://doi.org/10.20525/ijrbs.v10i4.1248

Abstract

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.

Downloads

Download data is not yet available.

References

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472. https://doi.org/10.2307/329495

Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Toronto: Heinle & Heinle.

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for Second Language Classroom. New York: Cambridge University Press.

Bejtkovsky?, J. (2016). The Current Generations: The Baby Boomers, X, Y and Z in the Context of Human Capital Management of the 21st Century in Selected Corporations in the Czech Republic. Littera Scripta, (2), 25-45.

Block, E. (1986). The comprehension strategies of second language readets. TESOL Quarterly, 20, 463-494. https://doi.org/10.2307/3586295

Carter, T. (2018). Preparing Generation Z for the Teaching Profession. SRATE Journal, 27(1), 1-8.

Chawwang, N. (2008). An Investigation of English Reading Problems of Thai 12th-Grade Students in Nakhonratchasima Educational Regions 1, 2, 3, and 7 (Master’s thesis, Graduate School, Srinakharinwirot University, Thailand). Retrieved fromhttp://thesis.swu.ac.th/swuthesis/Eng%28M.A.%29/Nongnat_C.pdf

Chun, C., Dudoit, K., Fujihara, S., Gerschenson, M., Kennedy, A., Koanui, B., Ogata, V. & Stearns, J. (2016). Teaching Generation Z at the University of Hawai‘i. Retrieved October 25, 2019 from https://www.hawaii.edu/ovppp/Leaders/files/2015-2016-Projects/PELP_GenZ_PaperV.6.0-5.4.16.pdf

Crabal, A. P. (2002). Practicing college reading strategies. The Reading Matrix ,2(3), I-16.

Devine, T. G. (1986). Teaching reading comprehension: From theory to practice. Boston, MA: Allvn and Bacon.

Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417- 440. https://doi.org/10.1146/annurev.ps.41.020190.002221

Eskey, D. E. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. L. Carrell, J. Devina, & D. Eskey (Eds.), Interactive approach to second language reading (pp. 93-100). Cambridge: Cambridge University press.

Fountas, I.C., & Pinnell, G.S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268–284. https://doi.org/10.1002/TRTR.01123

Goldberg, L. R. (1990). An alternative "description of personality": The Big-Five factor structure. Journal of Personality and Social Psychology, 59(6), 1216-1229. https://doi.org/10.1037/0022- 3514.59.6.1216

Harnseithanon, P. (2002). A survey study of the effectiveness of reading strategies on English reading comprehension: Third year marketing students, Rajabhat Institute Pranakhon. (Unpublished Master's independent study), Language Institute, Thammasat University, Thailand.

Harper, C., & de Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. https://doi.org/10.1598/JAAL.48.2.6

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. The Reading Teacher, 57(8), 720-730.

Iaquinta, A. (2006). Guided reading: A research-based response to the challenges of early reading instruction. Early Childhood Education Journal, 33(6), 413–418. https://doi.org/10.1007/s10643-006-0074-2

Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning: Properly implemented cooperative learning strategies can increase student engagement and achievement. Middle school journal, 43(4), 16-21. https://doi.org/10.1080/00940771.2012.11461816

Jones, L. (2002). A critical review of media studies advocacy and its underlying assumptions and agendas. EFL Journals, 59(3), 219-231.

Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., & Walton, C. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153-168. https://doi.org/10.2307/30035561

Khunnawut, K. (2003). A study of reading strategies in English comprehension of first year students at King Mongkut's Institute Technology North Bangkok. (Unpublished Master's independent study), Language Institute, Thammasat U. Thailand.

Kingston, A. (2014). Get ready for generation Z. Retrieved October 12, 2019 from https://www.macleans.ca/society/life/get-ready-for-generation-z/

Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University press.

Krashen, S., & Terrell, T. (1933). The natural approach. Oxford: pergamon press.

Krejcie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), pp. 607-610. https://doi.org/10.1177/001316447003000308

Kristiina Montero, M., Newmaster, S., & Ledger, S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE. Journal of Adolescent & Adult Literacy, 58(1), 59-69. https://doi.org/10.1002/jaal.318

Liangpanit, C. (2018). What are the need and problems of English reading for Thai graduate students? Sripatum Chonburi Journal, 14(3), 26-37.

Munsakorn, N. (2012). Awareness of Reading Strategies among EFL Learners at Bangkok University. World Academy of Science, Engineering and Technology, 65, 269-272. doi.org/10.5281/zenodo.1333046

Oranpattanachai, P. (2010). Perceived Reading Strategies Used By Thai Pre-Engineering Students. ABAC Journal, 30(2), 26-42.

Paesaroje, S. (2004). A survey of reading strategies used by students of English for communication and study skills course at Rajabhat Phanakorn University. (Unpublished Master's independent study), Language Institute, Thammasat University, Thailand

Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The Development of strategic reading. In R. Barr, M.L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (vol. 2, pp.609-640). New York: Longman.

Pangsapa, N. (2012). A Study of English Reading Problems and Strategies of Thai Editorial Staff (Master’s Project, Graduate School, Srinakharinwirot University, Thailand). Retrieved from http://thesis.swu.ac.th/swuthesis/Eng(M.A.)/Namida_P.pdf

Pimsarn, P. (2012). A Comparative Study of Reading Strategies Instruction on Graduate Students Reading Comprehension. LEARN Journal: Language Education and Acquisition Research Network, 4, 61-75.

Prommak, S. (2005). A study of reading strategies in English comprehension of first year business English students at Hatyai University. Unpublished Master's independent study, Language Institute, Thammasat University, Thailand.

Sripom, C., Rungswang, A., Sukwitthayakul, C. & Chansri, N. (2019). Personality Traits of Thai Gen Z Undergraduates: Challenges in the EFL Classroom? PASAA, 57, 165-190.

Srivastava, S. (2008). Measuring the big five personality factors. Retrieved on October 25, 2019, from http://pages.uoregon.edu/sanjay/bigfive.html.

Strauss, W., & Howe, N. (1991). Generations: The history of America’s future, 1584 to 2069. New York: William Morrow and Company.

Tangpinijkarn, M. & Modehiran, P. (2016). Effect of Critical Reading Instruction Using Literature on Critical Reading Ability of Upper Secondary School Student, An Online Journal of Education, 11(4), 610-623.

To?ro?csik, M., Szu?cs, K., & Kehl, D. (2014). How Generations Think: Research on Generation Z. Acta Universitatis Sapientiae, communicatio, 1, 23-45.

Turner, A. (2015). Generation Z: Technology and Social Interest. Journal of Individual Psychology, 71(2), 103-113. https://doi.org/10.1353/jip.2015.0021.

Watanapokakul, S. (2006). The Effects of Learning Prefixes and Roots to Improve the Ability to Derive the meaning of Unfamiliar Words. Language Institute Journal, 3, 96-109.

Yadav, G. P., & Rai, J. (2017). The Generation Z and their Social Media Usage: A Review and a Research Outline. Global Journal of Enterprise Information System, 9(2).110-116. https://doi.org/10.18311/GJEIS/2017/15748

Downloads

Published

2021-06-15

How to Cite

Rungswang, A., & Kosashunhanan , K. (2021). The problem of using English reading strategies perceived by Thai EFL students: Implications for reading instructions. International Journal of Research in Business and Social Science (2147- 4478), 10(4), 496–505. https://doi.org/10.20525/ijrbs.v10i4.1248

Issue

Section

Related Topics in Social Science