Abstract
The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.
Highlights
Nowadays, learning English is as important as opening every door of opportunity along our journey of finding success
The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire
The results of the present study showed that using Content-based Instruction (CBI) approach helped
Summary
Nowadays, learning English is as important as opening every door of opportunity along our journey of finding success. English has been in the atmosphere of our daily working stations. We meet various people; may be of different color and of different language. People around the world use English to communicate with people from another country. As a language, is an essential tool to communicate. As much as it is widely used, it is significantly a medium to learn vast knowledge, help people in the work place, and create an understanding of the culture and the vision of the world community. English can bring good relations and cooperation with people in various countries. It has helped develop learners to understand themselves and others better
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