Abstract
The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a controlling and 32 sophomore sport science students as an experimental were administered. The study used the 4-research instruments which were composed of the questionnaires on implementation of reading strategy, semi-structured interviews, reading comprehension achievement, and the 5-lesson plans. Statistically significant with the descriptive data were analyzed. According to the results of current implementation of reading strategies, average score of total reading strategy used was moderate practice. Sample group employed slightly more indirect strategy to direct strategy, among six categories of reading strategies, the most to the least current implementation of reading strategies were compensation strategies, social strategies, affective strategies, memory strategies, cognitive strategies and meta-cognitive strategies, respectively. The developing instructional model comprised of informs, model and practice. Transfer of concluding step to sum up the results and problems for practicing implementation of reading strategy, evaluate, reflect, giving feedback, and reinforcement of the implementation of reading strategy were found effective. Key words: Development, English, enhancement, instructional model, physical education, qualitative and quantitative researches, sophomore students, strategy.
Highlights
Reading is an important skill for students who learn English as a Foreign or Second Language (EFL/ English as a second language (ESL))
In case of reading an English passage, they had no obvious steps in reading a passage
Standard deviation 0.54 0.43 t-test 2.05 p-value .048 conclusion and 9 learning activities; motivation raising, making known learning objective, filling up background knowledge, reading strategies inform, model, practice, transfer, teacher and students sum up the results, problems, and difficulties in practicing implementation of reading strategy and teacher and students evaluate, reflect, give and take feedback, and reinforcement in practicing implementation of reading strategy
Summary
Reading is an important skill for students who learn English as a Foreign or Second Language (EFL/ ESL). The most important English language skill in learning English for students in non-spoken English context is reading (Eskey, 1979). Students who are skillful in reading can improve their learning ability in other field of study (Anderson, 1999). As its definition, reading is a decoding process of words, sentences and text.
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