Abstract
<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>
Highlights
1.1 Introduce the ProblemEnglish proficiency is important for Thai people
The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level
1)7th grade students taught through directed reading-thinking activity (DR-TA), and the traditional approach by using the tales of virtue based on the King’s teaching concepts, have different English reading comprehension skills and ethical awareness
Summary
1.1 Introduce the ProblemEnglish proficiency is important for Thai people. English has been taught in Thailand for a long time, most Thai students do not meet English proficiency standards, as evidenced by the results of the O-NET (Ordinary National Educational Test) taken by 9th grade students over the past several years. Thai secondary school students have been found to consistently have a low level of reading abilities, including identifying English sentence structures, vocabulary, and reading comprehension. Other related problems, such as a lack of qualified English teachers, continued use of teacher-centered teaching methods, problems with curriculum design, teaching material, testing, and a general disinterest amongst students in learning English have been found. These have resulted in the level of English teaching in Thailand to be below that of many other countries (Chawwang, 2008; Raksuthi, 2010; Sukvivat, 2011)
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