The Study of the Coherence of English Learning Strategies Used for Understanding Science Modules by Science Students in the EFL Reading Process

Kritchada Ruangnoi,Jarinya Srimanee,Mohamad Jafre Bin Zainol Abidin

doi:10.32996/ijllt.2021.4.3.20

Abstract

This study investigates the effectiveness of reading strategies employed by Thai EFL lower secondary students of the scientific ability program at one private and two government secondary schools in Thailand's southern province. The study integrated cognitive, metacognitive, determination, social, and memory strategies into the reading treatment. The results are expected to enhance the student’s regulation in applying the reading strategies instruction techniques. The study's participants were thirty Thai EFL students from Grade 7 in a government secondary school in southern Thailand. The data were analyzed and interpreted quantitatively and qualitatively. The training program consisted of five reading strategies, eight scientific reading modules, and a variety of enriching and engaging activities. Therefore, the thematic analysis of the interview data revealed overall satisfaction and enhanced students and teachers’ positive attitudes towards Science in English and the benefits of using reading for developing a Science curriculum.

Highlights

1 Looking at the development of foreign language (FL), studying has mainly been extracted from hypotheses and insights within the First Language (L1) reading studies
Research Findings Reading Strategies used by Experimental Group comprises 20 statements each followed by 5-point Likert scale through which students are supposed to report how often they use each strategy
The twenty (20) reading strategies statements were classified into willpower, Social Affective, memory strategies, Cognitive and Metacognitive techniques

Summary

Introduction

Maximum FL researchers undertake and regulate analyzing thoughts and expert perspectives in L1 reading technology, often performed in English language contexts (Stevenson, 2010). College students who regularly have problems studying to decode and understand words and meanings will most-likely face difficulties in analyzing and expertise; they are not uncovered to more outstanding challenging textual content and often locate the reading revel in difficult and surrender. As a result, those college students are not exposed sufficiently to possibilities to expand linguistic skills and get to know techniques to come to be gifted readers (Lens, 2010)

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Conclusion