The effects of task-based instruction on academic reading skills of English major students in the course: Integration of academic reading and development of English teachers association
Keywords:
task-based instruction, academic reading skills, English teachers associationAbstract
This research aimed to investigate the learning achievement after receiving instruction through a task-based teaching technique in relation to academic reading skills; to compare the academic reading skills of English major students before and after receiving instruction through the task-based teaching technique; and to examine the satisfaction of English major students toward the instructional approach employing the task-based teaching technique. The participants were 45 fourth-year English major students from Thepsatri Rajabhat University enrolled in the second semester of the academic year 2024. The research instruments included 15 instructional lesson plans with an average suitability score of 4.89; a learning achievement test comprising 6 items with a total score of 30 points and a reliability coefficient of 0.88; an academic reading skills test composed of 20 multiple-choice questions totaling 20 points, with a reliability coefficient of 0.82; and a satisfaction questionnaire divided into three aspects with 21 items, having a reliability coefficient of 0.81. The statistical methods employed were mean, standard deviation, and dependent t-test. The research findings revealed that the students’ learning achievement after receiving instruction through the task-based teaching technique was significantly higher than before the instruction at the 0.001 level of statistical significance. The comparison of academic reading skills before and after instruction also indicated that the post-instruction mean score was significantly higher than the pre-instruction score, with statistical significance at the 0.001 level across all components. Furthermore, the students’ overall satisfaction with the task-based instructional technique was at a high level.
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