The effects of extensive reading and levels of reading proficiency on Thai university students' English reading comprehension using a self-regulated learning framework

Abstract

This study explores the impact of extensive reading instruction with the integration of self-regulated learning framework (ERSL) on Thai university students' English reading comprehension and the use of self-regulated learning strategies. The participants were 76 undergraduate students divided into two groups. They were randomly assigned to the two treatments: ERSRL (n=38), and a regular extensive reading instruction (n=38). From the English reading comprehension pre-test scores, fourteen students were classified as the high English reading comprehension groups and fifteen as the low English reading comprehension groups. Over 10 weeks, extensive reading instruction was introduced to both ERSRL and ER groups, but the ERSRL students were also taught self-regulated learning strategies. For the quantitative data, the English reading comprehension pre- and post-test scores were compared using dependent and independent samples t-test. For qualitative data, self-regulated learning strategies questionnaire and self-regulated learning interview schedule were used to observe an aptitude property of self-regulated learning. Verbal protocols of reading and reading portfolios were used to study an event property of self-regulated learning. The findings show that the English reading comprehension pre- and post-test mean scores of ERSRL differed significantly (p<.05). There was also significant difference (p<.05) in the English reading comprehension pre- and post-test mean scores of the high and low reading comprehension groups. However, the comparisons of the English reading comprehension post-test mean scores between ERSRL and ER high reading comprehension groups, and between ERSRL and ER low reading comprehension groups were not significantly different. For self-regulated learning strategies, the aptitude measurement revealed that both high and low reading comprehension groups employed most strategies in all three categories of self-regulation-metacognitive regulation, performance regulation, and learning environment regulation. The strategies that they relied on the most were goal-setting, environment structuring, and self-consequences. For an event property, the data from verbal protocols of reading and reading portfolios show that both high and low reading comprehension groups used only some of the strategies while reading in all three stages-planning, self-monitoring, and self-reacting stages. The findings suggest that extensive reading instruction be maintained over a long period of time and a positive reading environment be provided to students to encourage extensive reading. Self-regulated learning strategies should be explicitly taught to EFL students.