Effects of concept-oriented English reading instruction on reading comprehension and reading self-efficacy of lower secondary school students

Abstract

The objectives of this study were to examine the effects of Concept-Oriented English Reading Instruction on reading comprehension and reading self-efficacy of lower secondary school students at different reading achievement levels. The subjects were 84 lower secondary students (Grade 8) who studied at Chitralada School. The duration of the experiment lasted for 10 weeks. The Paired samples t-test was used to investigate the differences between students' mean scores from the pre and post reading comprehension test and the reading self-efficacy questionnaire. The results of the analyses revealed that (1) the posttest mean scores from English reading comprehension test of lower secondary school students at different reading achievement levels were higher than the pretest mean scores at the significance level of 0.05 and (2) the posttest mean scores from reading self-efficacy questionnaire of lower secondary school students at different reading achievement levels were higher than the pretest mean scores at the significance level of 0.05. Lower secondary school students at different reading achievement levels improved their reading comprehension and their reading self-efficacy after receiving Concept-Oriented English Reading Instruction.