EFFECTS OF STRATEGY-BASED READING INSTRUCTION ON ENGLISH READING ABILITY AND READING SELF-EFFICACY OF LOWER SECONDARY SCHOOL STUDENTS

Abstract

The objectives of this study were to: 1) investigate the improvement of students’ reading ability following implementation of the strategy-based reading instruction; 2) investigate the effects of the strategy-based reading instruction on students’ reading self-efficacy; 3) examine the relationship between students’ reading ability and reading self-efficacy; and, 4) find out what implemented reading strategies students used with their reading. The sample group consisted of 30 grade 9 students who were studying in semester 2, academic year 2013 at Krathiamwittaya School, Surin province. The experiment lasted for 10 weeks. The data was analysed quantitatively and qualitatively. Statistics applied were paired sample t-test and correlation coefficient.The results of the study revealed that: 1) students’ post-test mean score was significantly higher than that of the pre-test for reading ability, with a level of p<0.05 ; 2) students had a higher mean score from the post - questionnaire than that from the pre - questionnaire for reading self - efficacy at a significance lvel of P<0.05 ; 3) students' reading ability and reading self -efficacy had a strong positive relationship; and 4) students applied the implemented reading strategies with their reading, including Using Background, Skimming, Using Context Clues, Scanning, Goal Setting, Feedback, and Self-evaluation. The results also showed that all groups of students from different reading achievememt levels gained higher scores for thie reading ability and reading self - efficacy following implementation. It was concluded that strategy - based reading instruction could improve student's reading ability and reading self - efficacy of lower secondary school students.