EFFECTS OF CHRISTIAN THEOLOGICAL ENGLISH READING USING CONCEPT-ORIENTED READING INSTRUCTION TO ENHANCE READING COMPREHENSION AND READING MOTIVATION OF UNDERGRADUATE STUDENTS

Abstract

The objectives of this study are to investigate the effects of Christian theological English reading using concept-oriented reading instruction to enhance reading comprehension and reading motivation of the undergraduate students. The samples were 29 second year students who studied at the Bangkok Institute of Theology, Christian University, in the first semester, academic year 2014 during 12 weeks. The paired-samples t-test was used to analyze the differences between the students’ mean scores of the Christian theological reading comprehension test and of the reading motivation questionnaire before and after the treatment. The findings shows that (1) the students’ posttest mean scores of Christian theological reading comprehension test are higher than the pretest mean scores at the significance level of p < .05 and (2) the students’ posttest mean scores of reading motivation questionnaire are higher than the pretest mean scores at the significance level of p < .05. Regarding reading motivation constructs, the mean scores increases at significant level of p < .05 in three affirming constructs: intrinsic motivation, self-efficacy, and prosocial interaction, and the significant decrease at significant level of p < .05 in only one undermining construct: perceived difficulty. Avoidance construct does not decrease significantly after the treatment, whereas antisocial interaction construct does not decrease either, and has low mean scores both before and after the treatment. This could be because the students with strong Christian beliefs are usually not supposed to have antisocial interactions toward other people based on the Christian great commandments. In conclusion, Christian theological English reading using concept-oriented reading instruction can enhance reading comprehension and reading motivation of undergraduate students.