Effects of literature-based english instruction on english reading and writing ability of upper secondary school students

Abstract

The objectives of this study were to examine the effects of literature-based English instruction on English reading and writing ability of upper secondary school students. The subjects were 35 upper secondary school students (Grade 12) who studied at Chitralada School and enrolled in the course of English Creative Writing, second semester, academic year 2008. The experiment lasted for 8 weeks. The paired-sample t-test was used to investigate the differences between the students’ mean scores on the pre- and post-test of reading comprehension and the pre- and post-test of writing. The results of the analyses revealed that (1) the post-test mean scores on the reading comprehension test of upper secondary school students were higher than the pre-test mean scores at the significant level of 0.05 and (2) the post-test mean scores on the writing test of upper secondary school students were higher than the pre-test mean scores at the significant level of 0.05. Upper secondary school students improved their English reading and writing ability after receiving literature-based English instruction