The Effects of extensive reading using a learner autonomy training on reading ability and reader autonomy of Thai university students

Abstract

This research involved the exploration of the extensive reading instruction integrated with learner autonomy training strategies framework (ERLAT), a specifically designed course to suit the Thai students’ characteristics. The main objective of this study was to investigate the students’ learner autonomy and English reading ability in an extensive reading program. The participants were 37 undergraduate students who were enrolled in the Reading Academic English course. The quantitative data were then collected through the General English Reading Ability pre- and post-test, and the Learner Autonomy Training Strategies Questionnaire. Qualitative data were obtained from Bookworm’s Diary, Teacher’s Observation Checklist, and Learner Autonomy Training Interviews. After the ten-week treatment, the test scores showed that students’ English reading ability was significantly improved (p < 0.05). The findings also indicated that students frequently used the cognitive and metacognitive strategies when reading extensively and their positive attitudes toward both reading and learner autonomy also increased. Based on the study finding, it could be concluded that the ERLAT could enhance reading ability and promote learner autonomy, which would eventually enabled language learners to become more autonomous readers.