THE EFFECTS OF PROJECT-BASED READING INSTRUCTION ON ENGLISH READING ABILITY AND INTERCULTURAL COMMUNICATIVE COMPETENCE OF UNDERGRADUATE STUDENTS

Abstract

This study aimed to (1) investigate the effects of Project-based Reading Instruction (PRI) on Thai students’ English reading ability and their intercultural communicative competence, (2) examine the correlation between students’ English reading ability and their intercultural communicative competence, and (3) explore students’ opinions of Project-based Reading Instruction. Thirty-two EFL students majoring in Tourism Management from a private university in Thailand participated in this experimental study for 14 weeks. This study employed a mixed-methods approach. Five research instruments were designed to elicit data, including the English Reading Ability Test, Intercultural Communicative Competence Test, Project-based Reading Portfolio, Project-based Reading Instruction Questionnaire, and Semi-structured Interview Protocol. The data was analyzed by means of descriptive statistics, paired-sample t-test, Pearson’s correlation coefficient, and content analysis. The results of the analyses revealed that (1) students’ pre-and post-test scores from the English reading ability test and intercultural communicative competence test had increased significantly, (2) there were also significant correlations between their English reading ability and intercultural communicative knowledge as well as attitudes, and (3) they reported that the designed Project-based Reading Instruction through cultural contents and teacher scaffolding led to their improvement of English reading ability and intercultural communicative competence. Particularly, they had become more curious and open to learning more about other cultures. The findings supported that the integration of text, talk, and image played important roles in achieving positive outcomes on EFL students’ reading ability and intercultural communicative competence.