การพัฒนาความสามารถในการอ่านอย่างมีวิจารณญาณโดยใช้กระบวนการวงวรรณกรรมของนักศึกษาในระดับอุดมศึกษา

Natthanan Sarigo

Authors

Natthanan Sarigo -

Keywords:

Literature Circle, Critical Reading Ability, Student Engagement, Higher-Order Thinking, Undergraduate Students

Abstract

This study aimed to investigate the effects of instructional management using the literature circle approach on the critical reading ability of undergraduate students in higher education. The sample consisted of 25 undergraduate students, obtained through purposive sampling. The research instruments included a parallel forms test of critical reading ability, lesson plans based on the literature circle approach, an observation form, and an evaluation form. Quantitative data were analyzed using mean, standard deviation, and dependent t-test, while qualitative data were analyzed using content analysis. The results revealed that 1) the post-test scores of critical reading ability were significantly higher than the pre-test scores at the .05 level, with students showing improvement in all components, particularly in interpretation and summarization, and content analysis; and 2) students demonstrated improvement in participation, expression of opinions, and reasoning in discussions, and were able to connect the content with real-life experiences and evaluate the credibility of information more effectively. It can be concluded that the literature circle approach is an effective instructional method for developing critical reading ability and promoting higher-order thinking skills of undergraduate students in higher education.

References

Chaloeisap, S. (1988). Reading promotion. Faculty of Humanities and Social Sciences, Phetchaburi Teachers College. (In Thai)

Chattinatdom, S. (1984). A comparison of analytical reading comprehension of grade 6 students in government schools in Nakhon Ratchasima Province (Master’s thesis, Kasetsart University). (In Thai)

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Routledge.

Grellet, F. (1981). Developing reading skills. Cambridge University Press.

Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability: A guide to developmental and remedial methods. Longman.

Hill, B. C., Noe, K. L. S., & Johnson, N. J. (2000). Literature circles resource guide: Teaching suggestions, forms, sample book lists, and database. Christopher-Gordon.

Mahakhan, P. (1987). Basic reading instruction. Odeon Store. (In Thai)

Mansettawit, S. (1992). Teaching reading in Thai language. Faculty of Education, Kasetsart University. (In Thai)

Miller, J. W. (1977). Teaching language clues to reading comprehension. Reading Horizons: A Journal of Literacy and Language Arts, 18(1). https://scholarworks.wmich.edu/reading_horizons/vol18/iss1/5

Nakornthap, T., & Si-amphai, P. (1976). Teaching Thai at the secondary level. (In Thai)

Piansop, S., & Intramparn, S. (1995). Teaching Thai language at the secondary level. Chulalongkorn University Press. (In Thai)

Smith, N. B. (1963). Reading instruction for today’s children. Prentice-Hall.

Sukchotirat, M. (2005). Reading proficiency: Learn first, teach well. Nanmee Books Publications. (In Thai)

Valaya Alongkorn Rajabhat University under the Royal Patronage. (2010). A handbook for learner-centered instructional management. Thianwattana Printing. (In Thai)

Wisetsombat, S. (1985). Teaching Thai language at the secondary level. Aksornbandit. (In Thai)

Wongthanachai, D. (1999). Reading for life. Pibulsongkram Rajabhat Institute. (In Thai)