ผลของการพัฒนาความสามารถในการอ่านเพื่อความเข้าใจภาษาอังกฤษของนักศึกษาปริญญาตรีโดยใช้การจัดการเรียนรู้แบบผสมผสาน: กรณีศึกษาการอ่านเพื่อความเข้าใจ

บทคัดย่อ

Blended learning helps develop reading comprehension skills for higher education students. The objectives of this research were to compare the effects of blended learning on reading comprehension using pre-tests and post-tests, and to investigate the reading comprehension strategies employed by students in their post-test task. The sample group consisted of 50 third-year English major students from the Faculty of Education, enrolled in the academic year 2021 in the course "English for Promoting Local Wisdom," selected through purposive sampling technique. The research instruments included: 1) a blended learning instructional plan, 2) a survey of reading strategies, and 3) pre-tests and post-tests. Data analysis utilized descriptive statistics including percentage, mean, standard deviation, and t-test dependent.

The research findings indicated that the post-test scores were significantly higher than pre-test scores at the 0.05 level.  Moreover, the reading strategies used in the students’ post-test task were at a moderate level included noting vocabulary after reading ( = 2.06, S.D. = 0.76) and adjusting reading speed when comprehension was lacking ( = 1.92, S.D. = 0.85).