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Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners

This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the random sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instr...

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Main Author: Surasak Khamkhong,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:http://journalarticle.ukm.my/12904/1/23331-85236-1-PB.pdf
http://journalarticle.ukm.my/12904/
http://ejournal.ukm.my/3l/issue/view/1125
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spelling my-ukm.journal.129042019-05-13T11:14:59Z http://journalarticle.ukm.my/12904/ Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners Surasak Khamkhong, This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the random sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test used as a pre-test and a post-test, and a questionnaire of their attitude toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and a paired sample t-test. The results revealed that before the intervention, the students’ English reading proficiency was low as is evident from their low pre-test scores (M=14.00). They did fairly well for the literal questions (M=6.11), but poorly for the interpretative questions (M=4.89) and the critical questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do much better as their post-test scores were significantly higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. The paired sample t-test results also confirmed this as the students’ post-test scores for overall, literal, interpretative, and critical questions were significantly higher than the pre-test scores at p<0.001. This indicates that after the intervention, their reading skills had improved. In terms of their attitude, most students were satisfied with the lessons and the instruction, particularly because they were given background information of texts and knowledge about different types of the PRF questions. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading and thinking skills. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12904/1/23331-85236-1-PB.pdf Surasak Khamkhong, (2018) Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (3). pp. 83-94. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1125
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the random sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test used as a pre-test and a post-test, and a questionnaire of their attitude toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and a paired sample t-test. The results revealed that before the intervention, the students’ English reading proficiency was low as is evident from their low pre-test scores (M=14.00). They did fairly well for the literal questions (M=6.11), but poorly for the interpretative questions (M=4.89) and the critical questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do much better as their post-test scores were significantly higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. The paired sample t-test results also confirmed this as the students’ post-test scores for overall, literal, interpretative, and critical questions were significantly higher than the pre-test scores at p<0.001. This indicates that after the intervention, their reading skills had improved. In terms of their attitude, most students were satisfied with the lessons and the instruction, particularly because they were given background information of texts and knowledge about different types of the PRF questions. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading and thinking skills.
format Article
author Surasak Khamkhong,
spellingShingle Surasak Khamkhong,
Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
author_facet Surasak Khamkhong,
author_sort Surasak Khamkhong,
title Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
title_short Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
title_full Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
title_fullStr Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
title_full_unstemmed Developing English L2 critical reading and thinking skills through the Pisa reading literacy assessment framework: a case study of Thai EFL learners
title_sort developing english l2 critical reading and thinking skills through the pisa reading literacy assessment framework: a case study of thai efl learners
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/12904/1/23331-85236-1-PB.pdf
http://journalarticle.ukm.my/12904/
http://ejournal.ukm.my/3l/issue/view/1125
_version_ 1643738922717544448
score 13.211869

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