Developing Academic and Content Area Literacy: The Thai EFL Context

This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficienc...

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Bibliographic Details
Published inThe reading matrix Vol. 14; no. 2; pp. 119 - 134
Main Authors Charubusp, Sasima, Chinwonno, Apasara
Format Journal Article
LanguageEnglish
Published Reading Matrix, Inc 01.09.2014
Subjects
Achievement Gains
Classroom Observation Record
Classroom Observation Techniques
Content Area Reading
Content Area Writing
English (Second Language)
English for Academic Purposes
English Language Learners
Focus Groups
Foreign Countries
International English Language Testing System
Intervention
Learner Engagement
Literacy
Metacognition
Pretests Posttests
Program Effectiveness
Qualitative Research
Reading Fluency
Reading Instruction
Reading Tests
Semi Structured Interviews
Statistical Analysis
Statistical Significance
Student Improvement
Student Records
Thailand
Transformative Learning
Undergraduate Students
Thailand
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Summary:This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading proficiency group. They participated in ALI for over 10 weeks. Quantitative data were then collected through the English Reading Proficiency Pre-Test and Post-Test. Qualitative data were obtained through the Classroom Observation Record, a Semi-Structured Student Group Interview and the Students' Accomplishment Record. Results yielded by the English Reading Proficiency Test showed that, comparing the high and low reading proficiency students, the low proficiency students made a statistically significant improvement (p<0.05) in English reading proficiency. It is suggested that academic literacy can be integrated into the teaching of English-language reading, especially for the benefit of struggling readers. Moreover, some psychological factors, namely, outcome expectancy, causal attribution, and awaren
ISSN:1533-242X
1533-242X