Effects of QtA Strategy on English Reading Comprehension and Social Skills of Grade 11 Students

Abstract

Background and Aims: Reading is an essential tool for gaining knowledge and developing skills necessary for education, self-improvement, and life success. However, high school students in Thailand face challenges in English reading comprehension. Teachers should develop teaching strategies to help learners achieve their reading goals. QtA (Questioning the Author) is one such strategy that focuses on improving reading comprehension by encouraging students to interact with texts through questioning and discussion. Additionally, it may enhance students' social skills through interaction with others during the learning process. The researcher is interested in conducting this study with the objectives of this experimental research were to 1) compare English reading comprehension of grade 11 students before and after learning management using QtA strategy, 2) compare English reading comprehension of grade 11 students after learning management using QtA strategy to the criterion of 70 percent, and 3) study social skills of grade 11 students from learning management using QtA strategy.

Methodology: The sample group used in this study consisted of 40 students in grade 11, obtained by cluster random sampling, during the first academic year of 2024 at Boonwattana School, Mueang district, Nakhon Ratchasima province. The research instruments used in this study were six lesson plans, with 2 hours for each: a total of 12 hours for the experiment, an English reading comprehension test, and a social skills assessment form. Data was then analyzed using percentage, mean, standard deviation, and t-test.

Results: Results of the study revealed that 1) The English reading comprehension of grade 11 students was significantly improved after learning management using QtA strategy at a statistical significance of .05 level, 2) The English reading comprehension of grade 11 students after learning management using QtA strategy was significantly higher than the designated criterion of 70 percent, with a statistical significance of .05 level, and 3) The social skills of grade 11 students from learning management using QtA strategy were at a good level.

Conclusion: The results of the study indicated that the QtA strategy can improve the English reading comprehension and interpretation of grade 11 students, aligning with the author's intended message. This improvement occurred because students used their critical thinking to connect prior knowledge and construct meaning through carefully selected questions posed by the teacher. Additionally, the collaboration in discussions between the teacher and students further enhanced social skills, which were rated at a good level.