Effects of the Experience-Text-Relationship (ETR) and Extensive Reading (ER) Instructional Model on Thai Learners’ Reading Comprehension
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Abstract
The objectives of this study were: 1) to find an efficiency of Experience-Text-Relationship (ETR) and Extensive Reading (ER) instructional model with 80/80 criteria; 2) to measure an effectiveness of Experience-Text-Relationship (ETR) and Extensive Reading (ER) instructional model on students’ reading comprehension; and 3) to measure students’ satisfaction towards the Experience-Text-Relationship (ETR) and Extensive Reading (ER) instructional model after using it. The sample consisted of 24 second-year mathematics-major students selected by simple random sampling from a public university in Thailand in the first academic year of 2024. The data was analyzed using percentage, average, standard deviation, and t-test dependent. Research instruments consisted of 1) a pre-test; 2) a mid-test; 3) a post-test; and 4) a satisfaction assessment form. The results revealed that 1) the Experience-Text-Relationship (ETR) and Extensive Reading (ER) instructional model reached an efficiency at 84.06/86.63; 2) In terms of the effectiveness of the model based on the comparison the students’ reading comprehension before and after the instructional model implementation, it was found that all scores of the reading comprehension were significantly higher at the .05 level; and 3) the students’ satisfaction after using the Experience-Text-Relationship (ETR) and Extensive Reading (ER) instructional model was at the highest level.
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ข้อความรู้ใดๆ ตลอดจนข้อคิดเห็นใดๆ เป็นของผู้เขียนแต่ละท่านโดยเฉพาะ คณะมนุษยศาสตร์ มหาวิทยาลัยนเรศวร และกองบรรณาธิการวารสารมนุษยศาสตร์ฯ ไม่จำเป็นต้องเห็นพ้องด้วย
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