The effects of question generating strategy instruction on EFL freshmen’s reading comprehension and use of English tenses

Main Article Content

Dentisak Dorkchandra

Abstract

       This quasi-experimental study was conducted to find out if the instruction of a question generating strategy would help to enhance university EFL freshmen’s English reading comprehension and their ability to use English tenses. A pre-and post-test with control group design was employed. The samples, purposively selected, were 40 undergraduate students who registered for Foundation English I course during the first semester of academic year 2010. They were divided into an experimental group (n = 20) and a control group (n = 20). The data collection tools used included a pre-and post-English reading comprehension test and a pre-and post-test of English tenses. The two groups were administered the pre-tests before the experiment which lasted two weeks, and then the post-tests, upon completion of the experiment. The data were analyzed using descriptive statistics including frequency, mean, and standard deviation. An independent samples t-test was used to test the hypotheses. The results were that the experimental group gained statistically higher scores from the post-tests of both reading comprehension and use of English tenses than the control group (p<.01).


 

Downloads

Download data is not yet available.

Article Details

How to Cite
Dorkchandra, D. (1). The effects of question generating strategy instruction on EFL freshmen’s reading comprehension and use of English tenses. Journal of Liberal Arts Prince of Songkla University, 5(2), 32. Retrieved from https://so03.tci-thaijo.org/index.php/journal-la/article/view/64229
Section
บทความ