A Smartphone-Assisted Instructional Model in English Reading for Thai Students at University Level
Keywords:
Instructional model, English reading skill, SmartphoneAbstract
Among the four skills of English language, reading is considered as the most important skill for English learners. The importance of reading skills in English has long been perceived as being crucial in the context of a globalized world as it is one of the imperative skills which play an important role for educational and professional success. However, it is demonstrated that the proficiency level of English reading among Thai students are unsatisfactory and needed to be improved. Today, smartphone is becoming an appropriate tool to be used in educational contexts. Because of its powerful features and services, learners can access to content from a smartphone anywhere and anytime. It also offers the greatest potential for integration of technological hardware into language learning. Accordingly, this study was conducted to develop a Smartphone-Assisted Instructional Model (SAI Model) on how to read in English for students at Roi Et Rajabhat University (RERU), Thailand. Nevertheless, to design
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Wichadee, S. (2011). Development The Self-Directed Learning Instructional Model To Enhance English Reading Ability And Self-Directed Learning Of Undergraduate Students. Bangkok University Thailand, 8(12), 43-52.
Wongsothorn, A. (2003). Levels of English skills of Thai students. E-Journal for Researching Teachers.1(2). Retrieved from https://www.culi.ac.th/eJournal_02/research_10.htm
Alemi, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99–109. Retrieved September 14, 2015, from https://www.ccsenet.org.
Azabdaftari, B., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL learners by using two different strategies: Mobile learning vs. flashcards. The Eurocall Review, 20(2), 47–59. Retrieved October 10, 1025 from https://www.eurocall-languages.org/review/20_2/index.html
Alessi, S. M. and Trollip, S. R. (2001). Multimedia for learning: Methods and Development. Massachusetts: Allyn& Bacon.
Barrs, K. (2011). Mobility in learning: The feasibility of encouraging language learning on smartphones. Studies in Self-Access Learning Journal, 2(3), 228-233.
Begum, R. (2011). Prospect for cell phones as instructional tools in the EFL classroom: A case study of Jahangirnagar University, Bangladesh. English Language Teaching, 4(1), 105–115. Retrieved September 17, 2025, from https://www.ccsenet.org/journal
Brahmawong, C &Vate-U-Lan, P. (2009). GUIDELINES FOR PH.D.RESEARCH ACTIONS. Assumption University of Thailand.
Bruner, J. S. (1966). Toward a theory of instruction.Cambridge. Mass.: Belkapp Press.
Cedergren, S and Hellman, K. (2012). Smartphone Applications The future tool for vocabulary learning?. Royal Institute of Technology School of Computer Science and Communication.
Chawwang, N. (2008). An investigation of English reading problems of Thai 12th – Grade students in Nakhonratchasima Educational Regions 1,2,3 and 7.Unpublished master’s thesis, Graduate School, Srinakharinwirot University.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction.(5thed). Allyn& Bacon.
Dunlosky. J., & Theide, KW. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica. 98: 37–56.
Good, Thomas L. and Jere E. Brophy. (1990). Educational psychology: a realistic approach. New York and London: Longman
Grant, P., & Basye, D. (2014). Personalized Learning : A guide for engaging students with technology. International Society for Technology in Education. EUGENE, OREGON • WASHINGTON, DC
Isman, A. (2011). Instructional Design in Education : New Model. Turkish Online Journal of Educational Technology - TOJET, 10(1), 136-142
Johonson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011Horizon Report. Austin, Texas: The New Media Consortium.
Keskin, N., & Metcalf, D. (2011). The current perspectives, theories and practices of mobile learning. The Turkish Online Journal of Educational Technology, 10 (2).
Komiyama, R. (2009). CAR: A means for motivating students to read. English TeachingForum, 47(3), 32-37.
Kongpet Dennis, N. (2011). Development of a blended online learning approach model for English for careers. (Doctoral dissertation, Suranaree University of Technology, Nakhon Ratchasima, Thailand). Retrieved on July 26, 2015 From https://sutir.sut. ac.th: 8080/ sutir/ handle/123456789/3866
Laoarun, W. (2013). Effects of Extensive Program Using Tales on Attitude and Motivation in Reading English of Undergraduate Students of Nakhonpathom Rajabhat University. Nakhonpathom Rajabhat University.
Lee, C., Hsu, K-C., & Shih, R-C. (2014). Effects of implementing C&U-message through smartphones on English grammar learning for college students. The Online Journal of Distance Education and e-Learning, 2(1), 13-19. Retrieved September 16, 2014, from www.tojdel.net.
Martin, F. (2011). INSTRUCTIONAL DESIGN AND THE IMPORTANCE OF INSTRUCTIONAL ALIGNMENT. Community College Journal of Research and Practice, 35: 955–972.
Molenda, M. (2003). The ADDIE Model, in, Educational Technology: An Encyclopedia (Eds. A. Kovalchick & K. Dawson) Retrieved on July 28, 2015 from https://www.indiana.edu
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4thed). Hoboken, NJ: John Wiley & Sons, Inc.
Polmanee, S., &Sinsuwan, P. (2001). Needs and problems in English usage of graduate students in teaching Thai and social science compared with students in teachingEnglish. Unpublished master’s thesis, Chiang Mai University, Bangkok, Thailand.
Rahman, Md. H. (2007). An Evaluation of the Teaching of Reading Skills of English in Bangladesh. A thesis submitted in partial fulfillment of the requirements for the degree of MA in English. Department of English University of Rajshahi, Rajshahi, Bangladesh.
Sedighi, S., & Soyoof, A. (2013). Smartphone application: A superior tool to learn a new language. International Conference “ICT for Language Learning” 6th edition.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons.
Songyut, A. (2011). RAISING THE COMPREHENSION SKILLS OF THAI TERTIARY READERS OF ENGLISH THROUGH STRATEGIES-BASED INSTRUCTION. The University of Otago, Dunedin, New Zealand.
Suppasetseree, S. (2005). The Development of an Internet-Based InstructionalSystem for Teaching Remedial English for First-Year University Students. Suranaree University of Technology, Thailand.
Tian, X and Suppasetseree, S. (2013). The Development of an Instructional Model for Online Task-Based Interactive Listening for EFL learners.Canadian Center of Science and Education, 6(3).
Tian, X. (2010). The development of an instructional model for online task- based interactive listening for EFL learners. Unpublished Doctoral Thesis, Suranaree University of Technology.
Wichadee, S. (2011). Development The Self-Directed Learning Instructional Model To Enhance English Reading Ability And Self-Directed Learning Of Undergraduate Students. Bangkok University Thailand, 8(12), 43-52.
Wongsothorn, A. (2003). Levels of English skills of Thai students. E-Journal for Researching Teachers.1(2). Retrieved from https://www.culi.ac.th/eJournal_02/research_10.htm
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Published
2017-06-30
How to Cite
Jantasin, P., & Suppasetseree, S. (2017). A Smartphone-Assisted Instructional Model in English Reading for Thai Students at University Level. Journal of Roi Et Rajabhat University, 11(1), 1–11. Retrieved from https://so03.tci-thaijo.org/index.php/reru/article/view/176297
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