Developing English Reading Comprehension Ability and Use of English Tenses through Question Generating Strategy Instruction of EFL Undergraduate Students at Thai-Nichi Institute of Technology, Bangkok
Keywords:
English leading, English tenses, Question generating strategyAbstract
The purpose of this study was to investigate if the implementation of question-generating approach instruction, where students develop their questions, may enhance the reading comprehension skills and proficiency in English tenses of undergraduate learners studying English as a Foreign Language (EFL).
The design of this study conducted a pre-and post-test study with two groups: a control group and an experimental group. The participants were 30 undergraduate students who had enrolled in the Basic English course during the first semester of the academic year 2021. The selection of participants was done using
a purposive sample method.
The participants were randomly assigned to two groups: a control group consisting of 15 individuals and an experimental group consisting of 15 individuals. The data collection process involves administering pre and post-examinations to assess English reading comprehension and proficiency in using tenses.
The experiment was carried out over a duration of 4 weeks, and the hypotheses were evaluated through the application of a statistical t-test. The findings revealed that the experimental group achieved significantly higher scores on the post-tests of English tense usage and reading comprehension compared to the control group. (p<.01).
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