การศึกษากลวิธีในการอ่านภาษาอังกฤษของนักเรียนชั้นมัธยมศึกษาปีที่ 5 ที่มีความสามารถในการอ่านภาษาอังกฤษแตกต่างกัน / ดวงพร จริจิตไพบูลย์ = A study on English reading strategies of mathayom suksa five students with different English reading comprehension abilities / Duangporn Jarijitpaibul
The purposes of this study were to 1) study the English reading strategies used by mathayom suksa five students with different English reading comprehension ability and 2) compare the difference between two English reading comprehension abilities groups ; namely, advanced and low reading levels in their English reading strategies use. A total of 397 mathayom suksa five students (Science and Mathematics program) from different schools in Bangkok were assigned into two groups of English reading comprehension ability: advanced and low levels. The instrument used in this study was the English reading comprehension test constructed by the researcher and approved by three language-teaching specialists. The researcher conducted a self-report analysis using retrospective technique with a total 48 students, 24 students with advanced reading comprehension ability and 24 students with low reading comprehension ability. The students verbalized their thoughts immediately after completing the reading comprehension test. The data were tape recorded, transcribed, coded by the researcher and the other research assistant, then analyzed for mean, frequencies and percentage . Chi-square analysis was performed to test the hypothesis. The results of this study were as follows: 1. Mathayom suksa five students used the cognitive reading strategy more frequently than any other strategies and the affective reading strategy was the least frequently used strategy.The results also demonstrated that, in each group of students, the cognitive strategy was the most frequently used strategy while the use of affective strategies was reported as the least one. 2. Mathayom suksa five students with advanced and low reading comprehension ability significantly differed in their use of cognitive, metacognitive and compensatory reading strategy at the .05 level.
