การเพิ่มผลลัพธ์การอ่านภาษาอังกฤษของนักเรียนนายร้อยตำรวจ โดยการเรียนการสอนอ่านแบบเน้นมโนทัศน์ในบทความวิจัย : การทดลองภาคสนาม / พันตำรวจตรี อโนมา โรจนาพงษ์ = Improving English reading outcomes of police cadets using concept-oriented reading instruction of research articles : a field experiment / Police Major Anoma Rojanapong
The objectives of this study were 1) to develop a Concept-Oriented Reading Instruction (CORI) framework in teaching English research articles for improving English reading outcomes of police cadets; 2) to study the effects of using CORI on police cadets’ reading outcomes, reading motivation and reading strategies; 3) to compare reading outcomes, reading motivation and reading strategies between a CORI group, a strategies-based reading instruction group (SI) and a traditional reading instruction group (TI); and 4) to compare reading outcomes, reading motivation and reading strategies between pair reading and team reading of CORI group and SI group. The study was conducted using field experimental research methodology divided into 3 phases: survey research, instruction framework development, and experiment research with pretest and posttest control group design. The samples of the survey phase were 10 instructors and 261 cadets of Royal Police Cadet Academy. The participants of experiment phase were 124 cadets in 3rdyear of Royal Police Cadet Academy. They were randomly assigned into 3 groups; 2 experiment groups (CORI, SI) with 42 cadets in each group and 40 cadets in a control group (TI). The research tools comprised 3 questionnaires; reading motivation, reading strategies awareness and, reading engagement; and 2 tests of knowledge and application. The data were analyzed with descriptive statistics, t-test independent, multivariate analysis of variance (MANOVA), path analysis and content analysis The results of the study were as follows: 1. The developed CORI reading instruction framework of research articles consisted of 4 components: 1) the conceptual knowledge; 2) the learning activities enhancing reading motivation; 3) the teaching of essential strategies in reading research articles; and 4) the social interactions among learners. CORI procedure comprised of 4 steps: 1. observe and personalize, 2. search and retrieve, 3. comprehend and integrate, and 4. communicate to others. 2. The effects of using CORI on cadets’ reading outcomes, reading motivation and reading strategies showed that post-test scores were significantly higher than pretest scores with statistical level at .05. The path analysis model of CORI affected reading outcomes revealed that the proposed model fit well with the empirical data set (X² = 33.72, df = 23, p = 0.069, RMSEA = 0.062, RMR = 0.050, GFI = 0.950, AGFI = 0.87, and CFI = 0.99). The total effect of CORI on engagement reading outcome was the highest. 3. The results of comparing reading outcomes, reading motivation and reading strategies between 3 groups; TI, SI and CORI, showed statistical significant differences at .05 in all variables. The CORI group showed the highest mean scores whereas the SI group got higher mean scores than the TI group. 4. The results of comparing reading outcomes, reading motivation and reading strategies between pair and team reading in 2 groups; CORI and SI, showed statistical significant differences at .05 of interaction effect between types of reading and groups.
