Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

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asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 04 March 2021

Enhancing Oral English Communication Ability of Thai EFL Undergraduates via Interactive Reading Comprehension Teaching (IRCT)

Yaruingam Phungshok Shimray, Usa Intharaksa, Patson Jaihow, Kemtong Sinwongsuwat

Prince of Songkla University, Thailand

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.04.01.179

Pages: 122-129

Keywords: Interactive Reading Comprehension Teaching Methods, Oral English Communication, Self-Study Reading Assignment, Small-Group Peer Teaching Project

Abstract

This paper reports on the effectiveness of Interactive Reading Comprehension Teaching (IRCT) in improving the oral English communication ability of Prince of Songkla University (PSU) undergraduates. It is based on a pre- and post-test quasi-experimental study employing IRCT, composed of self–study reading assignments and a structured peer-teaching project. The participants who were purposively sampled to partake in the study included 105 second- and third-year undergraduates from various faculties who were enrolled in a functional reading course, of which 46 was assigned to the control group and 49 was treated as the experimental group. One-on-one and group oral assessments were administered to both groups at the end of the course after IRCT implementation. The results showed IRCT had a very positive effect on the oral communication skills of the students in the experimental group, significantly improving their confidence and motivation toward speaking English. The students’ opinions from a questionnaire also revealed high speaking improvement, reinforced by evidence from close observations, interviews, and student work samples. IRCT was, therefore recommended as a reading-based approach to improving students’ oral English communication.

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