Effects of a research-based learning approach integrated with self-monitoring on enhancing the critical reading skills of upper secondary school students
Keywords:self-monitoring, critical reading skill, research-based learning
This study examines the extent to which the critical reading skills of upper secondary school students are enhanced through a research-based learning approach integrated with self-monitoring program. Participants consisted of 16 upper secondary school students enrolled on an English reading course at a public Thai upper secondary school. A critical reading pre-and post-test and interviews were employed to gain information for data analysis. The results from both instruments showed insignificant difference in the students’ critical reading ability. It was also found in the interview that the skills of making inference and forming judgments tended to be more challenging for students than investigating sources, identifying the author’s purpose, and distinguishing facts from opinions.
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