ความคิดเห็นและแนวการใช้วิธีการอ่านแบบกว้างขวางในการพัฒนาความสามารถในการอ่านภาษาอังกฤษ

Abstract

The purposes of this study were 1) to survey opinions about the importance of extensive reading to develop reading ability and the need to use it among English teachers and students in English Program (EP) and Mini English Program (MEP) in the 4 secondary schools in Songkhla where extensive reading (ER) is not yet used, 2) to survey how extensive reading is used among English teachers and students in English Program (EP), Mini English Program (MEP), and Science Math English (SME) in the 5 secondary schools in Songkhla where extensive reading (ER) is currently used. The research instruments were questionnaires, interviews, and an observation form. The questionnaire respondents were divided into two groups: 1) 17 teachers and 130 Mathayomsuksa 3 students in English Program (EP) and Mini English Program (MEP) in the 4 secondary schools in Songkhla where extensive reading (ER) is not yet used 2) 29 teachers and 140 Mathayomsuksa 3 students in English Program (EP), Mini English Program (MEP), and Science Math English (SME) in the 5 secondary schools in Songkhla where extensive reading (ER) is currently used. Mean, standard deviation and t-test were used to calculate quantitative data and the qualitative data were summarized. The results were as follows 1) Most teachers and students who have not used ER had positive attitudes towards the importance of extensive reading. They thought that extensive reading can promote students' vocabulary, grammar and general knowledge. Apart from enhancing reading ability, ER can develop students' speaking and writing. Moreover, ER can promote students' reading habit. The teachers perceived the importance and the advantages of ER more than the students did. The teachers strongly indicated that ER should be included in education curriculum. They also needed the ER teaching manuals and more training about how to use ER in class. The students wanted their teachers to use ER and to provide the materials which suit their interests and their proficiency levels. Both teachers and students agreed that ER cannot be used now due to the time constraints and too many assigned tasks and responsibilities. 2) Most teachers who have used ER chose the books for extensive reading based on the students' interests and their proficiency levels. The chosen books included novels, short stories, readings from the internet, expository, graded readers and magazines. Students were assigned to read outside class time and their progress was checked by the follow-up tests administered by teachers. Some other follow-up activities included retelling stories, summarizing and writing vocabulary log. The teachers and the students were highly satisfied with ER use. They thought that extensive reading can promote students' vocabulary, grammar and general knowledge. Apart from enhancing reading ability, ER can promote students' reading habit. Time constraint was a common problem shared by both teachers and students. Teachers' too many assigned tasks and responsibilities and students' too much homework made ER use difficult for them in terms of reading time and the arrangement of the post-reading abilities.