The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension

Autor/inn/en	Chaemsai, Rungruedee; Rattanavich, Saowalak
Titel	The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension
Quelle	In: English Language Teaching, 9 (2016) 9, S.18-27 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Comprehension; Reading Instruction; Grade 7; Teaching Methods; Directed Reading Activity; Experimental Groups; Control Groups; Pretests Posttests; Multivariate Analysis; Foreign Countries; English (Second Language); Second Language Learning; Ethics; Moral Values; Tales; Comparative Analysis; Questionnaires; Hypothesis Testing; Statistical Analysis; Reading Skills; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethik; Moral value; Ethischer Wert; Erzählung; Fragebogen; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Reading skill; Lesefertigkeit
Abstract	This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at 0.01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the 0.01 level. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01