การพัฒนารูปแบบการสอนอ่านภาษาอังกฤษเชิงวิชาการแบบเน้นภาระงาน บูรณาการกับกลวิธีการอ่านอย่างมีวิจารณญาณและกลวิธีการตั้งคำถามผู้เขียน เพื่อส่งเสริมความสามารถในการอ่านอย่างมีวิจารณญาณสำหรับนักศึกษาระดับปริญญาตรี The Development of an English Reading for Academic Purposes Instructional Model Integrating a Task-Based Approach with Critical Reading Strategies and Questioning the Author Strategies to Enhance the Critical Reading Abilities of Undergraduate Students

Abstract

The objectives of this research were to; 1) develop and determine the efficiency of an Instructional Model (PARE Model) 2) compare students’ critical reading ability between before and after applying the model 3) compare students’ critical reading strategies and Questioning the Author Strategies use between pre-test and post-test after applying the model 4) study the students ‘opinions toward the model and 5) verify the model. The samples of this research were 44 students of second-year students who are studying in English major, Faculty of Education, Kanchanaburi Rajabhat University selected by Random Sampling technique. The research results were as follows: 1) an Instructional Model (PARE Model) consists of 4 components; principles and objectives, learning factors, teaching and learning procedures, and evaluation was named from the 4 steps are Preparation Task (P) 2) Accuracy Task (A) 3) Real World Task (R) 4) Evaluation (E) was verified by five experts were at a very good level and the efficiency of the model is 80.26/80.29, 2) The students’ critical reading ability scores obtained in post-test after applying PARE Model were significantly higher than pre-test at .05 level of statistic significance and gradually increased, 3) The students’ critical reading strategies and Questioning the Author Strategies use after applying PARE Model  were significantly higher than before applying PARE Model at .05 level of statistic significance, 4) The students had opinion toward PARE Model at a very good level, 5) The PARE Model was verified by five experts at the high level which is congruent to the theories’ rationality and probability.