FOSTERING SUSTAINABLE EFL LEARNING THROUGH COLLABORATIVE READING AT A THAI TECHNOLOGICAL INSTITUTE
DOI:
https://doi.org/10.14456/aisr.2026.5Keywords:
Collaborative Reading, EFL Instruction, Sustainable Education, Reading Comprehension, Learner PerceptionsAbstract
Reading in English as a Foreign Language (EFL) is often perceived by learners as demanding and time-consuming, particularly when undertaking individual assignments. This study investigates the perceptions of first-year EFL undergraduate students regarding collaborative English reading within a Foundation English course at a private technological institute in Bangkok, Thailand. Employing a mixed-methods research approach, data were carefully collected through structured questionnaires from 50 convenience-sampled students, and further complemented by in-class lecturer observations. The findings demonstrate that students perceived the academic and social benefits of collaborative reading to be very high. Observations confirmed that collaborative reading not only outperformed individual reading but also fostered highly meaningful peer interactions, significantly increased motivation to learn, and enhanced overall text comprehension. Furthermore, this collaborative pedagogical approach effectively bridges language acquisition with sustainable education by developing the critical teamwork and problem-solving skills necessary for global engagement. Ultimately, integrating collaborative reading into EFL classrooms significantly boosts learner confidence, offering valuable interdisciplinary strategies for educators aiming to cultivate sustainable learning environments and prepare students for complex future challenges in higher education.
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Copyright (c) 2026 Pisith JITTISUKPONG, Gavin Thomas BARLING
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