Reading Enhancement Activities of Students in the Rural Areas in Thailand

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Published: Jun 15, 2020
Keywords:
reading in the rural areas reading enhancement behaviors and activities supporting reading

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Achara Wongsothorn
Graduate School, Suan Sunandha Rajabhat University, Thailand
Suwaree Yordchim
Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University Thailand

Abstract

Reading Thai and English is an essential skill for students in rural areas. This R&D research studies three levels of reading enhancement of upper elementary, junior high school, and vocational certificate students in rural areas of Nakhon Phanom. The sample group consisted of 108 students. Quantitative and qualitative research methods were used. The objectives of the research are to: 1) explore the reading ability of students in both Thai and English, 2) develop activities to promote reading, and 3) test the achievement of reading promotion activities. The independent variables were the activities intended to enhance student reading ability, namely prayer activities, meditation, drama, speaking, role play, drawing, and exhibition. To include the student variables related to the reading enhancement activities, their reading interests, punctuality, cooperation, and personality were studied. Scores from writing tests, teacher observations of all student reading enhancement activities were collected and analyzed by ANOVA, Scheffé test, and Spearman’s Rho. The research found that junior high school students had the highest reading scores. Upper elementary education students had the lowest scores. The relationship between Thai reading and reading English was statistically significant at p <.01 while the relationships among the posttest reading scores, prayer and meditation, interest in reading English were not different. Personality of all 3 groups were significantly different at p <.05, the junior high school students had the highest personality. Vocational certificate education had a significantly higher personality level than upper elementary education at p <.05. The reading scores before studying were significantly related at p<.01 to the reading scores after school, punctuality, personality, cooperation, expression and speaking skills. However, prayers, meditation and exhibition had no effect on reading after school. In the poverty-stricken areas of Nakhon Phanom, parents found that reading with activities was interesting, fun and motivating and led their children to strive to increase their ability to keep up with the world.

Article Details

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Vol. 33 No. 1 (2020): June
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Articles

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Author Biographies

Achara Wongsothorn, Graduate School, Suan Sunandha Rajabhat University, Thailand

Achara Wongsothorn is Professor Emeritus in English Language. Her research and academic interests are in language assessment, evaluation and language education. Her publishers include Chulalongkorn University Press, LEARN, the SEAMEO Regional Language Centre, and Thailand TESOL. She is now the licensee of the Ban Suan Patthana College of Technology.

Suwaree Yordchim, Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University Thailand

Suwaree Yordchim is a lecturer in English language teaching and linguistics. Her paper and interests are in language teaching and morphology published in international journals and proceedings. She is a lecturer in Suan Sunandha Rajabhat University, Bangkok, Thailand.

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