The use of mind oneself reading strategies (MORS) in efl context

Use of mind oneself reading strategies (MORS) in efl context

Name: Thanangkun Khamsri

Organization : Mae Fah Luang University

keyword: Reading strategies

LCSH: Reading

Classification :.LCCS: PE1128.A2

LCSH: Reading (Higher education)

LCSH: English language -- Study and teaching -- Foreign speakers

LCSH: Motivation in education

Abstract: The purposes of this research were to investigate the effects of Mind Oneself Reading Strategies (MORS) on the reading comprehension and motivation and engagement in reading among Thai university students. In this study, MORS was designed based on the prominent reading problems of Thai students, among these being reading habits, lack of reading motivation, concentration, engagement and reading strategies. With the main aim to address these problems, MORS consisted of three main components: mindfulness concentration, multiple reading strategies, and relevant and just-right reading materials. MORS was implemented in a reading course at a university in Thailand for 14 weeks. The research instruments for MORS Instructional Manual, including: (a) MORS Instructional Model, (b) MORS Materials, (c) MORS Instructional Procedure, and (d) MORS Evaluation Materials. These latter Evaluation Materials include: MORS Worksheet and Self-Report and Rubrics for Mind Mapping and Summary Writing, A Test of English as a Foreign Language (TOEFL)’s Reading Module, MORS Motivation and Engagement Inventory, MORS Interview questions, and MORS Self-Observation Checklist. After the implementation, it was found that (a) the students who practiced MORS could improve their reading comprehension as shown in their English reading comprehension Post-test (M = 16.14, SD = 3.57) with a small effect size (0.37) at the 0.01 confidence interval level, (b) most of the reading strategies were used by students while reading, and when considered each item, it was found that all of the participants used a dictionary and wrote a text summary while reading, (c) the reported levels of overall motivation and engagement with their reading tasks and text materials were at a high level, with a mean of 3.19, and the SD of 0.63. Upon considering each item, it was found in the students’ report that they were highly motivated in reading when they chose their own reading materials (M = 3.63). It can be inferred that MORS instructional model had a significant impact on students’ reading comprehension as it increased mindfulness concentration, which was a primary element that engaged readers and led them to reading motivation and comprehension.

Mae Fah Luang University

Address: CHIANG RAI

Email: library@mfu.ac.th

Name: Sasima Charubusp

Role: Advisor

Created: 2017

Issued: 2561

Modified: 2018-10-03

Issued: 2018-10-03

วิทยานิพนธ์/Thesis

application/pdf

Thesis PE1128.A2 T367u 2017

eng

DegreeName: Dotor of Philosophy

Level: Doctoral Degree

Descipline: English for Professional Development

Grantor: Mae Fah Luang University

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1	Thanangkun Khamsri.pdf	4.27 MB	20	2023-04-15 21:35:05

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