Question-Based Learning (QBL) to Promote Critical Reading Skills from Reading English Literary Works on English Program Teacher English Teaching Language Students

Abstract

This research aims to 1) study the result of question-based learning (QBL) to promote critical reading skills from reading English literary works on English program teacher English teaching language students, and 2) study the satisfaction of English major student teachers toward question-based learning to promote critical reading skills. The sample group was purposively selected, consisting of 80 third-year English major student teachers at Lampang Rajabhat University during the second semester of the academic year 2023. These students were chosen because they already had some foundational knowledge of literature for English language teaching and were in the process of preparing for their teaching practicum. Research instruments included 8 lesson plans, implemented over 8 weeks, with 1 class per week, 2 hours per class, totaling 8 classes and 16 hours, a pre- and post-test measuring analytical reading achievement, a satisfaction questionnaire. Data were analyzed using descriptive statistics, including mean, percentage, standard deviation, and t-test for dependent samples.

Research findings:

1. The learning achievement related to the question-based learning (QBL) activities for promoting analytical reading skills in literature for English language teaching showed a significant improvement after participation in the activities, consistent with the research hypothesis. The average score increased by 14.43 points, from a pre-activity mean of M = 9.66, SD = 3.81 to a post-activity mean of M = 24.09, SD = 3.82. The improvement in students' English learning achievement was statistically significant at the level of t(79) = 25.34, p < .01.

2. Students expressed a high overall level of satisfaction toward the question-based learning (QBL) approach for promoting analytical reading skills, which was consistent with the research hypothesis. The overall satisfaction mean was M = 3.98, SD = 0.11. When examined by individual aspects, it was found that students particularly appreciated the ability to communicate in a foreign language (M = 4.14, SD = 0.74), the encouragement to become analytical thinkers and self-directed learners through various creative and sustainable media (M = 4.14, SD = 0.71), and the ability to connect prior knowledge with new knowledge (M = 4.14, SD = 0.77).