Maneepen Apibalsri for their valuable time, insightful comments and constructive feedback to improve my academic writing and my performance as a novice researcher. I am also eternally grateful to my Year 11 students for their help in making this study possible. I am eternally grateful to my parents who always show me unconditional love and encourage me immensely.
I am so fortunate to be blessed with my parents, my husband, friends and colleagues who have helped provide me with support, love and guidance to achieve my dream of completing this degree.
Background of the study 1
People read for many reasons, but comprehension is important because without it reading gives the reader no information (Wells, 2016). Of the four skills, reading is considered the most important because reading exercises the mind (Cochran-Smith, 2005, pp. 3-17). Understanding the written word is a way to help the mind grow in its capacity.
Teaching young children to read helps these students develop their language skills (Koralek & Collins, 1997). However, educators are not able to provide enough opportunities for those students who need to develop abilities in understanding, as they are not exposed to new methodologies.
Significance of the study 2
Project-based learning (PBL) is particularly important for English language learning as a bridge between "classroom" and "real-life" English (Fried-Booth, 2010, p. 6). Based on my teaching experience, project-based learning has helped my students improve their reading skills. Project-based learning (PBL) is a student-directed teaching method that allows students to learn through inquiry as they collaborate with their peers and create projects to demonstrate their learning (Bell, 2010, p. 39 -43).
Based on the above reasons, the project-based learning approach seems to be a good teaching method that is very applicable as it encourages student-centredness, collaboration and networking. In light of these problems, I used Ribe and Vidal's (1993) project-based learning to improve students' reading comprehension. Based on project-based approaches, they can inspire students to share their work, find out more information and enjoy their learning both inside and outside the classroom.
Context of the study 7
My own experience with these students over 2 years (as of) suggested that the factors causing the problems were a lack of motivation and insufficient opportunities to use English outside the classroom.
Objectives of the study 7
Scope of the study 8
Reading projects are teaching and learning that provide opportunities for students to develop their confidence and independence and participate in real-world settings by engaging in tasks that interest them and are driven by the need to create end products. A student's individual ability to understand a text is influenced by his characteristics and skills, among which is the ability to reason. In my study, pre- and post-interviews, observation, teacher diaries and student learning diaries were used for this data analysis.
Unlike individual learning, students involved in collaborative learning benefit from each other's resources and skills (asking each other for information, evaluating each other's ideas, monitoring each other's work, etc. ). Pre- and post-interviews, an observation, teacher diaries and student learning logs were used for this data analysis. At the time this study was conducted, there were 1281 students with 62 teachers in this high school.
LITERATURE REVIEW 11
Introduction 11
It is necessary to make a choice completely, discuss the problem and choose the best strategy to achieve the goal. Then the students have to share their work, take their role in the work and responsibility for their part of the work. They have to cooperate and this is something very important in their real life in the future.
Project-based learning in ELT 12
The aim of this level is to encourage students to discover other members of the group. The objective of this stage is to add information to the general outline of the project. Ran gsit Univer sity .. about spelling and pronunciation., 2) language skills - reader must have knowledge of words, editing, structure and grammar of writing., 3) interpretation skills - reader must understand goals, and search the whole story to see the connections among them., 4) knowledge of the world - a reader who knows cultures, current conditions and experiences could understand more., 5) reason for reading and style of reading - reasons and style of reading can help readers understand what they read.
Thongmak (2009) conducted the research on "The Use of Project-Based Approach to Developing English Speaking and Thinking Skills of Prathomsuksa 5. Reng-anan (2011) conducted the research on "The effectiveness of the Project Based-Learning to develop English Writing Skills for Mattayom 1 students from Patumwan Demonstration School”. In conclusion, project-based learning leads students to a deeper knowledge of the subjects they are studying.
THE METHODOLOGY 36
Introduction 36
These learning logs were collected for eight weeks: from the first week of the project to the eighth of each stage. The story retelling forms were used to evaluate the students' reading comprehension on how they understand their own passage of the story. This step aimed to encourage students and teachers to find out about other members of the group (see Appendix 2).
The purpose of this phase was to elicit from the students the idea that will become the basis of the project. Ultimately, each pair created a draft proposal for their own area and how to present it to the rest of the class. The analysis of this data was a continuous process carried out at every step of the project work.
Introduction 54
Students' learning journals show that students used dictionaries in Step 5 to help them understand the story. Based on the evidence given, the use of a dictionary to elicit meaning and check their understanding can be found in data such as teachers' diaries, pre- and post-interviews and student learning diaries. The students' learning logs show that in Step 5, students used speed reading to understand their own passages.
Based on the evidence given, using a speed reading technique to understand students' stories and look for the main idea and supporting details to understand their own stories can be found in data such as teacher diaries, before and after interviews, and student learning logs. The students' learning logs show that in step 5, students used context clues to understand their stories. Based on the evidence provided, the use of contextual clues helped students understand the stories found in data such as teacher diaries, before-and-after interviews, and student learning logs.
The data can be found in data such as teacher journals, pre- and post-interviews and student learning logs. After my classmates talked about how to make a good presentation, I wanted to do the same. The students' learning logs indicate that the reading project had students working with their pairs and classmates.
From students' learning logs, they showed that the reading project taught students to work with their peers and solve the problems. Based on the pre- and post-interview; all students said that they experienced working in a team and learned how to learn how to work with other people. Data obtained from students' learning logs also showed that the reading project improved student collaboration in order for students to learn how to work with other people.
Based on the given evidence, the way the students gained cooperative learning is to learn how to work with others.
Answers to research questions 82
The study showed how project work increased the reading comprehension of 11th grade students in a high school in Bangkok. The study showed that project work can improve the reading comprehension ability of 11th grade students in Bangkok. Effectiveness of project-based learning to develop English writing skill for Mathayom 1 students of Patumwan Demonstration School (Unpublished master's thesis).
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Encourage students and the teacher to learn about other members of the group. Students draft a proposal for their area and how to present it to the rest of the class.
Lesson plans 171
