The aims of this research are as follows: (1) to investigate the effects of visual thinking (VT) on the English critical reading skills of undergraduate English students; (2) to investigate the effects of VT on the English critical reading skills of Engineering Artificial Intelligence (EAI) undergraduate students;. 3) to compare the effects of VET on the critical reading skills in English of English majors with EAI majors; and (4) to explore EFL students' opinions of learning about critical reading skills through VT. The instruments in this study included lesson plans, a critical reading test in English, a questionnaire, and interviews. This suggested that VET had positive effects on the critical reading skills of students from diverse backgrounds.
This shows that VT can be an effective method to improve the critical reading skills of high school EFL students. First, I would like to mention Srinakharinwirot University Graduate School for their academic support and good help.
INTRODUCTION
LITERATURE REVIEW LITERATURE REVIEW
- Pre- reading stage
- During- reading stage
- Post-reading stage
The chapter provides the information relevant to this study. The content covers 4 main topics: 1) reading, 2) critical reading, 3) visual thinking, and 4) related studies. This section presents 2 subsections covering the following topics: (1) definitions of Critical Reading, and (2) Critical Reading Skills. Par (2018) studied the differences between the field-independent (FI) and field-dependent (FD) learners in the area of critical reading skills.
The results showed that the project-based learning instruction could improve students' critical reading skills. The results showed that multimodal tasks can improve critical reading and analytical thinking skills.
RESEARCH METHODOLOGY
- Lesson plans
- An English critical reading test
- A questionnaire
- Interviews
They registered in the Supplementary English II course during the second semester of the 2021 academic year. The instruments used in the present research were lesson plans based on VT, an English critical reading test, a students' opinion questionnaire about learning critical reading skills through VT, and interviews. The same questions were appropriate to be used as the researcher wanted to evaluate whether the critical reading skills of the students improved after VT was applied in the lessons.
Next, students were taught English critical reading skills through VT from the second week to the sixth week. Ten volunteers were also interviewed about learning critical reading skills through VT in the past week.
FINDINGS
The Effects of VT on English Major Students' Critical Reading Skills Table 8 The comparison of the pre-test mean score with the post-test mean score of English. Therefore, the overall results indicate the positive effects of VT on the critical reading skills of English majors. The results indicate that VT has positive effects of VT on the critical reading skills of EAI major students.
The comparison of the effects of VT on English major students' English critical reading skills with VT on EAI major students' English critical reading skills. To compare the effects of VT on English major students' English critical reading skills with English major students' English critical reading skills, the analysis of covariance was used. After using the treatment, the questionnaire data were collected to review students' opinions about learning English critical literacy through VT.
Table 14 reveals that all EFL learners' opinions about using VT to improve critical reading skills were very positive (M=4.65) and each statement was at the very positive level. They felt that this teaching method helped them learn critical reading and they enjoyed activities in the classes. In addition, students also believed that VT helped them develop critical reading skills and gave them a taste for this teaching method.
Two students (20%) explained that time flew so quickly when they were in critical reading class; it means they enjoyed the lesson. Furthermore, five students (50%) expressed that they had fun and were relaxed during the critical reading class. They explained that visual tools in the classroom could help them better read and understand critical reading passages.
CONCLUSION AND DISCUSSION
Third, the results show that the improvement in critical reading skills was at the same level in both groups. They also reported that VT benefited them and motivated them to learn in critical reading classes. In summary, VT effectively improved the critical reading skills of both English Studies and EAI students.
According to the results, VT helped students in both groups develop their critical reading skills. The response to the interview also showed that the students enjoyed the activities in the critical reading lesson. This shows from the results of the questionnaire that students thought that critical reading English lessons were not too difficult and that VT was helpful in improving their critical reading skills.
This can be seen from the questionnaire "Activities in classes were useful to improve my critical reading skills" which ranked at a very positive level. In the aspect of students' opinions about VT, from the questionnaire and interview, the results revealed that students had very positive opinions about studying critical reading skills through VT as it motivated students to learn critical reading, and they enjoyed critical reading classes more than before. This can be seen in the interview results in which students reported that they felt comfortable in critical reading classes because they felt confident in sharing their ideas with others more than before.
With positive opinions about VT learning, both English and EAI major students effectively improved their critical reading skills and achieved their learning under VT instruction. First, by implementing professional learning in critical reading classes, students were asked to work in groups; and the teacher had problems in grouping the students. Third, only three critical reading skills were assessed in this study, namely finding the author's intentions, inferring, and inferring.
Visual thinking in history education: reading 12-year-old students' visual thinking skills in Istanbul. Teaching Environmental Management Using Visual Thinking to Promote Learning Attitude and Performance in Hospitality Students. Using picture stories to improve students' reading comprehension in the first year at secondary school 1 Bungoro.
An investigation into the use of project-based language learning to develop Thai university students' critical reading skills. Analysis of Students' Reading Comprehension Based on Comprehension Ability of Four Levels (Study on Second Year Students of SMAN 10 Bengkulu Academic Year 2014/2015). Using Visual Thinking Techniques to Promote Undergraduate Students' English Reading and Creative Writing Skills.
APENDICES
Sound Waves Class: 10 th Grade students
Writer's purpose is one of the critical reading skills to improve, as it allows students to understand the meaning of what is not explicitly stated in the texts they have read. Teacher tells students that they are going to practice one of the critical reading skills that is the author's purposes. Teacher has students discuss what they draw with their members and teacher asks students if they can connect their ideas with others.
The teacher asks the students to interpret the reading together in the desired context by choosing one of the VT. The teacher offers students to do their own reading exercises: answer questions about reading skills, answer questions about comprehension, complete a summary. The teacher allows the students to work in groups and allows them to discuss which inventions radar has benefited and how?.
Making inferences is one of the critical reading skills to improve as it helps students understand the meaning of what is not explicitly stated in texts they have read. The teacher tells the students that they are going to practice one of the critical reading skills, which is making inferences. The teacher allows students to interpret what they are reading together in a preferred frame by choosing one of the VT tools, such as mind maps, graphic organizers, charts, or sketch notes.
Students are able to make inferences supported by the facts or texts they have read. The teacher gets the students to work in groups and lets them discuss the dos and don'ts of taking antibiotics. Drawing an inference is one of the critical reading skills that needs to be improved, as it allows students to understand the meaning of what is not explicitly stated in the texts they have read.
The teacher makes the students work in groups and lets them discuss the given situation "If they accidentally found one. The teacher tells the students that they need to practice one of the critical reading skills which is drawing a conclusion.
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Item 8-9)
Critical Reading Test Sharing Skills When asked about the reason for leaving his previous job, Peter said: “The. Peter applied for a new job and changed his personality to stop telling jokes.
Item 10-12) Air Ticket
What can be deduced from the expression 'for less than you could ever imagine'. Poorly managed hunting in the past has caused lions to disappear from some habitats, while hunters and industry stakeholders say that hunting money brings in money for lion conservation. Critical Reading Test Sharing Skills This conflict between lions and humans is further fueled by the loss of prey.
African lions prey on large herbivores, a population that is hunted for an increasingly commercial bushmeat trade. The IUCN estimates that these populations have declined by as much as 52 percent in East Africa and by 85 percent in West Africa. With less food available in the wild, lions are more likely to prey on domesticated animals such as cattle.
Some of these models offer communities financial rewards when their lion populations increase, while others pay farmers to replace their livestock that have been killed by lions. Basically, buffalo and zebra are examples of targets for African lions to eat.
Item16-20) How Do We Hear?
If the pin falls on our left side, the sound wave from the pin will take longer to reach our right ear than the left ear. In a recording studio, the walls of the room are often covered with very thick foam. The activities in the critical reading class made me more confident in critical reading of English.
VITA
