The Development of Task-Based and Internet Hypertext Reading Strategies Instructional Model to Enhance Reading Comprehension and Characteristics of Self-Directed Learning of University Students

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ภัทรินธร บุญทวี วิสาข์ จัติวัตร์


The purposes of this study were: 1) to develop a task-based and internet
hypertext reading strategies instructional model to enhance reading comprehension
and self-directed learning of university students and 2) to study the effectiveness
the mentioned model. The samples were 28 students majoring in English, Faculty of
Education, BuriramRajabhat University. The instruments consisted of a task-based and
internet hypertext reading strategies instructional model, a handbook of the model,
lesson plans, reading exercises, a reading comprehension test, internet hypertext reading
strategies used scales, self-directed learning scales, a reading log, and questionnaire.
The data were analyzed by means of means, standard deviation, dependent-samples
t-test and content analysis.
The results of the study revealed as follows: Firstly, 1) the task-based and
internet hypertext reading strategies instructional model to enhance reading comprehension and characteristics of self-directed learning of university students called
“PMALS Model” consisted of four components. They were 1) principle emphasized
teaching and learning internet hypertext reading based on task-based instruction, 2)
objective to develop reading comprehension and characteristics of self-directed learning, 3) learning process which consisted of fve steps; 1: Planning (P), 2: Modeling (M),
3: Action (A), 4: Language Practice (L), and 5: Self-reflection (S) and 4) condition of ap plicationwhich consisted of students’ background knowledge and materials resources.
The effciency of the PMALS model met the criterion of 82.32/80.13 that was higher
than the required criterion of 80/80. Secondly, 2) on average, the students’ reading
comprehension abilities in the posttest was signifcantly higher than that of the pretest
at 0.05 level. 3) The abilities of internet hypertext reading strategies of the students
were at the high level. 4) The characteristics of self-directed learning of the students
were signifcantly higher than before the instruction at 0.05 level. 5) The satisfaction
of the students toward the internet hypertext reading strategies instructional model
was at the highest level.


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