Guidelines for the Arrangement of Learning Activities to Enhance Analytical Reading Ability among Undergraduate Students in the Thai Language Program, Loei Rajabhat University

Abstract

This research aimed to study the problematic conditions of analytical reading among students and to propose guidelines for organizing learning activities, based on expert recommendations, to enhance analytical reading ability. The study focused on undergraduate students in the Thai Language Program at Loei Rajabhat University during the second semester of the 2024 academic year. This qualitative research collected data through semi-structured interviews with two groups of key informants: 58 students and 7 experts in reading instruction, who were selected via purposive sampling. The data were then subjected to content analysis. The findings revealed three principal problematic conditions: 1) foundational skill deficits, 2) problems in theoretical application, and 3) environmental challenges, particularly the impact of digital media diminishing reading stamina. Furthermore, the synthesis of expert recommendations proposed five guidelines: 1) appropriate text selection, 2) pre-reading activities, 3) during-reading activities, 4) post-reading activities, and 5) knowledge-sharing activities. The principal findings lead to the proposal of a framework for integrative critical learning activities based on the reading cycle. This constitutes a novel body of knowledge that focuses on the systematic analysis of ideological foundations and embedded biases within the text.

Keywords: Analytical Reading, Learning Activities, Undergraduate Students