IMPLEMENTATION OF SQ3R IN DEVELOPING EFL UNIVERSITY LEVEL STUDENTS’ ACADEMIC READING ABILITY
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Abstract
In higher education context, academic reading ability is crucial as it is correlated with academic success. By comprehending complex materials, students tend to become successful in their coursework. They are well-prepared to participate effectively in class discussions, complete high-quality assignments. This present study was to investigate effects of SQ3R implementation in developing undergraduate students’ academic reading ability. The quasi-experimental research design was conducted using two research instruments namely 1) the 44-hour English academic reading syllabus and 2) the English academic reading ability evaluation (EARAE) task. The samples comprised 64 English majors, who enrolled to the Academic Reading Integrating English Teachers Development course in the academic year of 2022 at the faculty of Education, Pibulsongkram Rajabhat University. They were selected by purposive sampling technique. The main analysis was carried out using Mean (), and Standard deviation (SD) to analyze the sample’s academic reading achievement mean score obtained from the EARAE task. The finding showed that their English academic reading achievement mean scores were at the excellent level (
= 4.42, SD = 0.73) reflecting that they accomplished the academic reading abilities with the use of the interactive SQ3R method. The analysis also confirmed that the SQ3R methods could strengthen the samples’ subskills; questioning (
= 4.89, SD = 0.71), surveying (
= 4.48, SD = 0.77), reciting (
= 4.47, SD = 0.60). Therefore, they were able to develop such systematic reading strategies which they interacted with the text by setting goals, related to the important information to acquire the learnt topics or concepts. Eventually, they could benefit on these productive reading outcomes out of their reading.
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