Effects of Different Text Structure on Reading Strategies of Matthayomsuksa 3 Students of Phattharaborphit School, Buriram

Abstract

        The purposes of this study were to investigate and compare English reading strategies employed by Matthayomsuksa 3 students classified by English reading proficiency. The class 3/1 is the sample group selected by the classrooms were used as a sampling unit ; the former group included 39 Matthayomsuksa 3 students who were selected by simple random sampling for answering the questionnaire. The statistics used for quantitative data analysis were percentage, mean, standard deviation while the qualitative data were analyzed by content analysis. The results revealed as follows: 1) The overall English reading strategies employed by Matthayomsuksa 3 students was the low level. When considering in three strategies metacognitive, cognitive and social affective of English reading strategies, it was found that “cognitive strategies” was at the moderate level, while “metacognitive strategies” and “social affective strategies” were at the low level. 2) The comparison of English reading strategies employed by Matthayomsuksa 3 students in overall of English reading strategies, classified by English reading
proficiency were not different. When considering in each aspects of English reading strategies, it was found with statistically significant difference at .05 in metacognitive strategies: selective attention, self-management, self-evaluation and cognitive strategies: repetition, resourcing and social affective strategies:self-reinforcement.