An Investigation of English Reading Problems and Enhancement Strategies of High School Students at Nawamintrachinuthit Benjamarachalai School in Bangkok

Pummarin Getmanee; Kris  Lietz; Kitpinit  Usaho; Phikul  Ekwarangkoon

Authors

Pummarin Getmanee North Bangkok University, Bangkok, Thailand
Kris Lietz North Bangkok University, Bangkok, Thailand
Kitpinit Usaho North Bangkok University, Bangkok, Thailand
Phikul Ekwarangkoon Kasetsart University, Bangkok, Thailand

Abstract

The study entitled “An Investigation of English Reading Problems and Enhancement Strategies of High School Students at Nawamintrachinuthit Benjamarachalai School in Bangkok” aimed to: (1) investigate the problems in English reading skill experienced by Matthayomsuksa 5 students at Nawamintrachinuthit Benjamarachalai School in Bangkok, and (2) construct the enhancement strategies of English reading skills of Matthayomsuksa 5 students at Nawamintrachinuthit Benjamarachalai School in Bangkok. The population of this research consisted of 105 high school students from Nawamintrachinuthit Benjamarachalai School in the academic year of 2025. The research employed a mixed-method design. A questionnaire was used to collect data on the students’ English reading problems, while expert consultation was conducted to develop enhancement methods. Data were analyzed using descriptive statistics (mean, percentage, and standard deviation) and qualitative analysis from expert feedback. The findings revealed that the overall level of students’ English reading problems was at a high level (µ=3.78, σ=1.30). For the investigation of the English reading problems, the students found that they felt unsure whether they have understood the passage correctly. It took time understand the meaning of the passage; therefore, they had to repeat the same passage several times. They also encounter unfamiliar words which cause no understanding the real meaning of the passage. For the construction for the enhancement strategies of English reading problem, the findings indicated that the strategies were categorized into four chapters namely; chapter 1: Learners, chapter 2: Instructors, chapter 3: Material, and chapter 4: Assessment. The strategies were approved by the three specialists towards their correctness and suitability of the strategies. Therefore, they could be used for the enhancement of English reading skills of the students.

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