The Development of English Reading Comprehension Ability through Cooperative Reading Strategies Combined with Folktales for Grade 3 Students at Thainiyomsongkhro School

Abstract

This action research aimed to (1) compare the English reading comprehension of Grade 3 students before and after instruction using Collaborative Strategic Reading (CSR) combined with folktales, (2) examine students’ collaborative group work behaviors during the instruction, and (3) investigate their attitudes toward English. The study addressed the need for an instructional approach that integrates explicit reading strategies, peer collaboration, and age-appropriate narrative texts to support English reading comprehension among young Thai EFL learners. The participants were 30 Grade 3/4 students at Thainiyomsongkhro School under the Bangkok Metropolitan Administration during the second semester of the 2025 academic year, selected through purposive sampling. The research instruments consisted of two lesson plans integrating CSR with the folktales Jack and the Beanstalk and Little Red Riding Hood, an English reading comprehension test, a group work behavior observation form, and an attitude questionnaire. The study employed a one-group pretest–posttest design within the action research process. Quantitative data were analyzed using percentage, mean, standard deviation, and a dependent-samples t-test, while observational data were used to reflect on students’ collaborative behaviors during the learning activities. The results showed that (1) students’ English reading comprehension scores after the instruction were significantly higher than their pre-instruction scores at the .05 level; (2) their overall collaborative group work behavior was at a good level (M = 3.19); and (3) their overall attitude toward English was at the highest level (M = 4.60). Reflection on the instructional process indicated that the integration of CSR and folktales provided opportunities for students to exchange ideas, assist their peers, and participate in collaborative reading activities. Students demonstrated particularly strong participation in presentation and discussion activities, whereas planning, role allocation, and active engagement in group tasks remained areas requiring further support. These findings suggest that integrating structured reading strategies with collaborative interaction and age-appropriate narrative texts can support both English reading comprehension and participation in collaborative learning among young EFL learners.