DEVELOPMENT OF A CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)-BASED MODEL FOR ENHANCING ACADEMIC AND CRITICAL  ENGLISH READING LITERACY FOR BACHELOR OF EDUCATION STUDENTS

SURASAK KEUMRAM

ผู้แต่ง

SURASAK KEUMRAM Mahachulalongkornrajavidyalaya University

คำสำคัญ:

Content and Language Integrated Learning (CLIL), academic English reading literacy, critical English reading literacy, Buddhist narrative texts

บทคัดย่อ

This research study aimed to: (1) examine the level and fundamental issues of academic and critical English reading literacy among Bachelor of Education students (International Program); (2) develop a Content and Language Integrated Learning (CLIL)-Based Model for Bachelor of Education students (International Program); (3) compare the effectiveness of academic and critical English reading literacy before and after using a Content and Language Integrated Learning (CLIL)-Based Model among Bachelor of Education students (International Program); and (4) evaluate the satisfaction of Bachelor of Education students (International Program) at Mahachulalongkornrajavidyalaya University toward a Content and Language Integrated Learning (CLIL)-Based Model. The sample group was 35 second year Bachelor of Education students (International Program), selected by Random Sampling Method. This study employed a Research and Development (R&D) methodology combining by mix methods which consist of four phases.

The research findings revealed that:

The CLIL-based model was associated with significant improvement in students’ academic and critical English reading literacy, with post-test scores showing a mean score of 45.86 and a standard deviation of 4.73, surpassing pre-test scores with a mean score of 32.40 and a standard deviation of 5.21. This yielded an average increase of 13.46 points, with t(34) = 11.87 and p < .05. Furthermore, students expressed a high level of overall satisfaction, with a mean score of 4.05 and a standard deviation of 0.58. Among the evaluated aspects, the Culture dimension received the highest rating, with a mean score of 4.31 and a standard deviation of 0.49, whereas the Cognition dimension recorded the lowest score, with a mean score of 3.81 and a standard deviation of 0.68, though it remained at a high level. this study proposes a new conceptual framework, which extends the CLIL 4Cs by incorporating schema bridging between students’ first-language knowledge and target-language reading, a staged progression from rote memorization to critical reading, and explicit accommodation of student diversity between monastic and lay students.

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