การพัฒนารูปแบบการสอนอ่านภาษาอังกฤษที่เน้นการสะท้อนคิด  เพื่อเสริมสร้างความสามารถในการอ่านเชิงวิเคราะห์

Tabanee Pholasane

doi:10.56825/jehds.2026.1016523

Authors

Tabanee Pholasane The Foreign Language Department, Sa-nguan Ying School

DOI:

https://doi.org/10.56825/jehds.2026.1016523

Keywords:

Reflective Thinking, Analytical Reading Ability, English Reading Instructional Model

Abstract

The purposes of this research and development were to: (1) develop an English reading instructional model using reflective thinking to enhance the analytical reading ability of Grade 12^th student, and (2) study the effectiveness of the English instructional model using reflective thinking to enhance analytical reading ability. The participants were high school students from a school in Suphan Buri Province. The research instruments were an English reading instructional model, an analytical reading test, a satisfaction questionnaire, and a reading reflection rubric. Data were analyzed using mean, standard deviation, dependent-samples t-test, and content analysis. The findings revealed that 1) the English reading instructional model using reflective thinking to enhance analytical reading ability, namely the EPRDFARA Model, consists of five components: (1) The principle emphasized the reflective thinking into reading instruction to improve students' analytical reading ability, (2) The objectives aimed to develop students' analytical reading ability, (3) The instructional management steps, (4) Evaluation, and (5) Teacher’s role and Student’s role. The instructional management steps consisted of eight steps: (1) Elicitation, (2) Prediction, (3) Reading, (4) Description, (5), Feeling, (6) Analysis and Evaluation, (7) Reflection and Conclusion, and (8) Assessment. 2 The effectiveness of the English reading instructional model using reflective thinking to enhance analytical reading ability met the established criteria. 2) The findings also revealed that students' analytical reading ability significantly improved after the implementation of the instructional model, t(38) = 21.70, p < .001. In addition, the students were highly satisfied with the instructional model (M = 4.67, SD = 0.54).

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