From Globalization to Localization: Promoting EFL Students’ Reading Comprehension Using GFOS Model Based on Collaborative Learning Approach
DOI:
https://doi.org/10.17507/tpls.1409.15Keywords:
collaborative learning approach, reading comprehension, EFL studentAbstract
Learning English has always been valued highly in Thailand at all educational levels. Supporting students' reading comprehension ability is crucial when studying English, particularly for undergraduate degrees. Although Thai students have been learning English for years, they are kept from meeting the curriculum goals and obtaining high grades. The study included 24 students from the Faculty of Education at Kamphaeng Phet Rajabhat University, Thailand, and their English reading comprehension ability was investigated. The study examines the effects of employing a GFOS (Grouping, Foreseeing, Obtaining, Summarizing) model based on Collaborative Learning (CL), built for the GFOS teaching process, considering literal, interpretive, critical, and creative comprehension levels. The research findings show that the models' processes and theories are beneficial in encouraging EFL students to improve their reading comprehension. It is an effective way for English educators to improve learners' reading comprehension at the same or different levels.
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