The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners

Abstract

Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal using an active learning approach. This mixed-methods research examined the effect of GRS on the critical thinking skills of Thai EFL university learners and explored learners’ perceptions of the GRS process. The critical thinking self-assessment questionnaire, a logbook, and semi-structured interviews were used to collect data. The analysis of the quantitative findings revealed that GRS fostered critical thinking skills in Thai EFL university learners. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Overall, the current study demonstrated an increase in critical thinking skills through the GRS learning process. The qualitative findings revealed that participants held positive opinions regarding the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning and a collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, this study indicates that GRS could have an impact on Thai EFL university learners’ critical thinking skills, at least to some extent. However, longitudinal studies are still required in future investigations.

Potentials of Intercultural Competence in Promoting Critical Thinking in Thai Tertiary Education

“…Facione (1990) suggested the seven personalities that facilitate critical thinking skills: inquisitive, systematic, judicious, truth-seeking, analytical, open-minded, and confident in reasoning. These seven characteristics of critical thinking skills are further included in a particular teaching framework to promote critical thinking skills, for example, using the Group Reading Strategies (GRS) to promote critical thinking skills (Namsaeng & Sukying, 2021). The critical thinking disposition can be influenced by other factors, for example, culture, religion, parenting style, and the growing environment (Mathews & Lowe, 2011).…”

“…According to the previous studies, the critical thinking of Thai tertiary students was quite low. Using the in-house assessment, the average score of critical thinking in Thai tertiary students was only 74%, with systematic and confident skills being found as the lowest scores at 68% and 70%, respectively (Namsaeng & Sukying, 2021). The mean score of the critical reading test was 5.93 out of 15 marks (Ploysangwal, 2018).…”

Best Teaching and Learning Approaches through the Eyes of Thai EFL Preservice Teachers

“…Instead of performing one-way communication and expecting the students to comply, the teacher's duty in this approach is to encourage, counsel, and promote the students' learning (Kenan Foundation Asia, 2023). Though different teaching and learning approaches are available in the current teaching trends nowadays, each preservice teacher has different mindsets, beliefs, and thoughts about the best teaching and learning depending on their background, classroom context, learning behaviors, the influence of Thai culture, the teaching and learning context, and child-rearing background (Namsaeng & Sukying, 2020). These backgrounds are perceived and, vice versa, expressed through the teaching techniques that preservice teachers implement in the actual classroom.…”