The Effects of Concept-Oriented Reading Instruction in Teaching Christian Literature of English as Second Language Learners
Abstract
This study aimed 1) to investigate the effects of Concept-Oriented Reading Instruction (CORI) on the levels of reading comprehension in English Christian literature of ESL learners; 2) to investigate the effects of Concept-Oriented Reading Instruction (CORI) on the reading comprehensions in different types of Christian literature; and 3) to study the relationship among the levels of reading comprehension and the different types of Christian literature. The samples were the twenty-one second year students of a Christian theological institute in Bangkok. The study took 12 weeks of the second semester of in the academic year 2015. The data were analyzed by using means, standard deviations, t-test, and Pearson Correlation.
The findings of the study revealed that 1) the students' posttest mean scores of the Christian theological reading comprehension test were higher than the pretest mean scores at the significance level of .000 (p < .05) in all three levels which were literal text comprehension, inferencing, and knowledge construction; 2) the students' posttest mean scores of the Christian theological reading comprehension test were higher than the pretest mean scores at the significance level of .000 (p < .05) in all types of Christian literature which were the Bible text, the Old Testament theological text, and the New Testament theological text, at the significance level of .000 (p < .05); and 3) the increased posttest mean scores of reading comprehension in the Bible text positively correlated with both all the levels of comprehension and the other types of Christian literature at the significance level of .000 (p < .05).
Based on the findings, CORI was suggested to implement in teaching English Christian literature to ESL learners in order to improve the reading comprehension in literal text, inferencing, and knowledge construction. Furthermore, the reading comprehension in the Bible text was the foundation for overall Christian theological students' reading comprehension. In the future research, the study should have been conducted more qualitatively with extended period for more in-depth and practical information.
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