The English Reading Project to Enhance Reading Comprehension and Collaborative Learning for Grade 11 Students at a High School in Bangkok

Abstract

This qualitative case study aimed to explore how the English reading project enhanced 14 students’ reading comprehension and collaborative learning in a high school setting. Two research questions were: (1) in what ways did project-based learning enhance Grade 11 students’ reading comprehension?; and (2) in what ways did it create collaborative learning? Obtained data included (1) interviews with students, (2) teacher’s journals, (3) student learning logs and (4) story-retelling activities; all data were analyzed by content analysis. Findings on the students’ reading comprehension were derived from four learning techniques: using dictionaries to look up for the meaning of unfamiliar words, using speed reading techniques to comprehend the stories, using contextual clues to trace meanings from unknown words, and retelling the stories in their own words. In terms of collaborative learning, the obtained data showed four collaborative learning strategies: (1) co-decision making, (2) sharing work and responsibilities with their pair and classmates, (3) solving problems with their peers, and (4) learning how to work with other people. In addition, project work helped students use and develop thinking skills and familiarize themselves with the Internet to search for more information based on their reading passages. The students managed their time well. Working closely together established a strong tie with their partner and classmates. Project-based learning also created a bilingual atmosphere and encouraged weak students to communicate with one another more comfortably.