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All Journal JET (Journal of English Teaching) JASL - Journal of Applied Studies in Language
Wilang, Jeffrey
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Humanities Education Languange, Linguistic, Communication & Media

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Impact of SQ4R on reading comprehension of university students in an English for specific purposes (ESP) Course Bangkhadara, Wachiraya; Wilang, Jeffrey; Newprasit, Nillawan
Journal of Applied Studies in Language Vol. 8 No. 2 (2024): December 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i2.137-147

Abstract

This study aimed to achieve three objectives: to identify the active reading strategies employed by undergraduate students in an English for Specific Purposes (ESP) course, to evaluate the effectiveness of the SQ4R model in enhancing students' reading comprehension, and to know their insights about the model. Descriptive analysis of survey data revealed significant positive changes in study strategies following the SQ4R intervention. Students demonstrated notable improvement in organizing material using flow charts, indicating enhanced capability in managing complex information. Similarly, highlighting techniques became more strategic, focusing on critical information. The organization of annotations into various formats also improved, pointing to more advanced note-taking and data processing skills. Additionally, the creation of practice tests increased, signifying greater engagement in active recall and testing. These findings underscore a significant shift toward more effective and engaged learning strategies among students. T-test results revealed a significant improvement in pre-test and post-test scores, confirming the effectiveness of the SQ4R model. Students' positive feedback further supports the utility of this model in enhancing active reading practices. The implications of this study suggest that the SQ4R model can be an effective tool in improving reading comprehension and engagement in ESP courses, with potential applications in other educational contexts as well.
“Mistakes help us improve”: Beliefs of high school students on English language learning Wilang, Jeffrey; Anthoney, Jebamani; Sulankey, Alvina
JET (Journal of English Teaching) Vol. 11 No. 1 (2025): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v11i1.6717

Abstract

This study examines high school students' beliefs about studying English, particularly their perceptions of language intelligence, aptitude, and age sensitivity in language learning. A total of 87 Year 12 students from a boys' school in Northeastern Thailand voluntarily participated in a pre- and post-intervention online language mindset questionnaire adapted from Lou and Noels' Language Mindset Inventory and wrote a reflective journal to capture their insights on English language learning. The intervention, the Language Mindset Toolkit, was a structured program designed to promote a growth mindset in language learning through six sessions primarily conducted in English with Thai subtitles. The quantitative results indicated that students maintained strong growth-oriented beliefs regarding language intelligence and aptitude, with only minor and statistically insignificant changes after the intervention. However, beliefs about age sensitivity in language learning declined, suggesting that students became more aware of potential challenges in learning languages at different life stages. Despite minimal quantitative shifts, qualitative findings revealed that students valued encouragement, self-efficacy, and the role of mistakes in learning. Many students reported increased confidence and motivation, reinforcing that growth mindset principles contribute to resilience and engagement in language learning. The study highlights the need to continuously reinforce growth mindset principles through instructional practices and teacher feedback. Future research should explore long-term interventions and contextual factors that influence students’ language mindset development, particularly in multilingual educational settings where language learning challenges vary widely.
Impact of SQ4R on reading comprehension of university students in an English for specific purposes (ESP) Course Bangkhadara, Wachiraya; Wilang, Jeffrey; Newprasit, Nillawan
Journal of Applied Studies in Language Vol. 8 No. 2 (2024): December 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i2.137-147

Abstract

This study aimed to achieve three objectives: to identify the active reading strategies employed by undergraduate students in an English for Specific Purposes (ESP) course, to evaluate the effectiveness of the SQ4R model in enhancing students' reading comprehension, and to know their insights about the model. Descriptive analysis of survey data revealed significant positive changes in study strategies following the SQ4R intervention. Students demonstrated notable improvement in organizing material using flow charts, indicating enhanced capability in managing complex information. Similarly, highlighting techniques became more strategic, focusing on critical information. The organization of annotations into various formats also improved, pointing to more advanced note-taking and data processing skills. Additionally, the creation of practice tests increased, signifying greater engagement in active recall and testing. These findings underscore a significant shift toward more effective and engaged learning strategies among students. T-test results revealed a significant improvement in pre-test and post-test scores, confirming the effectiveness of the SQ4R model. Students' positive feedback further supports the utility of this model in enhancing active reading practices. The implications of this study suggest that the SQ4R model can be an effective tool in improving reading comprehension and engagement in ESP courses, with potential applications in other educational contexts as well.
Co-Authors Anthoney, Jebamani Bangkhadara, Wachiraya Newprasit, Nillawan Sulankey, Alvina