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All Journal IJoLE: International Journal of Language Education Journal of Language Learning and Assessment
Wu, Chicheng
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing English Reading Comprehension and Critical Thinking through Murdoch Integrated Approach: A Language Education Study about Sustainable Development Goals (SDGs) Weerawong, Prissana; Chano, Jiraporn; Wu, Chicheng
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74935

Abstract

This study investigated the impact of the Murdoch Integrated Approach (MIA) on improving English reading comprehension and analytical thinking among Thai Grade 5 students, in alignment with Sustainable Development Goal 4 on quality education. A one-group pretest-posttest design was implemented using eight structured learning plans over one semester. Two English reading tests were used to assess comprehension and analytical reading before and after the intervention. Results showed a significant improvement in both areas. These gains occurred because MIA promotes inquiry-based learning, active student engagement, and reflective thinking, enabling learners to interpret texts meaningfully and apply ideas critically. Although the absence of a control group requires cautious interpretation, the findings highlight the potential of MIA in enhancing essential language skills at the elementary level. This research contributes to language education by supporting pedagogical innovation aligned with global development goals.
Improving English Reading Comprehension via Murdoch Integrated Approach on Students of Grade 5 in Thailand Weerawong, Prissana; Chano, Jiraporn; Wu, Chicheng
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.125

Abstract

Purpose This study aimed to test the effect of the Murdoch Integrated Approach (MIA) on English reading comprehension and analytical reading skills among Thai Grade 5 students. Methodology A one-group pretest-posttest design was employed with 37 Grade 5 students as participants. The intervention consisted of eight 16-hour MIA learning sessions conducted over one semester. Two 30-item multiple-choice tests—one for reading comprehension and one for analytical reading—were administered before and after the intervention. The tests were validated by experts, with Item-Objective Congruence (IOC) values between 0.60 and 1.00. Discrimination indices and reliability coefficients were also reported for both tests. Results/Findings Dependent t-test results showed significant improvements in both reading comprehension and analytical reading scores. Reading comprehension scores increased from 15.08 to 20.78 (t(36) = 9.5, p < .000), and analytical reading scores improved from 14.57 to 18.11 (t(36) = 8.77, p < .000). Implication These findings suggest that the Murdoch Integrated Approach has potential to enhance students' reading skills. However, the absence of a control group means findings should be interpreted with caution. Future research using a true experimental design is recommended to provide stronger evidence of MIA's effectiveness
The Application of CEFR Standard Framework in Enhancing Communicative English Competencies: The Bibliometric Analysis and Its Support to Sustainable Development Goals (SDGs) Nadtayay, Nawaporn; Wongsaphan, Montree; Wu, Chicheng
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82101

Abstract

This study investigates the impact of CEFR-based frameworks on communicative English language teaching models in Thailand’s primary education sector from 2020 to 2024. Addressing the global call for standardized language proficiency, the research aims to map thematic trends and conceptual developments within CEFR-aligned pedagogy. A quantitative bibliometric method was employed, analyzing 500 scholarly articles from Google Scholar using descriptive statistics and VOSviewer-generated visualizations. Results show a research peak in 2022, followed by a sharp decline in 2024, indicating either shifting national priorities or saturation in CEFR-focused studies. Core terms like “proficiency,” “communication,” and “task-based learning” emerged consistently, reflecting CEFR’s central role in curriculum reform, instructional design, and digital integration. Because gaps remain in measuring learner outcomes and contextual implementation, the study reveals areas for further empirical and localized research. This work contributes to understanding CEFR’s transformative role and encourages more strategic, evidence-based applications in English language education policy and practice in Thailand. This study supports current issues in sustainable development goals (SDGs).
Co-Authors Chano, Jiraporn Nadtayay, Nawaporn Weerawong, Prissana Wongsaphan, Montree