Critical reading and engagement matters: Integrating the flipped 5E inquiry instruction with Socratic seminars

Raweewat Sripradith, Supakorn Phoocharoensil

Abstract


Despite the breadth of research on EFL reading comprehension, limited attention has been given to teacher support for critical reading and learner engagement in the Thai higher education context. This study applied Barrettes taxonomy as its analytical framework to explore whether tertiary students critical reading and engagement can be enhanced through an innovative blend of 5E inquiry-based instruction and Socratic seminars in a flipped classroom. The research employed a quasi-experimental one-group pretest-post-test design, focusing on 33 second-year English students, whose placement test results identified them as having low critical reading skills. The instruments used included 12-week lesson plans, critical reading pre- and post-tests, and self-reflective questionnaires. The findings demonstrated significant improvements in the participants critical reading comprehension, achieving a p-value of 0.001 at the 0.05 significance level (t = 8.586). During the reading activities, the students exhibited a moderate level of engagement in both the affective domain (M = 3.85, SD = 0.716) and the cognitive domain (M = 3.71, SD = 0.773. In addition, they demonstrated a high level of engagement in the behavioural domain (M = 4.35, SD = 0.651). These results contribute to the academic discourse concerning effective English teaching methodologies and offer practical implications for related EFL contexts. The study concludes with a discussion of its limitations and recommendations for future research, emphasizing the need for broader application and validation of these instructional strategies across diverse EFL learning environments.

Keywords


Critical Reading; 5E Inquiry-Based Learning; Socratic Seminars; Flipped Classroom; Engagement

Full Text:

PDF

References


Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125.

Alghonaim, A. S. (2020). Impact of Related Activities on Reading Comprehension of EFL Students. English Language Teaching, 13(4), 15-27. https://files.eric.ed.gov/fulltext/EJ1247943.pdf

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International society for Technology in Education.

Bybee, R., & Landes, N. M. (1990). Science for life and living: An elementary school science program from Biological Sciences Improvement Study (BSCS). The American Biology Teacher, 52(2), 92-98.

Castrillón Álvarez, M. (2020). The Effects of Implementing Inquiry-Based 5Es Model on grade 9 EFL Students' Interest and English Language Progress. [Thesis, Universidad de Antioquia, Columbia].

Chakawodza, J. M., Nakedi, E. M., & Kizito, R. N. (2024). The Effectiveness of Flipped Classroom Pedagogy in Promoting learning engagement in Organic Chemistry in Grade-12 Students in the Context of South Africa and Covid-19. International Journal of Science Education, 1–27. https://doi.org/10.1080/09500693.2024.2342574

Chand, S. (2023). Constructivism in Education: Exploring the Contributions of Piaget, Vygotsky, and Bruner. International Journal of Science and Research (IJSR), 12(7), 274–278. https://doi.org/10.21275/sr23630021800

Chingakham, D. S. (2020). Effectiveness of flipped learning on language teaching and learning: a meta-analysis 2014-2020 [Doctoral dissertation, Rangsit University].

Chinpakdee, M., & Gu, P. Y. (2024). The impact of explicit strategy instruction on EFL secondary school learners’ reading. Language Teaching Research, 28(1), 296-319.

DEMİR, Y., & İrfan, E. (2020). The Effect of Learning Activities Based on 5E Learning Model on 4th Grade Science Teaching. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 573-586.

Ermawati (2018). The Role of Inquiry-Based Learning to Improve Reading Comprehension of EFL Students. ELS Journal on Interdisciplinary Studies in Humanities, 1(1), 13. https://doi.org/10.34050/els-jish.v1i1.4192

Falian, Z. H. A. N. G., & Yongping, Z. H. A. O. (2021). A Study on the Application of Socratic Method to Legal English Teaching. International Journal of Language, Culture, and Law, 2(5), 110.

Guthrie, J. T., and Wigfield, A. (2000). “Engagement and motivation in reading,” in Handbook of reading research. eds. M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr. Vol. 3. Lawrence Erlbaum Associates Publishers. 403–422

Kongkerd, W. (2013). Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom. English Language Teaching; Vol. 8 (3). 13-23 doi:10.5539/elt.v8n3p13

Kucirkova, N. (2019). How Could Children’s Storybooks Promote Empathy? A Conceptual Framework Based on Developmental Psychology and Literary Theory. Frontiers in Psychology, 10. https://www. frontiersin.org/articles/10.3389/ fpsyg.2019.00121/full

Kusmaryani, W. (2017). Assessing student’s speaking through Socratic questioning method. Advances in Social Science, Education and Humanities Research (ASSEHR), 82, 338-341.

Krismadayanti, A., & Zainil, Y. (2021). The analysis of the level of the students’ reading comprehension by using Barrett taxonomy in SMAN 1 Lubuk Alung. Journal of English Language Teaching, 10(4), 638-652. DOI: https://doi.org/10.24036/jelt.v10i4.114966

Lam, Y. W., Hew, K. F., & Jia, C. (2022). Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment. Language Learning & Technology, 26(1), 1–40. http://hdl.handle.net/10125/73467

Lee, Y., Jang, B. G. & Conradi Smith, K. (2021). A systemic review of reading engagement research: What do we mean, what do we know, and where do we need to go? Reading Psychology, 42(5), 540 – 576.

Manurung, Y. H., & Siregar, F. S. (2018). Developing students’ critical thinking on speaking through socratic questioning methods. Advances in Social Science, Education and Humanities Research, 263, 212-216.

Marzano, R. J., & Kendall, J. S. (2007). Praise for the Second Edition of The New Taxonomy of Educational Objectives. Corwin Press, i–ii.

Matyakhan, T., Chaowanakritsanakul, T., & Santos, J. A. L. (2024). Implementing gamification to enhance reading engagement and reading comprehension of Thai EFL university students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 212-239.

Ma, Y. (2023). Exploration of flipped classroom approach to enhance critical thinking skills. Heliyon, 9(11), e20895–e20895. https://doi.org/10.1016/j.heliyon.2023.e20895

Muhassin, M., Annisa, J., & Hidayati, D. A. (2021). The Impact of Fix up Strategy on Indonesian EFL Learners' Reading Comprehension. International Journal of Instruction, 14(2), 253-270.

Naguib, S. (2019). Using the 5 E's Instructional Model to Enhance English Grammar Learning of Secondary Stage Students. Journal of Studies in Curricula andTteaching Methods, 244, 115-152.

Nasri, M., & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(1), 311-321. https://doi.org/10.7575/ aiac.ijalel.v.6n.1p.311

Nazamud-din, Aisyah & Zaini, Muhammad & Jamil, Nor. (2020). The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom. English Language Teaching and Linguistics Studies. 2. 48-64. DOI:10.22158/eltls.v2n4p48

OECD (2023) PISA 2022 Results (Volume I and II)- The State of Learning and Equity in Education, OECD Publishing, Paris., https://doi.org/10.1787/53f23881-en

Ohn-Sabatello, T. (2020). Incorporating Technology Tools and the 5E Instructional Model to Teach High School Students Chemistry by Online Instruction. Journal of Chemical Education, 97(11), 4202-4208.

Ong, E. T., Keok, B. L., Yingprayoon, J., Singh, C. K. S., Borhan, M. T., & Tho, S. W. (2020). The Effect of the 5E Inquiry Learning Model on the Science Achievement in Learning "Magnet" among Year 3 Students. Jurnal Pendidikan IPA Indonesia, 9(1), 1–10.https://doi.org/10.15294/jpii.v9i1.21330

Priyamvada S. (2018). Exploring the Constructivist Approach in Education: Theory, Practice, and Implications. International Journal of Research and Analytical Reviews (IJRAR), 5(2), 716-725.

Rudd, M., & Honkiss, L. (2020). Analysing the Correlation between English Proficiency and Academic Performance among Thai University Students. Athens Journal of Education, 7(1), 123-137.

Seçer, S., & Yücel-Toy, B. (2020). Impact of Writing Course Design Based on 5E Learning Model on Writing Skill Instruction and Development. International Online Journal of Education and Teaching, 7(3), 760-783.

Smallhorn, M., Young, J., Hunter, N. & Burke da Silva, K. (2015). Inquiry-based learning to improve student engagement in a large first year topic. Student Success, 6(2), 65-71. doi: 10.5204/ssj.v6i2.292

Spadaro, D. C., Robinson, L. A., & Smith, L. T. (1980). Assessing readability of patient information materials. American Journal of Health-System Pharmacy, 37(2), 215–221. https://doi.org/10.1093/ajhp/37.2.215

Tarawneh, M. (2024). The Effectiveness of the 5E Instructional Model on the

Academic Achievement of 9th Grade Students Towards Learning English Reading Comprehension Skills. Dirasat: Human and Social Sciences, 51(1), 305–313.

Teng, B., & Sinwongsuwat, K. (2015). Teaching and Learning English in Thailand and the Integration of Conversation Analysis (C.A.) into the Classroom. English Language Teaching, 8(3), 13-23. https://files.eric.ed.gov/fulltext/EJ1075215.pdf

The Office of Higher Education Commission. (2018). The 20-year Educational Plan (2018 - 2037). The Office of Higher Education Policy and Plan, The Office of Higher Education Commission.

Ting, P. D., Swanto, S., & Pang, V. (2021). The Merging of Reciprocal Teaching and 5e Instructional Model: A Conceptual Framework. International Journal of Academic Research in Business and Social Sciences, 11(3). https://doi.org/10.6007/ijarbss/v11-i3/8469

Wheatley, K.(2018). Inquiry-Based Learning: Effects on Student Engagement. [Thesis, Bowling Green State University]. United States.




DOI: https://doi.org/10.24815/siele.v12i3.41770

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats