Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program

This study aims to investigate students’ self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension preand post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or selfreflection phases. Pedagogical implications are presented and discussed. 1 Graduate student, Moderate/Severe Disabilities Educational Specialist Program, California State University Los Angeles, USA 2 Associate Professor, Department of Curriculum Instruction and Educational Technology, Faculty of Education, Chulalongkorn University, Bangkok, Thailand Introduction The average EFL proficiency of Thai students is often found to be low. Educational Testing Service (2007) reports that the 2005–2006 computer-based TOEFL mean score of Thai students was only 200. This indicates that Thai students’ English proficiency was below the effective operational proficiency level according to the Common European Framework Reference (Educational Testing Service 2004). The study by Prapphal and Opanon-amata (2002) also found that Thai students scored below 500 on the Chulalongkorn University Test of English Proficiency (CU-TEP) as equated to the paper-based TOEFL score. According to Bernhardt (2005), L2 proficiency such as that gauged by TOEFL and CU-TEP may account for 30 percent of the variables which contribute to second language reading abilities. In other words, L2 proficiency may have an impact on the ability to read in a second language. Therefore, it is possible that Thai students with low English proficiency may experience frustration reading English. In Thailand, EFL reading instruction primarily focuses on a detailed study of vocabulary and comprehension, but many reading researchers argue that this intensive reading instruction may not be sufficient for EFL students (Day and Bamford 1998, Grabe 2002, Coady 1997, Nuttall 1996). Eskey 1987 recommends that people learn to read by reading. Krashen (2004) further explains that EFL students need to gain exposure to a large amount of comprehensible input to improve their reading comprehension. Although Krashen’s hypothesis of comprehensible input may be controversial, it is undeniable that exposure to L2 can contribute to reading comprehension abilities. Therefore, Self-Regulated Learning 105 an approach to reading instruction that may address the low reading abilities of Thai students may be Extensive Reading. Extensive reading (ER) ER is an approach to teaching reading in which students are exposed to a large amount of reading materials. The purpose is to gain comprehension and pleasure in reading. The ultimate goal of ER is to give students an opportunity to read in a second language and become avid readers (Day and Bamford 1998). ER helps make reading more meaningful and engaging (Nassaji 2003, Day and Bamford 1998). It may lead to gains in vocabulary knowledge (Coady 1997, Cho and Krashen 1994, Nation 1997, Nation and Ming-tzu 1999), and reading speed and ability (Mason and Krashen 1997). In addition, a positive attitude towards reading may develop (Mason and Krashen 1997, Day and Bamford 1998, Takase 2001). Several researchers agree that although this may not necessarily generate the highest level of competence, it is an indispensable component of reading instruction, which will pave the way for higher levels of language proficiency (Nuttall 1996, Coady 1997). In ER, as Krashen (2003) proposes, people acquire language only when they understand what they read. Consequently, EFL students in ER need to read a considerable number of books at the level equivalent to their reading abilities in order to improve comprehension. Anderson (1996) states that the number of books students read significantly correlates with their improvement in reading comprehension. Moreover, students must be able to choose reading material with respect to their interests and reading abilities since the purpose of reading in ER is for pleasure (Day and Bamford 1998). Nevertheless, Grabe and Stoller (1997) advise that students do not become proficient readers by reading extensively in only one genre; they need exposure to other genres to improve their reading comprehension abilities. Students may be reluctant to read as they may be at beginning or low intermediate reading comprehension levels (Hudson 2007). To encourage students to read, a teacher needs to be a model reader (Day and Bamford 1998). In addition, the goal for students should be the number of words, pages, or books read. Post-reading activities should be of low accountability. Grades or rewards should not be offered for students’ reading since they have proven to be ineffective in promoting reading achievement or positive motivation to read. Students may be asked to keep a record of time and the amount of reading done, or to write a short summary of a book or a part of it that they have read (Susser and Robb 1990, Mason and Krashen 1997, Day and Bamford 1998, Sheu 2003). Nevertheless, Day and Bamford (2000) caution that introducing ER in a nonreading culture or in one that does not attach importance to reading for pleasure makes the task of EFL reading teachers more complex. The National Statistical Office survey (2005) reveals that 30.9 percent of Thais or approximately 18 million people do not read because they dislike reading or they prefer to watch television. This reflects that a number of Thais are not likely to find reading pleasurable in their own language. Similarly, they are not likely to find reading in English pleasurable (Morrow and Gambrell 2000). Furthermore, as ER occurs most of the time outside of the MANUSYA: Journal of Humanities 11.2, 2008 106 classroom, EFL students may not have the discipline to maintain the regular habit of reading. Robb (2002) found that Japanese students may read just to fulfill the requirements of the course. To implement ER in Thailand, ways to promote regular reading must be understood. However, studies of ER have primarily focused on the effects of ER on reading comprehension and attitudes towards reading (Susser and Robb 1990, Day and Bamford 1998, Krashen 2004). There is very little evidence of what students in ER do outside of the classroom to make reading a regular habit. Without knowledge of how students regulate their reading outside of the classroom, the prospects for successful ER implementation may be obscure. Self-regulated learning Baker (2002) advises that independent reading is not sufficient. She asserts that students need metacognitive strategies, specifically in knowing how to regulate their cognition. In a similar view, Brown (2002) supports the teaching of selfregulation to improve reading comprehension since poor readers cannot make use of different strategies and they need to be taught how to use these strategies effectively. Self-regulated learning is viewed by social cognitive theorists as a process in which individuals are metacognitively, motivationally, and behaviorally active participants in their learning process (Bandura 1986). This involves an interdependent interaction among person, environment, and behavior. Each component interacts with the other to modify or change behaviors so that a learning goal can be reached (Bandura 1986). The self-regulated learning process involves three major phases: forethought in which students prepare themselves for learning by planning or setting a goal, “performance” or “volitional control” in which students focus and monitor their learning methods or strategies, and “selfreflection” in which students evaluate their performance and react accordingly (Zimmerman 2000). Research has shown that self-regulated learning plays an important role in the academic accomplishments of successful students (Pintrich and De Groot 1990, Schunk and Zimmerman 1994). These students proactively set specific learning goals, employ strategies, constantly monitor, and reflect on progress (Zimmerman, Bonner and Kovach 2003). The measurement of self-regulated learning strategies involves two properties— “aptitude” and “event” (Winne and Stockley 1998). An aptitude describes the cognition or motivation that is involved when students participate in future learning activities, or what students predict they will do in learning activities (Winne and Stockley 1998). For example, if students report reading a title and book cover, this may indicate students' goalsetting and planning. An event describes the operations of cognition in learning activities, or what students actually do when they learn (Winne and Perry 2000). For example, students may be asked to think aloud and report what they do before reading a book to demonstrate the strategies in the planning phase. The measurement of these two properties of self-regulated learning strategies will provide a framework for the investigation of students’ self-regulation in this study.