Thai Students' L2 Reading Comprehension Level for Lower Order Thinking Skills and Higher Order Thinking Skills Questions
Thai Students' L2 Reading Comprehension Level for Lower Order Thinking Skills and Higher Order Thinking Skills Questions
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泰国学生L2阅读理解水平的低阶思维能力和高阶思维能力问题
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Hariharan N Krishnasamy
中科院分区：
文献类型：
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作者：
Nuramah Hayikaleng;S. Nair;Hariharan N Krishnasamy
本研究的目的是调查泰国学生的二语阅读理解水平，包括低阶思维技能(LOT)和高阶思维技能(HOTS)问题。这项研究试图比较大量问题、热点问题和整体问题之间的分数。这项研究的参与者是来自泰国南部北大尼省一所大学的60名一年级学生。本研究使用的工具是六篇阅读理解文章。每篇短文由六道选择题组成(四道题为抽签题，两题为HOT题)。研究结果表明，泰国学生的总体理解成绩平均分仅处于平均水平。配对样本t检验的结果表明，学生在许多问题上的平均得分显著高于HotS问题。这项研究对教育部和教师培训司具有重要的教学意义，因为需要认真规划和实施，以提高学生对HTS问题的英语理解能力。
The purpose of this study is to investigate the Thai students’ L2 reading comprehension level for lower order thinking skills (LOTS) and higher order thinking skills (HOTS) questions. This study seeks to compare the scores between LOTS questions, HOTS questions and overall questions. The participants of this study were 60 first year students from a college in Pattani province, south of Thailand. The instruments used in this study are six reading comprehension passages. Each passage consists of six multiple choice questions (four questions for LOTS and two questions for HOTS). The findings indicated that Thai students’ mean scores for the overall achievement in comprehension are only at average level. The findings from paired sample t-test indicate that students mean scores for LOTS questions is significantly higher than HOTS questions. This study has crucial pedagogical implication to Ministry of Education and Teacher Training Division because serious planning and implementations are required to improve students’ EFL comprehension for HOTS questions.