Enhancing First-Year English Teaching Students’ Reading Skills Through the SQ5R Method at Mahamakut Buddhist University Lanna Campus
DOI:
https://doi.org/10.62819/bej.2026.3391Keywords:
SQ5R method, English reading skills, English teaching studentsAbstract
This research aimed to 1) determine the efficiency of the developed SQ5R instructional plans based on the 80/80 standard criterion, 2) compare first-year students’ English reading skills before and after implementing the SQ5R method, and 3) investigate first-year students’ perceptions of learning English reading through the SQ5R method. The target group of this study consisted of 40 first-year English Teaching students at Mahamakut Buddhist University, Lanna Campus. The study employed a one-group pretest-posttest design. Research instruments included SQ5R lesson plans, proficiency assessments, and a perception questionnaire.
The findings revealed that first, the developed instructional model demonstrated high effectiveness with an efficiency index (E1/E2) of 80.31/84.13, exceeding the 80/80 criterion. Second, the post-test mean score of students' English reading skills (84.13) was significantly higher than the pre-test mean score (59.69) at the .05 level (t = -13.00). Third, students expressed a high level of positive perception toward learning English reading through the SQ5R method ( = 3.66), particularly valuing its utility for future language learning. These results indicate that the SQ5R method is an effective instructional tool for improving the English reading skills of first-year English Teaching students.
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