Abstract:
With the challenges of digital transformation and communication in the digital age, English reading skill has become more crucial for English language learners not only in order to achieve academic success, but also to deal with the complexity of digital reading. However, many Thai EFL learners at Huachiew Chalermprakiet University have encountered difficulties in English reading and problems of low reading comprehension. Online discussion has been recognized as a useful learning digital tool which can benefit students’ learning and reading ability. The objectives of this research were 1) to investigate the effects of online discussion forums on students’ reading comprehension skills; 2) to investigate the aspect of learning or knowledge the students constructed from interactions with peers and teacher in the online discussions; and 3) to investigate how they apply what they have learnt to improve their reading comprehension skills. Using an quasi-experimental design and mixed-methods for data collection, this research was carried out with one group of fifty first-year English major students at the Faculty of Liberal Arts. The participants were selected using random sampling and the interviewees were selected using purposive sampling. The research instruments included the Pre-and Post tests, four reading tasks, student reflection journals, teacher journal and student interviews. Based on the results of the paired t-test, there was a significant difference in students’ Pre-test and Post-test scores. The overall student performance on the four reading tasks was high indicating their good command of reading comprehension skills. The data from students’ reflection journals and interviews also support the positive effects of online discussions on student learning. It can be concluded that the use of online discussion forums positively affect students’ reading comprehension skills. Online discussions enhance students’ learning and development of reading skills. The participants learnt several aspects of learning or knowledge from online discussions. They were scaffolded by peers and the teacher, and that they received both cognitive and social gains. They cognitively developed text comprehension, reading strategies and techniques, knowledge of vocabulary, grammar and pronunciation and developed social skills and confidence. The findings reveal: reading strategies and techniques, study skills, correct pronunciation and vocabulary learning techniques were major aspects of learning the students applied for improvement. The findings also show that the participants held positive attitudes towards online discussion forums. They had satisfactory online learning experience and recognized the benefits of online discussions on their learning.
