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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2924
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dc.contributor.advisorAnchalee Chayanuvat-
dc.contributor.authorSha Hang-
dc.date.accessioned2025-10-01T03:27:52Z-
dc.date.available2025-10-01T03:27:52Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2924-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectTeachers -- In-service trainingen_US
dc.subjectEnglish language -- Reading comprehensionen_US
dc.subjectTeaching -- Methodsen_US
dc.titleExploration of Chinese novice teachers teaching practices and questioning in teaching English reading classesen_US
dc.typeThesisen_US
dc.description.other-abstractThe objectives of this study were to 1) explore Chinese novice English teachers' teaching practices in English reading comprehension classes, and 2) analyze the types of questions used by Chinese novice English teachers in English reading comprehension classes. A mixed-methods approach was used in this study. Five novice teachers from Yunnan Province, China, were selected with purposive sampling method from the research population of 22 teachers. The instruments adopted in the study comprised classroom observation checklists of 10 lessons of, 5 lesson plans and 5 teacher journals. The results from the three research instruments showed that in teaching practices, Chinese novice English teachers clearly communicated their teaching objectives, effectively focused on reading content, teaching resources, and had strong reflective abilities. However, deficiencies were found in diversifying teaching methods, teacher-student interaction, extended and independent learning. For the question types, it was found that Chinese novice English teachers used a high proportion of low-level cognitive questions (PCT=76%) and a lack of attention to highlevel cognitive questions (PCT=34%). The PCT of each cognitive level was: Remember (40%); Understand (31%); Analyze (11%); Evaluate (10%); Apply (5%); Create (3%). Thus, it is recommended that the Chinese novice English teachers should diversify their teaching methods, improve teacher-student interaction, and provide opportunities for extended and independent learning. In addition, teachers should balance cognitive questioning, develop critical thinking, and actively participate in ongoing professional development.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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