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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3408
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dc.contributor.advisorSaksit Saengboon-
dc.contributor.authorChunxia Li-
dc.date.accessioned2026-07-10T02:28:02Z-
dc.date.available2026-07-10T02:28:02Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3408-
dc.descriptionThesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Reading -- Study and teachingen_US
dc.subjectProblem-based learningen_US
dc.subjectJunior high school students -- Chinaen_US
dc.titleProblem-based learning to enhance English reading skills: a case of Chinese eighth grade studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to investigate participants' perceptions of implementing the Problem-Based Learning (PBL) method in their English reading class and to understand the advantages and disadvantages of PBL in this context. Through a mixed-methods approach, a questionnaire was administered to a group of Chinese students (n = 44) studying English in China. Subsequently, semi-structured interviews were conducted with seven participants. The questionnaire data were analyzed to obtain mean values and standard deviations. Additionally, content analysis was conducted on the interview data. The results indicated that students were most satisfied with the effectiveness of PBL in cultivating reading comprehension skills (x=4.73), followed by satisfaction with reading activities (x=4.70) and reading materials (x=4.64). Semi-structured interviews revealed that students enjoyed learning through various tasks approximating real-life situations in their reading class and found that various reading activities and diverse reading materials effectively enhance reading abilities and critical thinking. However, challenges were encountered during the PBL-based instruction, including handling complex real-life situations in the reading curriculum. Students emphasized the need for teachers to provide more guidance and support. One implication of this study is that the PBL method has great potential for assisting L2 learners in studying a second language successfullyen_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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