The Effect of Using a Story Map to Improve Reading Comprehension Skill of Thai EFL Sixth Graders

Abstract

Reading is one of the most important skills for second language learners. It is a skill that allows learners to gain knowledge and is essential for academic life. As graphic organizers assist students in the comprehension of a text, this current study attempted to investigate the effect of using a story map in improving Thai EFL sixth graders’ reading comprehension skills, and to examine the students’ attitudes toward the story map in improving their reading comprehension skills. The story map was adopted as an instructional strategy intended to improve students’ reading comprehension of a narrative at a literal comprehension level. The participants consisted of thirteen sixth grade students in an opportunity extended school in northeastern Thailand. The implementation of the current study lasted eight weeks with about two hours of instruction each week. The instruments for collecting data were reading comprehension pre-tests and post-tests, and a student attitude questionnaire. The findings of this study showed that there was a statistically significant difference in the students’ reading comprehension skills of narrative texts after using the story map at the 0.01 level. The students’ attitude towards the story map also indicated that the students had a positive attitude towards the implementation through the story map at a high level with a mean score of 3.78.

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