Utilizing_youtube_comprehension_thai_Chapter5_Part2.docx - Responses from the Student Interview Questions also showed that students benefitted from the

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Responses from the Student Interview Questions also showed that students benefitted from the YouTube videos shown to them. All the respondents in the Experimental Group agreed that YouTube provided them a lot of relevant information and as a result they were able to understand the reading text better. This study is in line with the study of Almurashi (2016) and Buzzetto-More (2012) who stressed that YouTube can improve students’ understanding of the lessons. On the other hand, only two of the respondents from the Control Group said that the lesson was good and easy to understand, which means these students were able to answer the LOTS questions asked by their English teacher. However, six of the respondents reported that the use of the conventional method was dull. This study is in line with the study of Hayikaleng, Nair and Krishnasamy (2016) and Tamrackitkun, (2010) who mentioned that Thai English teachers preferred to use the traditional method of chalk and talk which made the students feel bored with the lesson. 5.3.2 The effects of using YouTube/conventional method on students’ achievement in reading comprehension using HOTS questions Apart from LOTS comprehension questions, the researcher also studied the effects of YouTube and the conventional method on students answering HOTS comprehension questions. The results showed that the use of YouTube helped students significantly in reading comprehension at the HOTS level. In HOTS comprehension questions, students were tested on their ability to analyze, evaluate and gather ideas based on the given passages. The answers for HOTS questions were not directly found in the passage. The readers were required to
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construct meaning and comprehend the reading text. In other words, HOTS
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