The Use of Task-Based Learning on Dhamma to Develop Students’ English Reading Comprehension at Mahapajapati Buddhist College (MBC)

Phraudomthirakhun  (Bhawat Sawaengdi); Thanapat  Sanguansak; Narongchai  Bunman; Benyapha  Permboon; Chonlawat Kimsua

doi:10.14456/jsasr.2023.16

Authors

Phraudomthirakhun (Bhawat Sawaengdi) Mahapajapati Buddhist College (MBC), Mahamakut Buddhist University (MBU), Thailand https://orcid.org/0009-0002-9027-8884
Thanapat Sanguansak Mahapajapati Buddhist College (MBC), Mahamakut Buddhist University (MBU), Thailand https://orcid.org/0009-0007-4589-0261
Narongchai Bunman Mahapajapati Buddhist College (MBC), Mahamakut Buddhist University (MBU), Thailand https://orcid.org/0009-0008-3020-8781
Benyapha Permboon Mahapajapati Buddhist College (MBC), Mahamakut Buddhist University (MBU), Thailand https://orcid.org/0009-0002-5003-149X
Chonlawat Kimsua Mahapajapati Buddhist College (MBC), Mahamakut Buddhist University (MBU), Thailand https://orcid.org/0000-0002-3852-5799

DOI:

https://doi.org/10.14456/jsasr.2023.16

Keywords:

Task-Based Learning (TBL); , Dhamma;, English Reading Comprehension; , Mahapajapati Buddhist College (MBC)

Abstract

Background and Aim: As an international language, English is a major medium in both educational fields and the workforce, and the drive to practice English as a foreign language needs to be accelerated. For this study, An active teaching method used to improve and develop students’ English reading comprehension proficiency was the use of task-based learning (TBL) which is driven by the need to design an end product. The objective of this study is (1) to investigate the effects of teaching English via task-based learning on Dhamma to develop students’ English reading comprehension and (2) to study the student’s satisfaction with the use of this method.

Materials and Methods: The samples of this study were 25 students in the first semester of the 2022 academic year at MBC, Pak Thong Chai District, Nakhon Ratchasima Province. They were selected by using cluster random sampling. The instruments consisted of 3 lesson plans, the English reading comprehension test to assess students’ English reading comprehension skills, and a questionnaire to explore students’ satisfaction after learning English reading comprehension via task-based learning. The statistics used were the mean score, standard deviation, and t-test for the dependent.

Results: The results of this study revealed that the post-test mean score of the English reading proficiency test of the students learning English reading comprehension through a task-based learning approach on Dhamma was significantly improved, and 2) the students had positive satisfaction towards learning the Pali language through task-based learning on Dhamma. In addition, task-based learning provided them with the opportunity to use real information sources, process information, and assess the information gained. They also agreed that the learning process of task-based learning promoted cooperation among group members and working in a group.

Conclusion: the MBC students stressed the importance of having reading cultural experiences which make them more engrossed when they read the different thing relevant texts.

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