—To examine the impact of schema theory, the
researcher conducted single-group pre-test-post-test
experimental research investigating the effect of schema theory
as a reading tool to enhance the professional reading
competence of engineering students at Bangkok University,
Thailand. Reading comprehension tests and a self-reported
questionnaire were used as data collection tools to acquire
information. The pre- and post-test scores were calculated by
descriptive statistics and compared using a dependent t-test
measure. It was found that students obtained higher scores for
the post-test than for the pre-test at the 0.01 level of significance.
That is, schema activated via pre-reading self-generated
questions can help students develop their reading competence.
Additionally, students stated that activating schema via
self-generated questions during a pre-reading activity helped
them to understand text better. This study strongly confirmed
the previous studies showing that schemata significantly
promote reading competence.
—EFL, reading comprehension, schema theory,
N. Munsakorn is with the Language Institute, Bangkok University,
Bangkok, 12120, Thailand (e-mail: firstname.lastname@example.org).
Cite: N. Munsakorn, "Schema as a Springboard for Professional Reading Competence: Activating Schema via Self-Generated Questioning," International Journal of Information and Education Technology vol. 5, no. 4, pp. 270-273, 2015.