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IJIET 2015 Vol.5(4): 270-273 ISSN: 2010-3689
DOI: 10.7763/IJIET.2015.V5.515

Schema as a Springboard for Professional Reading Competence: Activating Schema via Self-Generated Questioning

N. Munsakorn

Abstract—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.

Index Terms—EFL, reading comprehension, schema theory, self-generated questioning.

N. Munsakorn is with the Language Institute, Bangkok University, Bangkok, 12120, Thailand (e-mail: nuttanuch.m@bu.ac.th).


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.

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Executive Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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