THE EFFECT OF LITERATURE-BASED INSTRUCTION ON READING MOTIVATION AND WILLINGNESS TO COMMUNICATE OF THAI COLLEGIATE STUDENTS

Abstract

This research delves into the effects of literature-based instruction on the reading motivation and willingness to communicate among Thai collegiate students, utilizing a mixed-methods approach. The 16-week intervention incorporated a Thematic Language and Literacy Learning Package (TLLLP), incorporating narratives, theatrical production, and fictional prose. Quantitative analysis of pre- and post-intervention assessments indicated a significant enhancement in both reading motivation (t (20) = -7.31, p < .000, η2 =.731) and classroom communication willingness (t (20) = -6.40, p < .000, η2 =.-6.40). Although weak relationships were noted in writing skills (r = .29, .30), there was a moderate positive linear correlation between reading motivation and willingness to communicate. Qualitative insights from interviews, journals, and observations reinforced these outcomes, highlighting the constructive influence of literature-based instruction on participants' confidence, peer interaction, and language proficiency. The study recommends the integration of literature-based approaches in English as a Foreign Language (EFL) instruction, underscoring the benefits for enhancing reading motivation and communication willingness, and advocating for a transition toward communicative language teaching strategies.