TEACHING STRATEGIES FOR ENGLISH READING SKILLS AT SECONDARY SCHOOL LEVEL: A CASE STUDY OF BANGSOMBOON SUBDISTRICT, ONGKHARAK DISTRICT, NAKHON NAYOK PROVINCE

Abstract

This study aimed to examine strategies for teaching English reading skills among secondary school teachers in Bangsombun Subdistrict, with a focus on both current strategies and innovative teaching methods. The five participants were English teachers from all secondary schools in the area. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and median values. The results indicated that teachers’ overall opinions on strategies for teaching English reading skills were at the highest level (x̄ = 4.61, S.D. = 0.071). For current strategies, the highest-rated practices included using a variety of reading materials, implementing pre-reading activities, providing explicit vocabulary instruction, conducting guided reading in small groups, and applying scaffolding techniques (Med = 5 for all). For innovative teaching methods, the highest-rated practices were integrating multimedia resources, applying flipped classroom approaches, promoting collaborative learning, using technology-based platforms, and incorporating gamification elements (Med = 5 for all). The findings suggest that secondary schools employ a balanced combination of traditional and technology-enhanced strategies, effectively supporting comprehension, engagement, and motivation in English reading instruction.