چکیده (انگلیسی):

The purposes of this study were to develop the instructional model for enhancing self-directed
learning skills of Bangkok University students, study the impacts of the model on their English
reading comprehension and self-directed learning ability as well as explore their opinion towards
self-directed learning. The model development process consisted of a review of literature, the
design of the learning model, and evaluation of its effectiveness by experts’ validation and
implementation of the model in the classroom. The research instruments included 1) the Honey
and Mumford’s Learning Style Questionnaire used to divide the students into four groups: activist,
reflector, theorist, and pragmatist, 2) self-directed learning readiness scale created by
Guglielmino, 3) a reading comprehension test, and 4) an opinion questionnaire towards selfdirected learning. Over 12 weeks, the designed Self-directed Learning Instructional Model was
employed with 120 students enrolled in Fundamental English I course in the first semester of 2010
academic year. Then the data were analyzed by mean, standard deviation, t-test, and One-way
Analysis of Variance. Regarding the effectiveness of instructional model, the experts accepted that
the model was appropriate. From implementing the model in class, it was found that the English
reading proficiency mean scores of the post-test of students in four learning styles were
significantly higher than those of the pre-test (p<.05). Moreover, the post-test mean scores of selfdirected learning ability of students in four learning styles were significantly higher than the pre test mean scores (p<.05). The students had a high level of opinion towards self -directed learning.
The findings suggest that self-directed learning environment be provided for students to enhance
their reading skill and self-directed learning ability.