Instructional Strategies for Teaching Reading and Writing in Social Sciences and Humanities in Buddhist Higher Education
คำสำคัญ:
1. Reading and Writing in Social Sciences and Humanities; 2. Buddhist Cognitive Development; 3. Buddhist Higher Education; 4. SQ5R; 5. Critical Reading for Reading to Writing
บทคัดย่อ
This academic article aims to 1) study the nature and importance of the course Reading and Writing in Social Sciences and Humanities, and 2) propose instructional strategies for teaching reading and writing in social sciences and humanities in Buddhist higher education.
The study found that the course Reading and Writing in Social Sciences and Humanities is vital in higher education for developing critical reading, analytical writing, advanced thinking skills, and reading to writing. Within a Buddhist higher education framework, it further emphasizes reflective practice, ethical awareness, and the responsible integration of digital tools and AI to enhance meaningful learning.
The study proposed instructional strategies for teaching Reading and Writing in Social Sciences and Humanities in Buddhist Higher Education as a new body knowledge through the integration of four major dimensions under the framework of Buddhist Cognitive Development:
1) Academic Literacy Development and Social Learning, which emphasizes critical reading, academic writing, and connecting learning with real-world social issues; 2) Reflective and Mindful Learning, which promotes reflective writing, self-awareness, mindfulness, contemplative reading, and SQ5R learning processes; 3) Collaborative Learning, which supports discussion-based learning, collaborative learning, Task-Based Learning (TBL), Teams-Games-Tournaments (TGT), and Project-Based Learning; and 4) Ethical AI and Digital Learning, which encourages AI-assisted learning, digital literacy, responsible AI use, and academic integrity. Furthermore, the study also proposed process-oriented and reflective assessment approaches, including writing development assessment, collaborative participation assessment, reflective assessment, and co-constructed assessment, to promote both academic competence and ethical awareness among learners in Buddhist higher education.
บรรณานุกรม
Apairach, S. (2023). Going the extra miles in a reading lesson: Insights from a Thai EFL classroom. LEARN Journal, 16(1), 320-338.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1992). Constructivism and the Technology of Instruction. Imprint Routledge.
Charoentampanya, P., Faengkot, P., Phiwhlueng, A., Kunloedkasem, S., & Pilaschuanpit, S. (2026). An improvement of English reading skills through SQ5R for Grade 10 students at Debsirin Chiang Mai School. Journal of Language and Cultural Studies, 5(1), 13–23.
Chuenchaichon, Y. (2022). The problems of summary writing encountered by Thai EFL students: A case study of the fourth year English major students at Naresuan University. English Language Teaching, 15(6), 15–31.
Cotakum, S. (2021). Development of the instructional organization material about reading and writing in Thai language subject using virtual digital media on the Android operating system for 5th graders. Journal of Education Rajabhat Maha Sarakham University, 18(1), 177–189.
Demetriades, C. (2002). Thai EFL learner writing errors: A pre-research study of Thai high-intermediate undergraduate writing errors, attitudes to writing and a genre-based solution. Journal of Liberal Arts, Thammasat University, 2(2), 83-99.
Dujsik, D. (2014). Plagiarism in Thai EFL academic writing: Causes, consequences, and solutions. University of the Thai Chamber of Commerce Journal Humanities and Social Sciences, 34(2), 194–207.
Freire, P. (2012). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New York: Continuum International Publishing Group.
Hidayat, N., & Setiawan, S. (2020). Developing supporting reading materials for English subject. Journal of Language Teaching and Learning, Linguistics and Literature, 8(1), 175–188.
Ibrohimova, M. M. q. (2025). Technology-enhanced writing instruction for digital-age learners. Worldwide Cross-Disciplinary Research, 1(1).
Iman, A. N. H., Naseem, A., & Safdar, S. (2024). Reflective learning at the university level: A qualitative study from the student’s perspective. Journal of Development and Social Sciences, 5(1), 46–56.
Insuwan, C., & Thongrin, S. (2024). Empowering Thai EFL Learners as Critical Thinkers and Skilled Writers. rEFLections, 32(1), 487-520.
Insuwan, C., & Thongrin, S. (2025). Empowering Thai EFL learners as critical thinkers and skilled writers: A genre-based approach with critical pedagogy. rEFLections, 32(1), 487–520.
Jamjaroen, A., & Keeratichamroen, W. (2021). A study of English reading and communicative writing skills of Grade 12 students using task-based learning. NRRU Community Research Journal, 16(3), 249–260.
Kaenmanee, S., Bunthong, P. P. A. (Boonthong), & Intem, N. (2026). The application of mindfulness in teaching and learning. Journal of Kosai Science, 1(1), 76–88.
Khathayut, P. (2024). Investigating critical reading strategies and challenges among Thai EFL university students. International Journal of Learning, Teaching and Educational Research, 24(12), 318–336.
Kitikun, K. (2017). The development of mindfulness in primary school students. Chulalongkorn University Press.
Kositchaivat, S. (2025). Integrating process genre and task-based approaches to enhance academic reading and writing skills among Thai undergraduates. Journal of Education and Learning, 14(6), 446-460.
Kositchaivat, S. (2025). Integrating process genre and task-based approaches to enhance academic reading and writing skills among Thai undergraduates. Journal of Education and Learning, 14(6), 446–460
Levine, L. E., & Munsch, J. Child Development : An Active Learning Approach. California: SAGE Publication, Inc., 2011.
Lukman. (2024). The role of technology-enhanced learning in developing EFL writing academic. English Teaching and Applied Linguistics Journal, 1(1), 54–68.
Matere, A., & Oranga, J. (2025). Technology enhanced learning and teaching in higher education institutions in the 21 century: Benefits and challenges. Journal of the Kenya National Commission for UNESCO, 5(2), 1–14.
Mudulia, M. A., Ayiro, L. P., & Kipsoi, E. (2017). Relationship between forms of career guidance, academic performance and subsequent career choice of high school girls: A case of Vihiga County, Kenya. Journal of Education and Practice, 8(15), 194–203.
Osanloo, N., & Kolahi, S. (2016). The comparative effect of direct and indirect corrective feedback in process-based vs. product-based writing instruction on EFL learners’ writing performance. The Journal of Applied Linguistics, 9(19), 84–103.
Phalamee, L., & Nethanomsak, T. (n.d.). The development of English reading and writing skills of Prathom Suksa 6 students by project work. Journal of Education Graduate Studies Research, Khon Kaen University, (4), 146-152.
Phra Brahmagunabhorn (P. A. Payutto). (2016). Buddhadhamma (32nd ed.). Nakhon Pathom: Wat Nyanavesakavan. Retrieved from Wat Nyanaves Full Text
Phrakhrupunyaphisan (Katapunyo), W., Somkhaoyai, T., & Chairueang, K. (2025). The responsibilities of Thai children in the AI era: Adapting, learning, and creating value in a globalized world. JAE: Journal of Applied Education, 3(5), 109–122.
Pumpachart, T., & Tiangtrong, P. (2024). The enhancing critical reading skills through instruction: A combination of guided discovery learning and metacognitive strategies. Journal of Roi Kaensarn Academi, 9(5), 788-803.
Rodsawang, S. S. (2017). Writing problems of EFL learners in higher education: A case study of the Far Eastern University. FEU Academic Review, 11(1), 98–112.
Saensuk, P., & Duangkamnoi, S. (2023). The development of English vocabulary pronunciation and writing abilities using phonics learning method and multimedia games for Grade 3 students, Journal name unavailable, 13(4), 34-45.
Samarnpun, J., Songsukrujiroad, S., & Thipatdee, G. (2025). The development of English reading skills using TGT cooperative learning technique for the six graders. Buabundit Journal of Educational Administration, 25(2), 114-126.
Sani, S. M., Kurniawati, N., & Nurwanti, D. I. (2017). The use of reflective writing to improve students’ writing and critical thinking skills. In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017), 331-335.
Sari, A. W., Amalia, N., Emelia, T. W., & Arifin, M. (2024). Teaching materials for reading in a professional context to improve the reading skills of English education program students. Jurnal Penelitian dan Pengembangan Pendidikan, 8(1), 166–178.
Somabutra, A. (2013). Constructivist theory. Teacher Weekly. Retrieved May 22, 2026, from https://teacherweekly.wordpress.com/2013/09/25/constructivist-theory/
Sriboonwong, L., & Chosang, S. (2023). Effects of learning through reflective practices on breastfeeding promotion using Thai herbs on reflection behavior of nursing students. Journal of Nursing and Health Science Research, 15(1), 119–132.
Srichote, P., Worathumrong, S., & Yimwilai, S. (2023). Enhancing English reading comprehension of Thai secondary school students through the integration of technology into task-based language teaching. Ratchaphruek Journal, 21(1), 152–166.
Suwannasom, T. (2025). Informality features in Thai EFL academic writing. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 8(3), 286–300.
Suwannatrai, L., Thumawongsa, N., & Chumpavan, S. (2022). English instruction difficulties perceived by teachers in English as a foreign language (EFL) classrooms at the university level in Thailand. Rajapark Journal, 16(47), 23-38.
Suwarti, I. (2024). Portfolio as an authentic assessment instrument in writing instruction: A literature review study. Proceeding of International Seminar on Humanity, Education, and Language, 1(1), 325-339.
Wichanee, T., & Thongrin, S. (2024). Critical consciousness development through teaching English reading: A context of EFL students in Thailand’s Northeastern area. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 440–466.
Zhao, H., & Zhao, B. (2023). Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning. Language Teaching Research, 27(3), 765-793.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1992). Constructivism and the Technology of Instruction. Imprint Routledge.
Charoentampanya, P., Faengkot, P., Phiwhlueng, A., Kunloedkasem, S., & Pilaschuanpit, S. (2026). An improvement of English reading skills through SQ5R for Grade 10 students at Debsirin Chiang Mai School. Journal of Language and Cultural Studies, 5(1), 13–23.
Chuenchaichon, Y. (2022). The problems of summary writing encountered by Thai EFL students: A case study of the fourth year English major students at Naresuan University. English Language Teaching, 15(6), 15–31.
Cotakum, S. (2021). Development of the instructional organization material about reading and writing in Thai language subject using virtual digital media on the Android operating system for 5th graders. Journal of Education Rajabhat Maha Sarakham University, 18(1), 177–189.
Demetriades, C. (2002). Thai EFL learner writing errors: A pre-research study of Thai high-intermediate undergraduate writing errors, attitudes to writing and a genre-based solution. Journal of Liberal Arts, Thammasat University, 2(2), 83-99.
Dujsik, D. (2014). Plagiarism in Thai EFL academic writing: Causes, consequences, and solutions. University of the Thai Chamber of Commerce Journal Humanities and Social Sciences, 34(2), 194–207.
Freire, P. (2012). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New York: Continuum International Publishing Group.
Hidayat, N., & Setiawan, S. (2020). Developing supporting reading materials for English subject. Journal of Language Teaching and Learning, Linguistics and Literature, 8(1), 175–188.
Ibrohimova, M. M. q. (2025). Technology-enhanced writing instruction for digital-age learners. Worldwide Cross-Disciplinary Research, 1(1).
Iman, A. N. H., Naseem, A., & Safdar, S. (2024). Reflective learning at the university level: A qualitative study from the student’s perspective. Journal of Development and Social Sciences, 5(1), 46–56.
Insuwan, C., & Thongrin, S. (2024). Empowering Thai EFL Learners as Critical Thinkers and Skilled Writers. rEFLections, 32(1), 487-520.
Insuwan, C., & Thongrin, S. (2025). Empowering Thai EFL learners as critical thinkers and skilled writers: A genre-based approach with critical pedagogy. rEFLections, 32(1), 487–520.
Jamjaroen, A., & Keeratichamroen, W. (2021). A study of English reading and communicative writing skills of Grade 12 students using task-based learning. NRRU Community Research Journal, 16(3), 249–260.
Kaenmanee, S., Bunthong, P. P. A. (Boonthong), & Intem, N. (2026). The application of mindfulness in teaching and learning. Journal of Kosai Science, 1(1), 76–88.
Khathayut, P. (2024). Investigating critical reading strategies and challenges among Thai EFL university students. International Journal of Learning, Teaching and Educational Research, 24(12), 318–336.
Kitikun, K. (2017). The development of mindfulness in primary school students. Chulalongkorn University Press.
Kositchaivat, S. (2025). Integrating process genre and task-based approaches to enhance academic reading and writing skills among Thai undergraduates. Journal of Education and Learning, 14(6), 446-460.
Kositchaivat, S. (2025). Integrating process genre and task-based approaches to enhance academic reading and writing skills among Thai undergraduates. Journal of Education and Learning, 14(6), 446–460
Levine, L. E., & Munsch, J. Child Development : An Active Learning Approach. California: SAGE Publication, Inc., 2011.
Lukman. (2024). The role of technology-enhanced learning in developing EFL writing academic. English Teaching and Applied Linguistics Journal, 1(1), 54–68.
Matere, A., & Oranga, J. (2025). Technology enhanced learning and teaching in higher education institutions in the 21 century: Benefits and challenges. Journal of the Kenya National Commission for UNESCO, 5(2), 1–14.
Mudulia, M. A., Ayiro, L. P., & Kipsoi, E. (2017). Relationship between forms of career guidance, academic performance and subsequent career choice of high school girls: A case of Vihiga County, Kenya. Journal of Education and Practice, 8(15), 194–203.
Osanloo, N., & Kolahi, S. (2016). The comparative effect of direct and indirect corrective feedback in process-based vs. product-based writing instruction on EFL learners’ writing performance. The Journal of Applied Linguistics, 9(19), 84–103.
Phalamee, L., & Nethanomsak, T. (n.d.). The development of English reading and writing skills of Prathom Suksa 6 students by project work. Journal of Education Graduate Studies Research, Khon Kaen University, (4), 146-152.
Phra Brahmagunabhorn (P. A. Payutto). (2016). Buddhadhamma (32nd ed.). Nakhon Pathom: Wat Nyanavesakavan. Retrieved from Wat Nyanaves Full Text
Phrakhrupunyaphisan (Katapunyo), W., Somkhaoyai, T., & Chairueang, K. (2025). The responsibilities of Thai children in the AI era: Adapting, learning, and creating value in a globalized world. JAE: Journal of Applied Education, 3(5), 109–122.
Pumpachart, T., & Tiangtrong, P. (2024). The enhancing critical reading skills through instruction: A combination of guided discovery learning and metacognitive strategies. Journal of Roi Kaensarn Academi, 9(5), 788-803.
Rodsawang, S. S. (2017). Writing problems of EFL learners in higher education: A case study of the Far Eastern University. FEU Academic Review, 11(1), 98–112.
Saensuk, P., & Duangkamnoi, S. (2023). The development of English vocabulary pronunciation and writing abilities using phonics learning method and multimedia games for Grade 3 students, Journal name unavailable, 13(4), 34-45.
Samarnpun, J., Songsukrujiroad, S., & Thipatdee, G. (2025). The development of English reading skills using TGT cooperative learning technique for the six graders. Buabundit Journal of Educational Administration, 25(2), 114-126.
Sani, S. M., Kurniawati, N., & Nurwanti, D. I. (2017). The use of reflective writing to improve students’ writing and critical thinking skills. In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017), 331-335.
Sari, A. W., Amalia, N., Emelia, T. W., & Arifin, M. (2024). Teaching materials for reading in a professional context to improve the reading skills of English education program students. Jurnal Penelitian dan Pengembangan Pendidikan, 8(1), 166–178.
Somabutra, A. (2013). Constructivist theory. Teacher Weekly. Retrieved May 22, 2026, from https://teacherweekly.wordpress.com/2013/09/25/constructivist-theory/
Sriboonwong, L., & Chosang, S. (2023). Effects of learning through reflective practices on breastfeeding promotion using Thai herbs on reflection behavior of nursing students. Journal of Nursing and Health Science Research, 15(1), 119–132.
Srichote, P., Worathumrong, S., & Yimwilai, S. (2023). Enhancing English reading comprehension of Thai secondary school students through the integration of technology into task-based language teaching. Ratchaphruek Journal, 21(1), 152–166.
Suwannasom, T. (2025). Informality features in Thai EFL academic writing. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 8(3), 286–300.
Suwannatrai, L., Thumawongsa, N., & Chumpavan, S. (2022). English instruction difficulties perceived by teachers in English as a foreign language (EFL) classrooms at the university level in Thailand. Rajapark Journal, 16(47), 23-38.
Suwarti, I. (2024). Portfolio as an authentic assessment instrument in writing instruction: A literature review study. Proceeding of International Seminar on Humanity, Education, and Language, 1(1), 325-339.
Wichanee, T., & Thongrin, S. (2024). Critical consciousness development through teaching English reading: A context of EFL students in Thailand’s Northeastern area. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 440–466.
Zhao, H., & Zhao, B. (2023). Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning. Language Teaching Research, 27(3), 765-793.
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2026-08-04
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