Fostering English Reading Ability of Thai EFL Science Pre-service Teachers through the Instruction of Cognitive Discourse Functions and Collaborative Strategic Reading in Science Related Theme: A CLIL Approach

Abstract

English reading comprehension is a core competence for pre-service science teachers because it enables access to scientific knowledge, supports learning from English-medium materials, and prepares future teachers for English-supported science instruction. This study examined whether integrating Collaborative Strategic Reading (CSR) with Cognitive Discourse Functions (CDFs) within a CLIL approach could enhance English science-text reading comprehension among Thai EFL preservice science teachers. An explanatory sequential mixed-methods design was embedded in a one-group pretest–post-test framework. The participants were 27 first-year pre-service science teachers in the Science Education program at a public university in Bangkok. The intervention employed CSR-CDF lesson plans built around science-related reading topics, integrating CSR routines with seven CDFs. Quantitative data were collected using a researcher-developed reading comprehension test. Qualitative data were gathered from weekly reflective journals and post-intervention focus-group interviews. The results showed significant gains in overall reading comprehension and all sub-skills. Qualitative findings indicated that CSR supported procedural understanding, while CDF-guided tasks clarified disciplinary meaning-making. Participants also reported greater confidence, productive peer-supported comprehension, and perceived transfer to future teaching practices. Future studies should replicate the intervention with comparison groups and larger samples across contexts. Process-focused data (e.g. observations/recordings of peer talk) would clarify how CSR and CDFs operate during reading. The transfer to written and oral scientific explanations should also be examined.