A Study of The Actual States, Desirable States and Priority Needs of The Development of Mobile Learning Activities Using the CIRC Technique to Enhance Creative Writing Skills

Abstract

Writing is a crucial language skill, with creative writing being a particular form that leverages experience and imagination. National testing data reveals that a majority of students exhibit room for improvement in their reading and writing abilities. The problems and shortcomings in students' creative writing can be summarized as follows. Students do not know how to begin writing. They are unable to write and communicate correctly and clearly. This piqued the researcher's interest in enhancing these skills further. The objective of this study were 1) to investigate the current state and desirable of Thai language teachers in developing mobile learning activities combined with the CIRC technique to promote creative writing skills 2) to study the needs in developing mobile learning activities combined with the CIRC technique to promote creative writing skills among 394 primary school teachers teaching Thai. A stratified sampling method was used, and a 5-level rating scale questionnaire served as the research instrument. Data analysis tools included frequency distribution, percentages, mean values, standard deviation, and a priority ranking of needs through the Modified Priority Need Index (PNI_modified) method.

            The research findings showed that the actual state is at a moderate level, with the highest average value indicating that teachers demonstrate care, give compliments, and provide reinforcement (  =3.67). Expectations are also at a moderate level, with the highest average value showing that teachers organize teaching activities emphasizing the integration of reading and writing skills for the students.  (  =3.78). The ranking of necessary improvements in learning activity development reveals that the learning environment (PNI_modified = 0.44) is the top priority. This includes 1) the use of diverse applications by teachers in teaching writing, 2) the creation of an engaging learning atmosphere that makes learning enjoyable and happy for students, and 3) a challenging and up-to-date learning environment created by teachers.