Enhancing English Writing Ability in Grade 4 Students Using a Context-Adaptive Learning Model with a Process-Based Approach
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Abstract
Writing is among the most challenging skills for young learners of English as a Foreign Language (EFL), particularly in Thai primary classrooms where writing instruction often focuses on rote copying rather than meaningful text production. This study aimed to enhance Grade 4 students’ English writing ability by integrating a Context-Adaptive Learning Model (CALM) with a Process-Based Approach (PBA). Sixteen students participated in four CALM–PBA instructional cycles over eight hours using an action research design with pre- and post-testing. Quantitative results revealed substantial improvement in students’ writing performance: the mean post-test score (M = 87.32%) was significantly higher than the pre-test (M = 38.92%), t(15) = 18.45, p < .001, with a very large effect size (d = 4.05). Qualitative analysis of students’ drafts showed clear progress in idea organization, vocabulary range, sentence variety, and grammatical accuracy. Learners’ writing developed from short, fragmented sentences to coherent, well-structured paragraphs demonstrating greater fluency and syntactic control. In addition, the engagement questionnaire indicated a high overall level of student engagement (M = 4.13 / 5), reflecting positive attitudes toward contextualized, scaffolded, and collaborative writing lessons. These findings confirm that integrating CALM, emphasizing diagnostic assessment, contextual relevance, and adaptive support, with the recursive stages of PBA provides a structured yet flexible framework for enhancing writing ability, fostering motivation, and supporting meaningful literacy development among young EFL learners.
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