The Effects of the Process Writing Approach on Thai Essay Writing Ability of Grade 6 Students: A Time Series Experiment
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Abstract
This research aims to: (1) compare the Thai essay writing ability of Grade 6 students before and after instruction using the process writing approach; (2) compare the Thai essay writing ability between students taught using the process writing approach and those taught using the traditional approach; and (3) examine the retention of Thai essay writing ability among students taught using the process writing approach. This study employed a time series quasi-experimental design. The sample consisted of sixty-nine Grade 6 students. The research instruments included: (1) lesson plans based on the process writing approach and the traditional approach; (2) a feedback manual for evaluating Thai essay writing; (3) a Thai essay writing assessment form; and (4) an assessment rubric for evaluating Thai essay writing. Data were analyzed using mean, standard deviation, dependent samples t-test, and repeated measures ANOVA. The findings were as follows: (1) The Thai essay writing ability of students significantly improved after being taught using the process writing approach (p < .05). (2) Students taught using the process writing approach demonstrated significantly higher essay writing ability than those taught using the traditional approach (p < .05). (3) Students who learned through the process writing approach retained their Thai essay writing ability over time at a statistically significant level (p < .05).
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