This study aimed to investigate the effect of strategic writing techniques in enhancing Thai EFL students' writing skills. However, the experimental group that received strategic writing techniques did better than the control group that received traditional instruction.
INTRODUCTION
- Background
- Purpose of the research
- Scope of the research
- Significance of the study
- Definitions of terms
- Thai EFL students
- Strategic writing techniques
- Narrative writing
- Students’ attitudes
After eight weeks of implementation, a post-test was administered to measure students' writing skills. The questionnaire was used after the eighth week of instruction to investigate students' attitudes toward teaching strategic writing techniques.
LITERATURE REVIEW
Nature of Writing
They are also encouraged to express their ideas, experience, thinking and feeling through their writing. To summarize, writing is the primary essential language skill for students to express their ideas and thoughts.
Micro and Macro skills of Writing
When authors write, they not only keep their writing purpose in mind, but also think about how to organize them into a composition. In conclusion, we can say that micro-skills apply more appropriately to imitative and intensive types of writing performance, in which they tend to describe the mechanics of writing and at the word level, for example, cohesive devices, in time past. verbs etc.
Writing Strategies
- STOP Strategy and POWER Strategy Model
- Purpose of using the combination of STOP strategy and the POWER
S' at the first stage is a combination of the 'S of suspending judgement' of the STOP model and the 'P of choosing ideas' of the POWER model. At this stage, students are asked to re-read what they wrote in the first draft.
Types of Writing
- Narrative writing
Students can create and organize their ideas, manage their writing process, and the possibilities to evaluate the accuracy of grammar usage, mechanics, subject-verb agreement in writing at the end of the writing process through this technique. The information is presented with sensory details and vivid descriptions to capture the attention of the.
Writing Instruction in ESL/ EFL Contexts
- Product Approach
- Process Approach
- Genre Approach
The teacher's role in the classroom writing process is to help students demonstrate their potential. By responding to the readers, students develop an awareness of what the author is like.
Roles of Teacher in Writing Instruction
For example, teachers act as planners to plan and manage learning and teaching in the appropriate process of writing assignments to achieve the knowledge objective. Teachers act as coaches to guide students in the right way of writing assignments appropriately.
Writing Assessment
- Holistic Scoring
- Analytic Scoring
- Trait-Based Scoring
Fairly clear ideas, moderately organized and relatively coherent, only minor grammatical errors, good vocabulary and some spelling and punctuation errors. Missing ideas, poorly organized and generally incoherent, constant grammatical errors, very poor vocabulary and many spelling and punctuation errors.
Writing Skills in Upper Secondary School
It is not surprising, then, that many raters consider multi-attribute scoring to be the ideal scoring procedure for writing assignments. Moreover, the final score of students' writing skills is the sum of those five aspects for writing that will demonstrate the validity and reliability of the results after appropriately assessing or testing narrative paragraph writing.
Related Research Studies
- Related Studies in Global Contexts
- Related Studies in Thai Contexts
On the other hand, some researchers studied and determined the effect of writing strategies on teaching students' writing skills and students' attitudes toward the use of strategic writing techniques instruction accordingly. English writing composition tests collected research instruments for measuring students' writing ability and writing strategies inventory questionnaires. These previous studies have provided significant benefits to students' writing skills in the effective use of different writing strategies.
Finally, develop students' writing skills and solve the problem of writing a narrative paragraph. However, she was still not exposed to the combination of the STOP strategy and the POWER strategy in promoting students' writing skills.
Summary of the Chapter
RESEARCH METHODS
- Participants and Setting
- Research Instruments
- Writing Test
- Questionnaire
- Semi-Structured Interview
- Data Collection Procedure
- Data Analysis
- Summary
The questionnaire included students' attitudes towards the use of a combination of the STOP strategy and the POWER strategy. The second part examines students' attitudes toward teaching strategic writing techniques in narrative writing. Research Question 2: What are students' attitudes toward teaching strategic writing techniques in narrative paragraph writing.
Most of the students showed positive attitudes towards the teaching of strategic writing techniques in narrative writing. Table 13, 14 and 15 below revealed the students' attitudes towards the teaching of strategic writing techniques from the semi-structured interview.
RESULTS
Introduction
This chapter presents the findings of the study in relation to the two research questions mentioned in the first chapter. Results were investigated based on students' writing skills and attitudes after completing seven levels of writing instruction. An analysis of the pre-test and post-test results of students' writing skills was presented.
The third part presents additional findings from qualitative data from focus group interviews regarding the teaching of strategic writing techniques.
The effects of strategic writing techniques on the students’ writing skills
- Results from the comparison of the pretest and post test scores of English
This finding indicates that there was a significant difference between the mean scores of students' pre- and post-test writing skills at the 0.001 level of significance (p<0.001). This result shows that there was a significant difference between the mean scores of students' pre- and post-test writing skills at the 0.001 level of significance (p<0.001). The results showed that both the experimental and control groups achieved significantly higher scores on the post-test than on the pre-test.
The findings indicated that the improvement of the students' writing skills was statistically different between the experimental group and the control group (t = 12.610, p < . 0.001).
The students’ attitudes toward teaching strategic writing techniques in narrative
- The results from the post-intervention questionnaire
- Students’ attitudes toward teaching strategic writing techniques
- Students’ attitudes toward teaching strategic writing techniques
- Students’ attitudes toward teaching strategic writing techniques
- Students’ attitudes toward teaching strategic writing techniques
The mean scores of students' attitudes toward learning strategic writing techniques in a narrative paragraph on content writing are shown in Table 8 below. The mean scores of students' attitudes toward learning strategic writing techniques regarding the organization of writing are shown in Table 9 below. The mean scores of students' attitudes toward learning strategic writing techniques related to writing vocabulary are shown in Table 10 below.
The mean scores of students' attitudes towards teaching strategic writing techniques regarding grammar use of writing were presented in Table 11 below. The mean scores of students' attitudes toward teaching strategic writing techniques regarding the mechanics of writing were presented in Table 12 below.
The results from the semi-structured interview
6 Student 1 Yes, some of my friends had some problems using grammar in their paper, and I used these error points to compare with mine. Also, I could learn and remember some of the vocabulary that my friends wrote in their section to apply and use in my daily life. I saw some of my friends make mistakes in using vocabulary so I could know how to improve my own paragraph.
Peer evaluation helped me in terms of using the mechanism correctly and I could use my friends' paragraph errors to improve my paper. Giving feedback to friends helped me to understand which sentences my friends forgot to add mechanics or which sentences my friends should not add mechanics.
Summary of this chapter
The purpose of organizing is to provide the students with the structure of the narrative paragraph. Arege (2015) argues that corrective feedback from the teacher can improve the students' motivation in writing. To emphasize the effectiveness of the teacher's feedback in this study, the students showed a positive meaning at a high level in the questionnaire.
It is the stage that emphasizes students' accuracy in the whole process of writing. Appendix H: Validation of the semi-structured interview questions Appendix I: The examples of the students' writing tests.
DISCUSSION AND CONCLUSION
Discussion
- The students’ improvement in writing skills
- The implementation of STOP strategy combined with POWER strategy 60
In the beginning, students were asked to brainstorm as much as possible about what they would write. In this study, the teacher used a pattern guideline model to determine and encourage students in organizing narrative paragraph writing. Students were then asked to rearrange the right side of the order of the event in their story.
According to the students' answers in the interview, the qualitative data from the semi-structured interview were extracted as follows. Some of the students may be bored and unmotivated to write and produce the effective paper.
Pedagogical Implications
In the same way, some of the students were worried and avoided correcting their classmates' papers because they had insufficient knowledge of grammar, vocabulary and they lacked confidence to correct their friends' papers. In the writing stage of the implementation, the students were taught using mind mapping and pattern guideline models to support the students' view of generating ideas, compiling content, managing data, and effectively organizing ideas and paragraphs, including the necessary grammar instruction used in writing. In the writing phase of the implementation, the students were asked to write the first draft based on the primary information organized in the previous stage.
In addition, students can reorganize what was planned and add more details missing from the paragraph to supplement their ideas and content in their draft. Therefore, this present study illustrated that the use of strategic writing techniques with the combination of STOP and POWER strategy through seven abbreviated stages (S, T, O, W, P, E, R) can improve students' writing skills in narrative paragraph about content, organization, use of grammar, vocabulary and mechanics effectively.
Conclusion
This is a great way for the students to complete their final draft and to increase the students' accuracy in the effective use of grammar, vocabulary and mechanics.
Recommendations for further study
In addition, strategic writing techniques should be taught based on multiple genres of writing, such as writing as a process, writing as a product, and writing as a genre, in order to improve students' writing performance accordingly and encourage teachers to use different techniques in teaching. to effectively improve students' writing performance in different contexts. The relationship between different methods of teacher correction feedback and students' writing fluency in Botswana. An investigation of Thai learners' English language writing difficulties and their use of writing strategies.
The effectiveness of portfolio assessment on EFL students' writing performance: the case of third-year high school students in Algeria. Improving students' performance in writing descriptive text using the Prepare, Organize, Write, Edit, Rewrite (POWER) strategy.
The Examples of the Students’ Writing Test
Teacher teaches the students simple past tense that will be used to write in the paragraph. Using mind maps helped me manage and capture the important ideas in my paper. I learned how to tell my story in the past from the teacher's simple past tense instruction.
22 Reading the story model of narrative paragraphs improved my understanding of the correct use of writing mechanics. Evaluating my friends' paragraph improved my ability to use writing mechanism appropriately in my paragraph. Do you think the simple past tense instruction affects your use of grammar in your writing?
It helped me know where the grammar errors are and spot my own mistakes.
