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Integrating adapted approaches of writing instructions with alternative assessment to improve academic writing ability
Tuvachit, Vorakorn1, Soontornwipast, Kittitouch2.
This study aims to find whether the adapted approaches of writing instructions and alternative
assessment could improve the students’ academic writing ability. This classroom-based action
research was initiated from the observation and reflection of the researchers as English academic
writing instructors in tertiary education. It was observed that students had difficulties improving
their academic writing ability. The preliminary investigations revealed that the problem was
caused by the dependence on a single approach of instruction and summative assessment. Adapting
the strengths of different approaches of writing instructions: the product approach, process
approach, genre approach and process-genre approach, the intervention was designed. Alternative
forms of assessment were integrated in the pedagogy for their potentials in promoting learning.
Through the steps of plan, act, observe, and reflect of action research, data on benefits and
shortcomings of the intervention were analyzed and used in reshaping the instructions. Results
from the statistical analysis of the discrepancy between the pre-test and post-test revealed that the
intervention significantly improved the students’ academic writing ability. Besides, the findings
from multiple sources also showed that the students developed positive opinion towards this
pedagogical approach. Finally, this study offers informed knowledge on factors to consider in
using the adapted approaches of writing instructions.
Affiliation:
- Thammasat University, Thailand
- Thammasat University, Thailand
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MyJurnal (2021) |
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Immediacy Index
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