Utilizing Mobile Writing Mentor Text Approach for the Writing Skills Development of Upper Secondary English Program Students
Keywords:
Mobile writing, Mentor text approach, Mobile-Assisted Language Learning (MALL)Abstract
Secondary school students encounter difficulties in improving their writing skills. Studies showed that in Thailand, where smartphone usage is widespread and typing has become the dominant mode of communication, mobile technology presents a promising tool for writing development. This study explores the potential of mobile technology to improve the writing skills of Thai upper secondary students. The Mobile Writing Mentor Text Approach (MWMTA), a Mobile-Assisted Language Learning (MALL) method, was employed to enhance students’ writing abilities. This study utilized a quasi-experimental design to implement the Mobile Writing Mentor Text Approach (MWMTA) over a course of three weeks. Students engaged in the writing process through mobile devices, from analyzing mentor texts and organizing ideas to drafting essays. Post-lesson surveys and short interviews were conducted to assess student attitudes. Results of the pre- and post-test analysis of the students’ writing scores indicated an overall improvement in their writing skills, with specific gains in content and organization. Furthermore, students consistently expressed a positive attitude towards mobile devices for their writing tasks. The findings suggest that mobile writing holds promise for enhancing writing skills in English language classrooms in Thailand and warrant further investigation.
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