The The Effect of Strategic Writing Techniques on Promoting Thai EFL Students' Writing Skills
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Abstract
The objective of this study were 1) to investigate the effect of strategic writing
techniques on promoting Thai EFL (English as a Foreign Language) students’ narrative writing
skills; and 2) to explore the students’ attitudes toward teaching strategic writing techniques.
The participants in this quasi-experimental research comprised 80 Thai EFL high school
students at the tenth grade or Mattayomsuksa 4 in the Northeast of Thailand. The participants were divided into 2 groups: 40 in an experimental group and 40 in a control
group. The students in the experimental group were taught by using the strategic writing
techniques via the combination of STOP strategy and POWER strategy while the students in
the control group were taught by using the traditional instruction. The research instruments
included a writing pre-test and post-test, a questionnaire, and a semi-structured interview.
The results of the study revealed that the students’ writing skills in the experimental group
with teaching strategic writing techniques outperformed the students’ writing skills in the
control group with traditional instruction. The mean score of the post-test of the
experimental group was 20.26, and the mean score of the post-test of the control group
was 12.67. There is a statistically significant difference at 0.01**. To conclude, the
implementation of the strategic writing techniques with the combination of STOP strategy
and POWER strategy was proved to be more effective in promoting students’ narrative writing
skills when compared to the traditional instruction. Moreover, the students demonstrated
positive attitude towards teaching strategic writing techniques at high level.
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