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EFL writing development among Thai university students: "Do students benefit from the explicit inclusion of discourse structure to develop their writing??

EFL writing development among Thai university students: "Do students benefit from the explicit inclusion of discourse structure to develop their writing??
EFL writing development among Thai university students: "Do students benefit from the explicit inclusion of discourse structure to develop their writing??
The objectives of this study are to assist Thai university students to develop their writing by using a teaching approach that focuses on the introduction of discourse within a genre approach based on the teaching and learning cycle of Feez (1998). This approach is considered suitable for an approach to teaching writing focused on discourse, because its design requires English language teachers to consider the importance of the whole text. It allows students to view texts as a whole, not in separated sentences, especially when they organise and connect ideas during writing.

The study draws on both qualitative and quantitative approaches. The quantitative approach concentrates on the development of the students? writing by comparing the mean scores from the initial and final writings of students. Forty students were requested to complete four writing assignment during the course. The data were analysed by employing a pair sample t-test to compare initial and final scores. The iii qualitative approach deals with how peer feedback helps promote reader awareness and the attitudes of students and teachers. The qualitative data were gathered by various instruments, such as questionnaires, interviews, students? reflective writing, peer feedback, and so on.

The results of the study revealed that: 1) students can perform better in writing ability, demonstrated from the overall scores. There is significant difference (p<.05) between the overall mean score in the final assignment and the initial assignment; 2) students are concerned about how to provide sufficient information for the readers. They understand the role of the writer, which is to provide more information for the readers, and are aware of the role of the reader; 3) the use of peer feedback is beneficial for students, and it also promotes student awareness of the sense of audience; 4) The attitudes of the students and teachers were positive towards teaching that focused on discourse structure. The students found that it was useful for them, because they realised how to connect and organise cohesive text; 5) most of the teachers noted that it was beneficial to be introduced to the way of teaching writing through approach focusing on discourse structure. 6. The modified version of Feez? cycle of teaching and learning is beneficial and support students to improve their writing through the course. 7. Portfolio assessment is an effective measure that helps students gauge their progress and allows them to see their writing improves in later drafts. 8. Students? reflective writing helps them promote their awareness of readers during the course.
Noonkhan, Khampee
7566adaa-f72a-405a-993c-6b8400db82b5
Noonkhan, Khampee
7566adaa-f72a-405a-993c-6b8400db82b5
Archibald, Alasdair
15b56a58-87df-4322-8367-70f4daff3f42
Scholfield, Phil
f263ec32-dc9b-46ac-9a84-515878b4a5e5
Wright, Vicky
5a4085ca-99b1-43d4-92e0-8b36edbcf93a
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Jenkins, Jennifer
7daf0457-86d0-4c08-af4b-79641d1f7fd0

(2012) EFL writing development among Thai university students: "Do students benefit from the explicit inclusion of discourse structure to develop their writing?? University of Southampton, School of Humanities, Doctoral Thesis, 249pp.

Record type: Thesis (Doctoral)

Abstract

The objectives of this study are to assist Thai university students to develop their writing by using a teaching approach that focuses on the introduction of discourse within a genre approach based on the teaching and learning cycle of Feez (1998). This approach is considered suitable for an approach to teaching writing focused on discourse, because its design requires English language teachers to consider the importance of the whole text. It allows students to view texts as a whole, not in separated sentences, especially when they organise and connect ideas during writing.

The study draws on both qualitative and quantitative approaches. The quantitative approach concentrates on the development of the students? writing by comparing the mean scores from the initial and final writings of students. Forty students were requested to complete four writing assignment during the course. The data were analysed by employing a pair sample t-test to compare initial and final scores. The iii qualitative approach deals with how peer feedback helps promote reader awareness and the attitudes of students and teachers. The qualitative data were gathered by various instruments, such as questionnaires, interviews, students? reflective writing, peer feedback, and so on.

The results of the study revealed that: 1) students can perform better in writing ability, demonstrated from the overall scores. There is significant difference (p<.05) between the overall mean score in the final assignment and the initial assignment; 2) students are concerned about how to provide sufficient information for the readers. They understand the role of the writer, which is to provide more information for the readers, and are aware of the role of the reader; 3) the use of peer feedback is beneficial for students, and it also promotes student awareness of the sense of audience; 4) The attitudes of the students and teachers were positive towards teaching that focused on discourse structure. The students found that it was useful for them, because they realised how to connect and organise cohesive text; 5) most of the teachers noted that it was beneficial to be introduced to the way of teaching writing through approach focusing on discourse structure. 6. The modified version of Feez? cycle of teaching and learning is beneficial and support students to improve their writing through the course. 7. Portfolio assessment is an effective measure that helps students gauge their progress and allows them to see their writing improves in later drafts. 8. Students? reflective writing helps them promote their awareness of readers during the course.

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More information

Published date: December 2012
Organisations: University of Southampton, Faculty of Humanities

Identifiers

Local EPrints ID: 367119
URI: http://eprints.soton.ac.uk/id/eprint/367119
PURE UUID: f07aae7d-f540-41fa-9360-f7f7e89b96f7

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Date deposited: 23 Oct 2014 09:24
Last modified: 18 Jul 2017 02:03

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Contributors

Author: Khampee Noonkhan
Thesis advisor: Alasdair Archibald
Thesis advisor: Phil Scholfield
Thesis advisor: Vicky Wright
Thesis advisor: Rosamond Mitchell
Thesis advisor: Jennifer Jenkins

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