ENGLISH LEARNING MANAGEMENT FOCUSING ON PROBLEM-BASED LEARNING TO PROMOTE ENGLISH WRITING ABILITY AND ENGLISH SELF-LEARNING OF ELEVENTH GRADE STUDENTS
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Abstract
The purposes of this research were to study English writing ability of the students after using problem-based learning and to compare English self-learning before and after using the problem-based learning. The target group was 44 eleventh grade students who enrolled in an English reading and writing course (E32203) in the first semester of the academic year 2017 at Chakkham khanathon Lamphun school, Lamphun province. The research instruments consisted of 5 lesson plans which applied the use of problem-based learning, English writing assessment form, and English self-learning assessment form. The data obtained was analyzed by using the mean, standard deviation, and percentage. The findings of this research were as follows: 1) the students’ English writing ability passed the pre-set criteria of 60 percent, and 2) The students’ self-directed learning increased after they learned through problem-based learning.
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