The Comparison writing skill achievement between Brookes and Withrow's writing instruction and communicative language teaching's writing instruction: A case study of grade8 student, Woranaree Chalerm school, Songkhla Province

การเปรียบเทียบผลสัมฤทธิ์ในการเรียนทักษะการเขียนโดยวิธีของบรู๊คส์และวิทโธรและวิธีการสอนแบบภาษาเพื่อการสื่อสาร: กรณีศึกษานักเรียนชั้นมัธยมศึกษาปีที่ 2 โรงเรียนวรนารีเฉลิม จังหวัดสงขลา

Abstract

                                                                                                   Abstract

             This research aims to: 1) To compare the English writing proficiency between before and after using writing skill teaching instruction based on Brookes and Withrow’s writing instruction.  2) To compare the English writing proficiency between before and after using writing skill teaching instruction based on English for communicative language teaching (CLT).  3) To compare the English writing proficiency between Brookes and Withrow’s writing instruction and English for a communicative language teaching (CLT) writing instruction and their effect size. 4) Investigate the satisfaction with the learning by using Brookes and Withrow’s English writing instruction. The sample consisted of Grade 8 students from Woranari Chaloem School, Songkhla Province, during the first semester of the academic year 2023. The sample included two classrooms selected through purposive sampling. Each classroom was randomly assigned to the experimental group and the control group.

  The research findings indicate that: 1) The proficiency to write in English among the group taught writing in English according to the principles of Brooks and Withrow was significantly higher after learning compared to before learning, with statistical significance at the .05 level, and with a large effect size. 2) The proficiency to write in English among the group taught writing in communicative language teaching (CLT) was significantly higher after learning compared to before learning, with statistical significance at the .05 level, and with a small effect size. 3) The proficiency to write in English among the group taught using the Brooks and Withrow’s writing instruction was significantly higher than the group taught using language communicative teaching methods, with statistical significance at the .05 level, and with a large effect size. 4) Satisfaction with the learning through teaching writing in English according to the principles of Brooks and Withrow’s writing instruction was at the highest level.