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Sombat Moontha. The effects of the integration of Scaffolds and Reciprocal Peer Tutoring (SRPT) in process writing instruction on academic writing and metacognitive regulation skills of Thai students in a public university. Master's Degree(Teaching English to Speakers of Other Languages). Payap University. Central Library. : Payap University, 2022.
The effects of the integration of Scaffolds and Reciprocal Peer Tutoring (SRPT) in process writing instruction on academic writing and metacognitive regulation skills of Thai students in a public university
การศึกษาผลกระทบของการบูรณาการใช้เครื่องมือการสอนแบบเสริมต่อการเรียนรู้กับเทคนิคการสอนแบบแลกเปลี่ยนระหว่างเพื่อน (SRPT) ในวิธีการสอนเขียนแบบเน้นกระบวนการ ต่อทักษะการเขียนภาษาอังกฤษเชิงวิชาการและทักษะการกำหนดควบคุมการเรียนด้านอภิปัญญาของนักศึกษาระดับอุดมศึกษาในมหาวิทยาลัยของรัฐ
Name: Sombat Moontha
Organization :
Payap University. Department of Teaching English to Speakers of Other Languages
Classification :.DDC: 428.0071
Abstract:
The present study aims to investigate the effects the integration of scaffolds and reciprocal peer tutoring (SRPT) in process writing instruction on academic writing skills and metacognitive regulation skills of Thai university students. An experimental research design was utilized. The control group (n=19) and the experimental group (n=19) were thirty-eight students from a public university in northern Thailand. Research instruments included a) lesson plans and tutor cards, b) pre-and post-writing tests, c) three in-class writing quizzes, and 4) a metacognitive regulation questionnaire. The results revealed that SRPT was effective in enhancing academic writing skills and metacognitive regulation skills. Findings are as follows. First, for the writing skills, the post-writing mean scores of writing skills of the experimental group were significantly higher than those of the control group (P=0.01). In addition, based on the three in-class writing quizzes, writing scores of the experimental group have improved significantly throughout the quizzes (P=0.00). In contrast, writing mean scores of students the control group did not improve significantly throughout the three in-class witting quizzes (P > 0.01). Second, for the metacognitive regulation skills, the metacognitive regulation skill questionnaire indicated that the overall use of metacognitive regulation skills of the students in the experimental group from being High User to being Very High User. This is in contrary to those in the control group, in which the level of metacognitive regulation skills remained at 'High User' level throughout the intervention period. The study concluded with recommendations for possible pedagogical applications of the model for teachers at tertiary level as well as further studies on related or similar subject matters.
Payap University. Central Library
Address:
CHIANG MAI
Email:
napat_c@payap.ac.th
Name: Patchara Boonteerarak
Role:
Advisor
Created:
2022
Modified:
2565-11-16
Issued:
2022-11-16
วิทยานิพนธ์/Thesis
application/pdf
CallNumber:
TH. 428.0071 S693E 2022
eng
DegreeName: Master of Arts
Level: Master's Degree
Descipline: Teaching English to Speakers of Other Languages
Grantor: Payap University
©copyrights Payap University
RightsAccess:
ใช้เวลา
0.019653 วินาที
Sombat Moontha
| Title | Contributor | Type |
|---|---|---|
| The effects of the integration of Scaffolds and Reciprocal Peer Tutoring (SRPT) in process writing instruction on academic writing and metacognitive regulation skills of Thai students in a public university
มหาวิทยาลัยพายัพ Sombat Moontha | Patchara Boonteerarak | วิทยานิพนธ์/Thesis |
Patchara Boonteerarak