Developing English Writing Proficiency through the Process Writing Approach (PWA): A Quasi-Experimental Study of Mahachulalongkornrajavidyalaya University Students
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Abstract
This quasi-experimental research explores the impact of the Process Writing Approach (PWA) on enhancing English writing proficiency among undergraduate students at Mahachulalongkornrajavidyalaya University (MCU). Fifty-one students participated in an eight-week instructional program that applied PWA principles—prewriting, drafting, revising, editing, and publishing—within their writing course. The study utilized a quasi-experimental design with one group undergoing pre- and post-tests to evaluate improvement, as the natural classroom context did not allow for a separate control group. Qualitative insights from reflective journals and interviews supplemented the data. Findings indicated substantial improvements in students’ writing proficiency, particularly in task achievement, coherence and cohesion, grammar, and lexical resource. Students also developed greater confidence and autonomy in their writing practices. This paper highlights the pedagogical value of PWA in EFL contexts, offering practical implications for educators and curriculum designers.
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