Developing English Writing Skills Through Task-Based Learning Enhance Writing for Grade 12 Students at Phrainsuksa Klomsakul Utid School, Phra Nakhon Si Ayutthaya
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Abstract
This study investigated the development of English writing skills through a Task-Based Learning (TBL) approach among Grade 12 students in the Thai provincial secondary school context. Three objectives guided the research: 1) To study the need and the problem of by using task-based learning model English writing skills for communication of Grade 12 students. 2) To develop English writing skills of Grade 12 students by using a task-based learning model. 3) To study the satisfaction of Grade 12 students by using task-based learning model in developing English writing skills. An Explanatory Sequential Mixed Methods Design was employed. The quantitative sample comprised 32 Grade 12 students at Phrainsuksa Klomsakul Utid School, Phra Nakhon Si Ayutthaya. Seven students were subsequently selected as qualitative informants using maximal variation sampling. Data were collected over eight weeks using parallel writing pre- and post-tests scored with the ESL Composition Profile, a 20-item five-point Likert-scale satisfaction questionnaire, and semi-structured individual interviews. Quantitative data were analysed using Paired Samples t-tests; qualitative data were subjected to Braun and Clarke’s (2006) six-phase Thematic Analysis.
The findings were as follows. Thematic analysis identified four experiential themes: reduced cognitive burden through pre-task preparation (7/7 informants), collaborative task engagement (7/7), form-focused awareness through language focus activities (6/7), and persistent challenges including L1 interference (7/7) and writing anxiety (5/7). A statistically significant improvement in overall writing proficiency was recorded, with post-test scores (M = 77.44, SD = 7.83) exceeding pre-test scores (M = 60.91, SD = 9.18) by 16.53 points, t(31) = 11.27, p < .001, d = 1.99. Overall student satisfaction was high (M = 4.27). These results support TBL as an effective, contextually appropriate approach to writing instruction in Thai provincial secondary schools.
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