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How can I improve my students' writing skills?
Thanyasiri Sittirach
Thanyasiri Sittirach
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Date
2026
Educational Level
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: This study was conducted at Nongwuasopittayakhom School, an urban secondary institution in Udon Thani Province, Thailand, focusing on improving the writing skills of 22 Grade 10 students within a Science-Mathematics Programme. The students, aged 16-17, participated in English Reading and Writing classes, highlighting various issues in their writing practices.
Aims: The primary objective of the research was to improve students' writing skills by investigating their perceptions of writing in English, teaching methods, and observable behaviors during writing practice. The teaching inquiry was guided by four exploratory questions concerning effective instruction and student engagement in writing tasks.
Methods: To address the research questions, a mixed-method approach was utilized, incorporating three data collection tools: students' reflective writing, the teacher's reflective journal, and lesson recordings. The data were collected over two weeks, with insights gained from students' personal reflections, the teacher's observations, and actual class interactions.
Findings: The findings indicated that students perceive writing in English as important yet challenging, often struggling with grammar, word order, and confidence. They appreciated in-class writing activities and peer feedback, viewing them as supportive. The teacher admitted to challenges in providing adequate feedback due to time constraints, but recognized that motivation and encouragement were critical for student success. The implementation of the 'Three MOREs' approach resulted in visible improvements in writing skills and student confidence.
Implications: This study offers insights into the need for tailored teaching methods that incorporate student feedback and participatory learning strategies. By utilizing platforms such as social media for writing practice and emphasizing positive reinforcement, teachers might foster a more engaging and supportive learning environment. The reflection process highlighted the importance of understanding both teacher and student needs, underscoring the continuous nature of pedagogical development within the classroom.
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Keywords
English language learning, exploratory action research, writing skills, student perceptions, teaching methods, feedback, motivation