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A COMPARATIVE STUDY OF COLLABORATIVE WRITING THROUGH SMALL MIXED-ABILITY GROUPS TO REDUCE WRITING ANXIETY OF GRADE 12 STUDENTS |
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| รหัสดีโอไอ | |
| Creator | Aram Thongmee |
| Title | A COMPARATIVE STUDY OF COLLABORATIVE WRITING THROUGH SMALL MIXED-ABILITY GROUPS TO REDUCE WRITING ANXIETY OF GRADE 12 STUDENTS |
| Contributor | Ra-shane Meesri |
| Publisher | Centre for Education Innovation,Print and Online Media |
| Publication Year | 2562 |
| Journal Title | An Online Journal of Education (OJED) |
| Journal Vol. | 14 |
| Journal No. | 2 |
| Page no. | OJED1402036 (14 pages) |
| Keyword | WRITING ANXIETY, COLLABORATIVE WRITING, MIXED-ABILITYGROUP |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education (OJED) |
| ISSN | 1905-4491 (Online) |
| Abstract | This quasi-experimental research aimsto 1) investigate the difference betweenthe pre and post writing anxiety levelsof two types of small mixed-ability groups before and afterexperiencing collaborative writingand2) find the best patternof two types of small mixed-ability groupsto reduce Grade 12 students’ writing anxietyin collaborative writing. The participants of this study were twelve Grade 12 studentsenrolledinEnglish Writing, a summer course, academic year 2018,at one secondary school in the Secondary Educational Service Area Office 1selected usingquota sampling.The research instruments were 1) the Second Language Writing Anxiety Inventory (SLWAI)questionnaire,2) pre and post writing tests,3) English writing tasks,4) and semi-structured interview questions. The data wereanalyzed using means, dependent samples t-test,and independent samples t-test. The results showed that 1) collaborative writing hada significant effect in reducingpre and post writing anxiety forboth small mixed-ability groups at the statistical significance of .014* for HMM groups, comprised a high English writing proficiency student and two intermediate English writing proficiency studentsand .005* for HLL groups,comprised a high English writing proficiency student and two low English writing proficiency students, and2) there wasno statistically significant pattern of mixed-ability groupsthat best reducedwriting anxietybecause both mixed-ability groups relievedtheir writing anxiety level at almostthe same amount throughcollaborative writing. |
