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p-Index From 2021 - 2026
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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Kositchaivat, Suneeta
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Education Languange, Linguistic, Communication & Media

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Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students Samaranayake, Sarath Withanarachchi; Thienoermpool, Patteera; Kositchaivat, Suneeta
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1852

Abstract

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p < .05) in participants' writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study's implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students' writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students' writing abilities and investigating its applicability across different language proficiency levels and cultural settings.
Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students Samaranayake, Sarath Withanarachchi; Thienoermpool, Patteera; Kositchaivat, Suneeta
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1852

Abstract

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p < .05) in participants' writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study's implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students' writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students' writing abilities and investigating its applicability across different language proficiency levels and cultural settings.
An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman Samaranayake, Sarath Withanarachchi; Kositchaivat, Suneeta; Jantarach, Vachira
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1253

Abstract

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.
Co-Authors Jantarach, Vachira Samaranayake, Sarath Withanarachchi Thienoermpool, Patteera