The Development of Paragraph Writing through a Process Writing Approach for First-Year English Education Students at Rajabhat University in Bangkok

Abstract

This classroom-based research employed a quasi-experimental design, in which the researcher, acting as the instructor, conducted the study within her own course to improve teaching practices and enhance students’ learning outcomes. The study aimed to investigate the students’ academic achievement in paragraph writing after being taught through the process writing approach, comparing the results with the set criterion of 70 percent. The sampling consisted of 32 first-year English education students, selected through cluster sampling, with class groups used as sampling units. Descriptive statistics—mean, frequency count, and percentage—were applied to analyze and present the data.The findings revealed that 90 percent of the students achieved paragraph writing scores above 80 percent after being taught through the process writing approach. The results suggest that this instructional method effectively enhances students’ writing achievement and supports their ability to express ideas clearly through structured and coherent writing.