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Please use this identifier to cite or link to this item: http://dspace.bu.ac.th/jspui/handle/123456789/3488

Title: A study on the use of English writing strategies and writing ability of second-year students at Bangkok University
Other Titles: การศึกษาการใช้กลยุทธ์ในการเขียนและความสามารถในการเขียนของนักศึกษาชั้นปีที่ 2 มหาวิทยาลัยกรุงเทพ
Authors: Nawaporn Sanpanich
Keywords: English language -- Study and teaching – Research
English language -- Writing -- Ability testing -- Research
English language -- Writing -- Research
Nawaporn Sanpanich -- Academic papers
Bangkok University -- Academic papers
Issue Date: 2007
Publisher: ฺBangkok University
Abstract: This research aimed to investigate the use of English writing strategies and writing ability of students; find the relationship between the use of English writing strategies and writing ability of students; find the differences between the use of writing strategies of students and their different background information including gender, faculties, and years of English study, and find the differences between writing ability and their different background information including gender, faculties and years of English study. The subjects used in this research 370 second-year students who enrolled in EN 211 Intermediate English in the first semester of academic year 2006 at Bangkok University. These students were from nine faculties: Accounting, Business Administration, Communication Arts, Economics, Engineering, Humanities, Fine and Applied Arts, Law, and Science and Technology. They were selected through the Simple Random Sampling Technique. The instruments employed in this study were a writing test, a questionnaire, and an in-depth interview. The data collected from the questionnaires and writing tests were statistically analyzed in terms of mean, standard deviation, t-test, One-way ANOVA (F-test), Tukey HSD, and Pearson Correlation Coefficient. The major finding were as follows: the overall writing strategy usage of students was at a moderate level. Students used compensation strategies the most frequently whereas they used memory strategies the least frequently. The writing ability of students was at moderate level. There was a positive relationship between writing strategy usage and writing ability (r=.12,p<.05). There was a statistically significant difference at the .05 level in the use of writing strategies in terms of faculties. The results show that students from the faculty of Humanities had the highest mean scores. However, there were no statistically significant differences in the use of writing strategies in terms of gender, and years of English study. In addition, there was a statistically significant difference at the .05 level in the writing ability in terms of gender. The results show that female students had a higher writing ability than male students. However, there were no statistically significant differences in the writing ability in terms of faculties, and years of English study.
URI: http://dspace.bu.ac.th/jspui/handle/123456789/3488
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