ENHANCING ENGLISH GRAMMATICAL COMPETENCE AND WRITTEN PERFORMANCE FOR FIRST YEAR NON-ENGLISH MAJOR UNDERGRADUATES THROUGH A SELF-INSTRUCTIONAL PACKAGE COUPLED WITH PROCESS-BASED WRITING
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Abstract
The objective of the study was to enhance English grammatical competence and written performance for first-year non-English major undergraduate students pursuing their first degree at the Faculty of Humanities and Social Sciences, Phranakhon Rajabhat University through a self-instructional package coupled with process-based writing. Research participants included 30 EFL students from 3 different academic concentrations: business Chinese, community development, and political science. Instruments for data collection comprised a pretest, a posttest, a self-instructional package, and a writing checklist. The self-instructional package included two parts. The first part deal with English grammatical elements needed for writing well-formed sentences. The second part involved an organization of a paragraph and a process of paragraph writing. The findings revealed that after implementing the self-instructional package, research participants were able to write grammatically correct sentences in English. Their posttest scores were higher than the pretest scores at a significance level of .05. The results of the study also showed that participants were able to write basic English texts at a paragraph level.
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