Main Article Content

Chatuporn Insuwan


Online learning has become a new trend of learning among a new generation of learners grown up with advanced information and communication technologies. Although a number of researchers have developed online learning for writing instruction, very few studies have paid attention to English sentence writing. This study aimed to examine whether the online lessons developed based on students’ writing problems in English sentence writing and needs of online lessons in application of Vai & Sosulski’s (2016) theoretical framework of online course design could enhance their writing ability. This study comprised three major phases: needs analysis, development of online lessons, and implementation of online lessons, employing one-group pretest-posttest research design for the experiment with 24 students majoring in Business English as the participants. The responses from 140 Business English major students in the first phase of needs analysis revealed the students’ various problems in sentence writing such as their inability to write complex sentences, combine two independent clauses, and identify the difference between complete and incomplete sentences. After the final phase of implementing online lessons, the results indicated the effectiveness of the developed online lessons to enhance the students ‘sentence writing ability as evidenced in the increased percentage of correct sentences. In addition, despite the percentages of simple sentences in the writing pretest and posttest were not distinctively different, the higher percentage of adverb clauses demonstrated the students’ attempt to write sentences using more complex structures.

Article Details

บทความวิจัย (Research Article)


Afshunpour, N. & Mehran, M. (2014). Interlingual transfer of idioms by persian learners in EFL sentence writing. Procedia - Social and Behavioral Sciences, 98, 44-51. doi:10.1016/j.sbspro.2014.03.387

Sabouni, A., Chaar, A., Bdaiwi, Y., Masrani, A., Abolaban, H., Alahdab, F., Firwana, B., Al-Moujahed, A. (2017). An online academic writing and publishing skills course: Help Syrians find their voice. Avicenna Journal of Medicine, 7(3), 103–109.

Ard, S. E., & Ard, F. (2019). The library and the writing centre build a workshop: Exploring the Impact of an asynchronous online academic integrity course. New Review of Academic Librarianship, 25(2–4), 218–243.

Ariana, S. M. (2010). Some thoughts on writing skills. Annals of the University of Oradea, Economic Science Series, 19(1), 134–140.

Goodrich, J. M., Hebert, M., Savaiano, M., & Andress, T. T. (2020). Effects of sentence-combining instruction for Spanish-speaking language-minority students: evidence from two single-case experiments. Elementary School Journal, 120(4), 715–749.

He, X. (2016). An action research on improving non-English Majors’ English writing by basic sentence pattern translation drills. English Language Teaching, 9(1), 142–147.

Kawinkoonlasate, P. (2021). A study of using e-writing instructional design program to develop English writing ability of Thai EFL learners. English Language Teaching, 14(6),43–61.

Kılıçkaya, F., & Krajka, J. (2012). Can the use of web-based comic strip creation tool facilitate

EFL learners’ grammar and sentence writing?. British Journal of Educational Technology, 43(6), E161–E165.

Kuzuhara, K., Kato, Y., & Matsubara, S. (2009). Cross-lingual English sentence retrieval considering syntactic structures of Japanese queries. 2009 Eighth International Symposium on Natural Language Processing, Natural Language Processing, 2009. SNLP ’09. Eighth International Symposium On, 128–131. 5340934

Narayanan, R., & Mathew, P. (2020). Teaching International English language testing system

(IELTS) academic writing and exam strategies online to develop Omani students’ writing proficiency. Arab World English Journal, 2(2) 49–63. 2.4

Pennington, R., Flick, A., & Smith-Wehr, K. (2018). The use of response prompting and

frames for teaching sentence writing to students with moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 33(3), 142–149.

Pittenger, A., & Olson-Kellogg, B. (2012). Leveraging learning technologies for collaborative

writing in an online pharmacotherapy course. Distance Education, 33(1), 61–80.

Saddler, B., & Preschern, J. (2007). Improving sentence writing ability through sentence-combining practice. Teaching Exceptional Children, 39(3), 6–11.

Sarwat, S., Ullah, N., Anjum, H. M. S., & Bhuttah, T. M. (2021). Problems and factors affecting students English writing skills at elementary level. Ilkogretim Online, 20(5), 3079– 3086.

Sun, F. (2013). Negative transfer of Chinese sentence patterns on students’ English writing. Journal of Language Teaching & Research, 4(6), 1298–1302.

Tanjitanont, P. (2011). The development of computer-assisted instruction lessons (CAI) on web on the topic of English sentence writing for the beginners at undergraduate level. Rajabhat Chiang Mai Research Journal, 12(2), 79–88.

TEH, D. T. (2020). Using contrastive analysis (CA) to Promote Conceptualisation of English sentence patterns in the Malaysian ESL classroom. Malaysian Journal of ELT Research, 17(2), 1–27.

Vai, M., & Sosulski, K. (2016). Essentials of online course design: a standards-based guide. (2nd ed.). New York: Routledge.

Zhan, L., & Chen, Y. (2021). A Blended learning model supported by MOOC/SPOC, Zoom, and canvas in a project-based academic writing course. In