The Use of Scaffolding Technique to Develop an English Composition Writing Skill of Undergraduate Students at Rajamangala University of Technology Phra Nakhon
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Abstract
This experimental study aimed to (1) compare the development and the retention of the English Composition writing of 3rd-year undergraduates majoring in English for International Communication at Rajamangala University of Technology Phra Nakhon (RMUTP) before, after, and without the use of scaffolding technique; and (2) compare the English Composition writing of 3rd-year undergraduates in both experimental taught by the use of scaffolding technique and control groups taught by a regular teaching method. 66 samples were randomized to both experimental and control groups equally based on their writing levels. The research instruments were the lesson plans on English composition, the English composition tests, writing rubrics, and interview forms. The statistics used to analyze quantitative data were mean, standard deviation, repeated measured One-Way ANOVA, and content analysis. The result revealed that those in the experimental group had a greater mean score on the posttest on English composition writing than the mean score on the pretest. Without treatment for a month, their mean score of the without-treatment test was lower than their mean score of the posttest. Moreover, those in the experimental group had a greater mean score on the posttest than those in the control group. Without treatment for a month, those in the experimental group had a greater mean of without-treatment test of English composition than those in the control group at a .05 significant level.
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