The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,...The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.展开更多
As a respond to Larry Cuban's article about why has the influence of MI been highest on educators' beliefs and language and least on classrooms practices? This article try to find out the problems that a teach...As a respond to Larry Cuban's article about why has the influence of MI been highest on educators' beliefs and language and least on classrooms practices? This article try to find out the problems that a teacher may come across when applying MI in the classroom through a case study about an unsuccessful teaching practice, and try to provide a solution as how to make use of MI in classroom correctly. The researcher's premise was that given what we were informed about the educational needs of second language learners, the teachers must be better aware of the students diversity and apply accordingly multifarious activities to suit students' linguistic, cultural and cognitive need. Results of the study indicated that students did have different preferred intelligences. However, if the MI based lesson was not conducted with enough preparation before hand, the students' diverse intelligence cannot be fully developed thus makes the theory failed to further implemented.展开更多
文摘The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.
文摘As a respond to Larry Cuban's article about why has the influence of MI been highest on educators' beliefs and language and least on classrooms practices? This article try to find out the problems that a teacher may come across when applying MI in the classroom through a case study about an unsuccessful teaching practice, and try to provide a solution as how to make use of MI in classroom correctly. The researcher's premise was that given what we were informed about the educational needs of second language learners, the teachers must be better aware of the students diversity and apply accordingly multifarious activities to suit students' linguistic, cultural and cognitive need. Results of the study indicated that students did have different preferred intelligences. However, if the MI based lesson was not conducted with enough preparation before hand, the students' diverse intelligence cannot be fully developed thus makes the theory failed to further implemented.
