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บทคัดย่อ

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The Development of an English Writing Instructional Model Using Reflective Thinking and Metacognitive Strategies for Upper Secondary School Students

The purposes of this study were: 1) to develop an English writing instructional model using reflective thinking and metacognitive strategies for upper secondary school students. 2) to investigate the effectiveness of the model on students' achievement on the use of Reflective Thinking and Metacognitive Strategies. The research procedure comprised of three phases. The first phase, they were studied the context, fundamental problems, and concepts of the English writing instructional model, synthesized a new instructional model; and the proposed instructional model was verified by five experts and focus group discussion by six English teachers; The second phase, developing the instructional model using the action research methodology; and in the third phase, the effectiveness of the instructional model using Experimental Design (One Group Pretest-Posttest Design)

The research instruments employed at each phase were as follows; (1) A set of questionnaire for surveying current states, problems and needs of English teaching, English writing ability test, instructional model assessment form, focus group discussion records; (2) Lesson plans, the teachers' and students' behavior observation records, instructional records, study records, exercises, quizzes and learning achievement tests on the English writing and the use of reflective thinking and metacognitive strategies; and (3) The learning achievement tests on the English writing and the use of reflective thinking and metacognitive strategies. The data were then analyzed by means of percentage, means, standard deviation, and the t-test. The findings of the study were an English writing instructional model using reflective thinking and metacognitive strategies for upper secondary school students developed by the researcher comprised 10 items and the elements comprised 5 components. Students' achievement on the use of the English writing and the use of reflective thinking and metacognitive strategies were higher than the criteria, which were; 1) the mean scores on the use of English writing ability test of the post-tests were higher than those of the pre-test were statistically significant at .01. 2) the mean scores on the use of reflective thinking and metacognitive strategies test of the post-tests were higher than those of the pre-test statistically significant at .01.