DEVELOPMENT OF ENGLISH WRITING SKILLS OF GRADE 8 STUDENTS USING PROCESS WRITING ACTIVITIES

Abstract

      This study aimed to 1) compare the English writing skills of Grade 8 students before and after learning through Process Writing Activities, and 2) investigate students’ satisfaction toward the learning activities. The target group consisted of 28 Grade 8/1 students at Phothakpittayakom School during the first semester of the 2026 academic year. The participants were selected through purposive sampling. The research instruments consisted of 1) Process Writing Activities, 2) a pretest and posttest measuring English writing skills, and 3) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, and dependent samples t-test.
      The results revealed that 1) the students’ English writing skills after learning through Process Writing Activities were significantly higher than those before the intervention, and 2) the students’ overall satisfaction toward the learning activities was at the highest level, with a mean of 4.54 and a standard deviation of 0.51. The findings indicate that process-oriented writing instruction, consisting of pre-writing, drafting, revising, editing, and final writing, can support students in developing their ability to organize and communicate ideas systematically and to improve their own written work. Moreover, the approach promoted active participation and positive learning experiences in English writing.