IMPLEMENTATION OF PROCESS APPROACH TO REDUCE ANXIETY IN AN EFL THAI WRITING CLASS

Abstract

                This research aimed to compare the anxiety of the Thai English teaching major undergraduates who studied writing in English before and after the implementation of the Process Approach in the teaching of a writing class. Forty third-year students at the Faculty of Education SSRU, 2017, were asked to summarize (about 150-200 words) an episode of Sherlock Homes after they had read it at home. Then, they were also asked to write an open-ended self assessment expressing how successful they felt about their writing product and how they felt about learning writing and what difficulties they encountered during the process of writing. Also they were interviewed one by one related to what they had written in the self assessment and what hidden feelings they wanted to express with the teacher researcher personally. It was reveled that most of students did not feel happy with their writing products. Then the Process Approach was introduced in the teaching of writing. After 8 weeks of the writing process through 4 simplified novels, they were asked to write an open-ended self assessment and were interviewed again. The content analysis technique was used to analyze how the students expressed. The latter descriptive data displayed the more pleasant feelings toward the writing tasks.