Abstract
The purpose of this study was to develop and study the effectiveness of an instructional model based on inquiry-based learning and 360 degree feedback approaches to enhance the English argumentative writing ability of undergraduate students. The sample was 36 sophomore English major students of Rajamangala University of Technology Phra Nakhon. The data collection instruments were the argumentative writing ability tests. Data were analyzed by the arithmetic mean, standard deviation, and t-test. The findings of this study revealed that 1) the instructional model based on inquiry-based learning and 360 degree feedback approaches consisted of 4 steps: 1.1 stimulating curiosity, 1.2 making a plan to create new knowledge, 1.3 creating a new task, and 1.4 enhancing learning through reflection. 2) The results of the effectiveness of implementing the developed instructional model demonstrated that: 2.1) The experimental group’s English argumentative writing ability was higher after studying with the developed instructional model at the .05 level of significance; and 2.2) the experimental group and control group had no significant difference in English argumentative writing ability at the level of .05.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.58837/CHULA.EDUCU.47.3.20
First Page
361
Last Page
383
Recommended Citation
Tongjean, Waraporn; Chusanachoti, Ruedeerath; and Makanong, Aumporn
(2019)
"Development of an Instructional Model Based on Inquiry-Based Learning and 360 Degree Feedback Approaches to Enhance English Argumentative Writing Ability of Undergraduate Students,"
Journal of Education Studies: Vol. 47:
Iss.
3, Article 20.
DOI: 10.58837/CHULA.EDUCU.47.3.20
Available at:
https://digital.car.chula.ac.th/educujournal/vol47/iss3/20
