Abstract
Developing an effective instructional model for English writing remains a persistent challenge in the EFL context, particularly in Cambodian upper secondary schools, where students continue to struggle with paragraph writing. Although prior studies have shown the value of Strategy-Based Instruction (SBI) and Self-Directed Learning (SDL) in improving language outcomes, no study has yet integrated these two approaches into a single instructional model for descriptive paragraph writing. This study aimed to develop and validate a novel instructional model to enhance descriptive paragraph writing skills among Grade 10 students. A quasi-experimental design was employed over a two-week trial, with 72 students divided into an experimental group (n=36) and a control group (n=36), both completing pre-tests and post-tests. Because Levene's Test indicated unequal variances (F=22.737, p<.001), an Independent Samples t-Test with equal variances not assumed was used to compare gain scores between groups. Results revealed a statistically significant difference, t(48.35)=14.46, p<.001, with the experimental group's mean gain score exceeding the control groups by 9.44 points (SE=0.653, 95% CI [8.13, 10.76]), indicating a strong positive effect on writing achievement. Following the trial, a 20-item questionnaire was administered to the experimental and control group to assess their perceptions of the model. Reliability analysis using Cronbach's Alpha across the questionnaire's four sections showed all sections exceeded the 0.70 threshold, with the Satisfaction with Instructional Steps section obtaining the highest value (.908). Taken together, these findings confirm that the model is both effective in enhancing writing performance and well received, supporting its validity and reliability for future implementation.
Keywords: Instructional Model, Strategy-Based Instruction, Self-Directed Learning, Descriptive Paragraph Writing, Quasi-Experimental Design
About the presenter
Onn Vibol is a PhD candidate in Curriculum and Instruction at the National Institute of Education, Cambodia. He currently serves as Deputy Director of the Research and Development Centre at the National University of Battambang. He holds two bachelor's degrees: a Bachelor of Arts in English Literature and a Bachelor of Arts in Law. He also holds two master's degrees: a Master of Arts in Education Science from the National University of Battambang and a Master of Arts in Mentoring from the New Generation Pedagogical Research Centre at the National Institute of Education in Phnom Penh, Cambodia.
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