Using Noticing Technique to develop English Essay Writing for Third Year Undergraduate Students of Rajamangala University of Technology Tawan-Ok


  • วัชรี จันทร์หอม
  • รุจิรา เจริญสวัสดิ์


เทคนิคการสังเกต, ข้อผิดพลาดทางไวยากรณ์, การเขียนเรียงความ


This study aimed to assess the effectiveness of English essay writing skills and student attitudes towards the noticing technique among third-year undergraduates at Rajamangala University of Technology Tawan-Ok. The research spanned eight weeks and four phases, involving 129 students from two campuses Academic Year B.E. 2563.Phase 1 was grammatical error identification. The researchers had students take a pre-test of grammatical features regarding the parts of speech. Phase 2 was the Input implementation of the three steps: pre-noticing technique, while-noticing technique, and post-noticing technique. Two tests were compared and analyzed using Independent-t-test statistics. Phase 3 was the interview by interviewing 10 samples, classified by the score differences between pre-and post-test of the top five and the bottom five students. Phase 4 was Intake application. At the end of the process, in the eighth week, students were assigned to write their essays on an assigned topic. The counted number of grammatical errors was compared to that of the number of errors found in the post-test (Phase 2). The following results were found. 1) The pre-test and the post-test of grammatical issues had a mean score of 14.47 or 42.39%, and 24.11 or 70.65%, respectively. 2) After the noticing technique intervention, the results of the post-test grammatical errors (Phase 2) were compared with those in their essays (Phase 4) were as follows. The verb errors were distinctively reduced (23%, 17%), with a slight decrease in nouns (24%, 22%) and adverbs (12%, 11%), but pronoun errors were stable (13%, 13%). However, errors in the use of prepositions noticeably increased (12%, 16%), while those involving conjunctions and adjectives slightly increased by (6%, 9%) and (10%, 12%) respectively. 3) The students had positive attitudes toward the noticing technique. In conclusion, this technique can potentially be used as another alternative instructional strategy, scaffolding the students’ essay writing ability with the additional guidelines of the instructors.


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