The Effects of Collaborative Process Writing Approach on Thai EFL Secondary School Students’ Writing Skills

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Patraphon Wonglakorn
Poranee Deerajviset


This study aims to examine the effects of the collaborative process writing approach on Thai EFL secondary school students’ writing skills and investigate their attitudes towards the use of the collaborative process writing approach to developing their writing skills. The participants were sixty-two students studying at a Thai secondary school. This study employed a mixed methods research design. The research involves quantitative and qualitative methods of data collection. Research instruments were 1) the pretest and posttest, 2) questionnaires, and 3) the focus group interview. The results showed that collaborative writing can improve students’ writing skills as the scores from the posttest were significantly higher than those of the pretest. Moreover, students had positive attitudes towards collaborative writing as they could share various ideas and help one another develop their written tasks. The results from the interview also showed that the writing process could be a guideline for making a good paragraph in terms of organization, coherence, and accuracy.


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Wonglakorn, P., & Deerajviset, P. (2023). The Effects of Collaborative Process Writing Approach on Thai EFL Secondary School Students’ Writing Skills. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 495–522. Retrieved from
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Author Biographies

Patraphon Wonglakorn, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

An M.A. English student at the Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. She graduated with a Bachelor of Arts in English from Khon Kaen University. She is currently teaching at the Mordindaeng Demonstration School of Khon Kaen University, Secondary Division. Her research interests include second language writing.

Poranee Deerajviset, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

An assistant professor at the Department of English, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. She graduated with a Bachelor of Arts in English from Khon Kaen University. She received her Master of Philosophy in Education from the University of Cambridge and her Ph.D. in Education from the University of Sydney. Her primary research areas include second language writing and technology in language teaching and learning.


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