Factors Affecting Thai and English Writing Skills of Vocational Students at College of Integrated Technology and Science in Chiang Mai

Abstract

The objectives of this article were to: 1) study the factors affecting Thai and English writing skills; 2) compare factors affecting Thai and English writing skills; and 3) propose guidelines for improving Thai and English writing skills. The research model was mixed-methods research using concepts about factors affecting Thai and English writing skills as a research framework. The research location was the College of Integrated Science and Technology, Chiang Mai. The participants were 175 vocational (years 1–3) students who were selected by purposive sampling. There were two types of research instruments: 1) questionnaires; and 2) semi-structured interviews. The data analysis is presented with descriptive statistics and factor analysis in quantitative research. Qualitative research was analyzed using content analysis and then written as a descriptive narrative. The results showed that 1) there were 3 factors for students: 1. ability; 2. motivation; 3. attitude; 2) teachers had five factors, as follows: 1. learning management method; 2. classroom environment; 3. teacher-student relationship; 4. personality; 5. curriculum; and 3) family had three factors, as follows: 1. family relationship; 2. encouragement in writing; 3. the parent's status and occupation 2) The main difference between Thai and English writing skills was the curriculum. 3) The development guidelines showed that teachers should attend teaching profession development and learning management training, and lastly, families should be attentive and care for their children's writing skills.