The Development of Integrated Approach Instruction Model for Developing CEFR English Writing Skills of Pre-Service Teachers

Abstract

This article aimed to 1) develop an integrated approach instructional model for developing CEFR English writing skills; 2) compare students’ English writing skills after implementing the integrated approach instruction model; and 3) study students’ satisfaction with the integrated approach instruction model. The sample group consisted of 24 third-year undergraduate students majoring in general science, selected through cluster sampling with the classroom as the sample unit. Four research instruments were employed, including (1) an evaluation form of the instructional model, (2) lesson plans, (3) a CEFR standards English writing assessment, and (4) a satisfaction questionnaire. Data were analyzed using mean, standard deviation (S.D.), and content analysis. The findings revealed that: 1) the integrated approach instruction model comprised four key components, with its overall appropriateness rated at a high level in all aspects. 2) Students’ post-test English writing scores were significantly higher than their pre-test scores at the 0.05 level. 3) Students’ overall satisfaction with the integrated approach to instruction was at the highest level. This study contributes to the body of knowledge by proposing a systematic integrated instructional model that can be effectively applied to develop English writing skills in alignment with the CEFR framework.