A STUDY ON PROBLEMS AND APPROACHES FOR THE ENHANCEMENT OF ENGLISH WRITING SKILLS FOR UNDERGRADUATE STUDENTS: A CASE STUDY OF STUDENTS MAJORING IN MARKETING IN THE ACADEMIC YEAR 2025
Keywords:
English Writing Skills, Enhancement Approaches, Embedded Mixed-Methods Design, Marketing Undergraduates, 21st Century LearningAbstract
This study aimed 1. to identify English writing problems among marketing undergraduates at North Bangkok University as baseline evidence for qualitative development, and 2. to develop and validate appropriate approaches for enhancing English writing skills that are contextually relevant to 21st-century learning in higher education. An Embedded Mixed-Methods Design was employed, with the qualitative approach serving as the core method and the quantitative component embedded to provide supportive data. In Phase 1, quantitative data were collected from 100 marketing students through a questionnaire to identify common writing problems. In Phase 2, qualitative data were obtained from three focus group discussions with five English language experts and marketing instructors to design, refine, and validate enhancement approaches.
Quantitative findings indicated that students encountered English writing problems at high to very high levels, particularly in grammar, subject–verb agreement, and logical organization. The proposed enhancement framework consists of four key dimensions: 1. Learner, 2. Instructor, 3. Teaching Materials, and 4. Assessment. Expert validation confirmed the high appropriateness of the framework (IOC = 0.66–1.00). The findings highlight the need for an integrated, process-oriented approach that combines learner engagement, teacher feedback, digital learning tools, and authentic assessment. The developed framework can be implemented as a model for business English writing instruction in Thai higher education.
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