ENHANCING STUDENT BEHAVIORAL ENGAGEMENTIN A THAI EFL WRITING CLASS THROUGH A MULTIMODAL PROJECT

Abstract

This study aims to examine the effects of implementing a multimodal project in a Thai EFL writing class. The research objectives include the following: (1) to examine the effects of a multimodal project on student behavioral engagement in the context of learning writing; (2) to investigate the effects of the project on student behavioral engagement in different interaction aspects, including interactions with peers, the teacher, and content in class; and (3) exploring the opinions of students regarding the use of the project in writing class. A quasi-experimental mixed-method design was utilized, with 35 Grade 11 students recruited through purposive sampling from a school in Bangkok. The research instruments were composed of a pre-post student behavioral engagement questionnaire, a classroom behavioral engagement checklist, and a student reflection form. The quantitative data underwent analysis using descriptive statistics and t-tests, while qualitative data were thematically analyzed. The study revealed a significant increase in terms of the behavioral engagement of students in the Thai writing class due to the implementation of the multimodal project. The post-survey scores (M = 3.92, SD = 0.77) surpassed pre-survey scores (M = 3.73, SD = 0.72), indicating a statistically significant difference (t = 3.48, p < 0.05). The Cohen's effect size value (d = 0.59) indicated a moderate effect of the multimodal project on enhancing the behavioral engagement of the students. When examining student behavioral engagement in terms of interactions, the results showed the greatest difference in peer interactions, followed by interactions with the teacher and the content, respectively. Classroom observations over four weeks revealed varying levels of student participation, with the highest interaction observed in relation to content, followed by interactions with peers and the teacher. The results of the student reflection form indicated that the majority of students agreed the project enhanced their learning by boosting class participation, improving writing skills, and fostering creativity. Furthermore, students expressed that the multimodal project activities supported their interactions with peers, the teacher, and the content in various aspects.

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