The purpose of this study was to investigate the effectiveness of applying an Evidence-Based Writing (EBW) approach in developing academic writing competence among undergraduate students. The participants consisted of 26 undergraduates enrolled in the course Communicative Writing for Teachers during the second semester of the 2024 academic year at Srinakharinwirot University. The research employed a quasi-experimental design with a one-group pretest-posttest model. The EBW approach was implemented through instructional activities that emphasized information retrieval, critical reasoning, and the use of credible evidence to support written arguments. Data were collected using pre- and post-writing tests, classroom observation, and reflective journals. The results revealed a statistically significant improvement in students’ academic writing performance after the intervention, particularly in text organization, coherence, and the effective use of supporting evidence. Moreover, the students expressed positive perceptions toward the EBW approach, indicating that it enhanced their analytical thinking, academic confidence, and awareness of evidence-based argumentation. The findings suggest that the Evidence-Based Writing approach can serve as a pedagogically effective model for improving academic writing skills in higher education contexts.

Authors:
Chi-sanupong Intharakasem, Srinakharinwirot University, Thailand

About the Presenter(s)
Dr. Chi-sanupong Intharakasem is currently a lecturer at Department of Curriculum and Instruction, Srinakharinwirot University, Thailand.

See this presentation on the full schedule – Monday Schedule

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