EFFECTS OF FISHER AND FREY'S GRADUAL RELEASE OF RESPONSIBILITY MODEL ON WRITING ABILITY OF TENTH GRADE STUDENTS

Abstract

The objectives of this study were: 1) to explore the effects of Fisher and Frey’s gradual release of responsibility model on students’ writing ability of tenth grade students; 2) to investigate the learning of students’ writing in the writing course using the Fisher and Frey’s gradual release of responsibility model. The participants of the study were 31 tenth grade students at Surasakmontree school who enrolled in Writing I course. The research instruments were a pretest and posttest of English writing ability, a teacher observation and interview questions. Descriptive statistics: mean scores, S.D., and dependent t-test were used to analyze students’ writing ability. Teacher observation and interview questions were analyzed by using content analysis. The results revealed that (1) the posttest mean scores of students’ writing ability were higher than pretest scores at significant level of 0.05. The magnitude of the effect size was large. (2) Students’ responses showing their understanding were at good level; (3) and Fisher and Frey’s gradual release of responsibility model had positive effects on improving students’ learning of writing.