Abstract:
The study aim (1) to develop the genre-based writing instructional module in a blended learning environment, (2) to investigate the students’ writing ability after implementing the genre-based writing instructional module in a blended learning environment, (3) to investigate the students’ thinking skills after implementing the genre-based writing instructional module in a blended learning environment, (4) to investigate the relationship between writing ability and thinking skills, and (5) to investigate the students’ attitude toward using genre-based writing instructional module in a blended learning environment. Thirty-five first-year undergraduate students in Srinakharinwirot University were chosen as the sample group.
The study was a single group design using qualitative and quantitative methods. It took 15 weeks for data collection.
The findings revealed that: 1) there was a significant improvement of the participants’ English writing ability after taking after taking GWIMBLE at; 2) there was a significant improvement of the participants’ thinking skills after taking GWIMBLE at; 3) there was a positive relationship between the students’ writing ability and thinking skill; and 4) the students had positive attitudes toward the genre-based writing instructional module in a blended learning environment. The study indicated that the GWIMBLE benefited the students’ writing ability and improved their thinking skills.
