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    Effects of Cloud-based Gamified Instruction Integrating Peer Assessment on Primary Students' English Writing and Critical Thinking
    (2025-01-01)
    Eang, Norphealey
    ;
    Petsangsri, Sirirat
    ;
    Morris, John
    English writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking.
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    The Effects of Cloud-Based Instruction Using a Process Writing Approach on High School Students’ English Writing Skills
    (2024-01-01)
    Eang, Norphealey
    ;
    Petsangsri, Sirirat
    ;
    Morris, John
    This study investigated the effectiveness of cloud-based instruction integrating a process writing approach on high school students’ English writing skills. It also explored the students’ perceptions regarding their experience with cloud-based learning. The research involved three experts who evaluated the research tools and thirty grade 12 students, and data was collected through a pre-test, post-test, and questionnaire. The pre-test and post-test data were analyzed using a paired sample t-test, while the students’ questionnaire responses were analyzed using thematic analysis. The findings revealed significant improvement in the students’ writing skills following the implementation of the cloud-based instruction with the process writing approach, with a significant difference (p < .001) at the .05 significance level, indicating the instruction’s effectiveness. In addition, the students showed a positive attitude toward the course. These findings contributed to understanding the benefits of cloud-based instruction and the process writing approach in enhancing English writing skills and fostering favorable student perception in a high school context.