Enhancing Chinese Language Writing Skill Through Virtual Process-Based Writing Approach of Thai Undergraduate Students, Thailand

This study evaluates the effectiveness of Virtual Process-Based Writing in improving various aspects of Chinese language writing skills among Thai undergraduates at Khon Kaen University. Encompassing a pre-experimental design, the study Encompassing a pre-experimental design, the study engaged 28 students in a comprehensive VPBL framework tailored to enhance their writing competencies The assessment utilized a modified tool based on writing skills, ensuring content validity and reliability. The research process was segmented into seven strategic steps: brainstorming, organizing, drafting, revising, incorporating feedback, finalizing, and reflecting. Results derived from a growth score formula indicate substantial enhancements across all evaluated areas-grammar, content, logical structuring, and character use-with students achieving growth levels classified from intermediate to very high These findings underscore the robust potential of this approach in fostering significant development in foreign language writing skills, with students demonstrating marked improvements in every assessed criterion.