The Effectiveness of The Think-Talk-Write Technique in Enhancing Diagram-Based IELTS Academic Writing Task 1 Performance among Grade 11 Students

Abstract

This study examined the effectiveness of the Think-Talk-Write (TTW) technique in improving Grade 11 students’ performance in Diagram-based IELTS Academic Writing Task 1 (AWT1) at Pathway Tue Duc High School in Ho Chi Minh City, Vietnam. A quantitative quasi-experimental design was used with two intact classes comprising 38 students. The experimental group (n = 20) received an eight-week intervention using the TTW technique for diagram-based IELTS AWT1, while the control group (n = 18) received traditional writing instruction. Data were collected through pretest and posttest writing tasks, a questionnaire, and structured classroom observations. The groups demonstrated comparable pretest performance, with mean scores of 5.990 for the experimental group and 5.911 for the control group (p = .798). Both groups improved after the intervention, but the experimental group showed a larger gain (1.085 vs. 0.289 points). At posttest, the experimental group achieved a higher mean score than the control group (7.075 vs. 6.200, p = .011). Questionnaire responses reflected positive perceptions and attitudes toward the TTW technique, while observations recorded active engagement, peer collaboration, and participation in writing activities. The findings provide evidence that the TTW technique can support students’ diagram-based IELTS AWT1 writing performance and promote an active classroom learning environment.