Abstract

This study investigates the effectiveness of the Fishbowl method in teaching English writing skills to English- major students at the National Academy of Public Administration. A one-group pretest-posttest design was conducted with 30 second-year students. Data were collected through writing tests and questionnaires and analyzed using descriptive statistics and t-test analysis. The findings indicate that the Fishbowl method improved students’ idea development, essay organization, and argumentation. In addition, the method enhanced students’ classroom engagement and critical thinking during the writing process.

Keywords: Academic writing skills, English language teaching, English-major students, fishbowl method, interactive teaching.