INTRODUCTION
LITERATURE REVIEW
Writing versus speaking
Both writing and speaking are productive skills However, according to some researchers, writing is different from speaking in terms of three criteria, i.e linguistics, creating process and interaction
In linguistics, Ur (1996) differentiates writing from speaking by highlighting its explicitness, density, and adherence to standard language He argues that the physical separation between the reader and the writer limits the writer's access to speech-related advantages, such as real context and paralinguistic features Consequently, written content must be presented in a more explicit, dense, and universally comprehensible manner compared to spoken language.
In terms of producing process, these two productive skills are also different Raimes (1983) found out that while “speaking is usually spontaneous and unplanned,” writing process is
“recursive, planned” and “time consuming” (p 5) Harmer (2004) concluded that writing process with “its recursiveness and multiple drafting” , (p 8) is more complex than speaking process
According to Ur (1996), writing is characterized by a "detachment" from space and time, which limits the writer's ability to receive immediate feedback and interaction.
Writers often struggle to define their audience and receive feedback, as they lack the immediate verbal and non-verbal reactions present in face-to-face interactions Harmer (2004) highlights that writing does not allow for the dynamic role swapping between the speaker and listener, which can complicate communication Consequently, these limitations lead to common difficulties for writers in engaging their audience effectively (Brown, 1994; White, 1981).
In conclusion, the analysis of three key criteria—linguistic features, production processes, and interaction—highlights the fundamental differences between writing and speaking This distinction emphasizes the unique characteristics inherent to writing.
Approaches to writing
According to Byrne (1979), there are three difficulties that a writer must face up while composing a text, i.e psychological problem, linguistics problems and cognitive ones
Writing is a solitary endeavor that lacks the interactive feedback present in speech, making it psychologically challenging for writers Unlike speech, which is spontaneous and allows for real-time adjustments based on listener reactions, writing restricts expression and requires careful organization of sentence structure While speakers can rely on a variety of linguistic devices and tolerate incomplete or ungrammatical utterances, writers must depend solely on their skills and chosen sentence structures to convey meaning effectively.
Effective writing necessitates mastering the written form of language to ensure clear communication It also involves organizing ideas logically and coherently, making them easily understandable for readers who may not be familiar with the topic.
In conclusion, writing not only imposes on us a psychological effect but also causes us problem regarding its content both linguistically and cognitively
Raimes (1983) identifies six distinct approaches to writing: the Controlled-to-Free Approach, which gradually shifts from structured to more spontaneous writing; the Free-Writing Approach, emphasizing unrestrained expression; the Paragraph-Pattern Approach, focusing on the organization of ideas; the Grammar-Syntax-Organization Approach, which prioritizes linguistic accuracy and coherence; the Communicative Approach, aimed at enhancing interaction and understanding; and the Process Approach, highlighting the stages of writing development.
1.4.1 The Controlled to Free Approach
The Control-to-Free Approach in writing is a structured method that begins with controlled exercises at lower levels, where students engage in sentence-level tasks to imitate and manipulate language, resulting in minimal errors As students progress to advanced levels, they are encouraged to explore free compositions, allowing them to express their own ideas and creativity.
This approach emphasizes three key aspects: grammar, syntax, and mechanics, prioritizing accuracy over fluency As a result, students often develop strong grammatical competence but may struggle with effective communication skills.
The approach prioritizes content and fluency over strict adherence to grammar and spelling, allowing students to write freely on assigned topics with minimal teacher correction Teachers initiate classes by encouraging students to express their thoughts without the pressure of grammatical accuracy, fostering confidence and fluency through regular practice While teachers read these writings and may provide feedback on ideas, they do not focus on correcting errors This method emphasizes audience engagement and content quality, but the lack of attention to accuracy can negatively impact students' grammar skills in writing.
The Paragraph-Pattern approach emphasizes the importance of organization in writing It involves activities such as copying paragraphs, imitating model passages, and rearranging scrambled sentences into coherent order Students learn to identify general and specific statements, create relevant topic sentences, and make decisions about inserting or deleting sentences This method recognizes that communication styles vary across cultures, highlighting the need for students to dedicate time to effectively organize their ideas in the target language.
1.4.4 The Grammar- Syntax-Organization Approach
Adding some improvements to the Paragraph-Pattern Approach, this approach stresses on simultaneous work more than only on organization of an essay
Teachers who adopt this approach design writing tasks that emphasize organization alongside grammar and syntax For instance, to create clear instructions for operating a calculator, a writer must utilize not only the right vocabulary but also simple verb forms and a chronological organizational plan, incorporating sequence words like "first," "then," and "next." In the preparatory phase, these essential vocabulary and structures are reviewed and taught Ultimately, this approach integrates both the purpose and the structure of writing effectively.
The communicative approach emphasizes the audience and purpose of a piece of writing
In writing class adopting this approach, students are encouraged to ask two questions as if they wrote in real life:
Traditionally, student writing is aimed at teachers; however, some educators believe that students perform better when writing for a real audience As a result, teachers have begun to expand the audience to include classmates, who engage by responding and commenting rather than correcting This shift allows topics, such as "describe your dearest friend," to gain new depth and perspective when approached with a broader audience in mind.
I want to share with you about my dearest friend, someone who brings immense joy and light into my life Their kindness and unwavering support make every moment spent together truly special With a contagious laugh and a heart full of compassion, they have a unique ability to uplift those around them Whether we’re embarking on adventures or simply enjoying quiet conversations, every experience is enriched by their presence I cherish our friendship deeply and feel incredibly grateful to have such a remarkable person by my side.
Dear [Pen Pal's Mother's Name], I hope this message finds you well in London I wanted to share that my dear friend is looking to change her style, including her hairstyle and wardrobe However, I'm not quite sure how to help her with this transformation I would greatly appreciate it if you could offer some advice or suggestions that might inspire her Your expertise in fashion would mean a lot to both of us Thank you so much for your assistance!
I want to introduce you to my dearest friend who will also be at the summer camp in London next month She has long, curly brown hair and bright green eyes that sparkle with enthusiasm You’ll easily recognize her by her cheerful smile and the colorful bracelets she wears on her wrist She loves to read and often carries a book with her, so if you see someone engrossed in a novel, it’s probably her Additionally, she has a knack for making friends quickly, so don’t hesitate to approach her I’m sure you two will hit it off and have a fantastic time together!
Offering students a clear reason and specific audience for their writing can significantly enhance their motivation This strategy is essential for teaching writing to secondary students, as it introduces diverse situations and contexts that enrich their writing experience.
The teaching of writing has shifted from focusing solely on the final product to emphasizing the writing process, leading to the development of the Process Approach in the 1970s This approach encourages students to communicate their ideas, feelings, and experiences while considering the audience and purpose of their writing Writers are guided to make decisions about how to start and structure their work, emphasizing the importance of planning and organization Recognizing writing as a process, students are allotted time to brainstorm ideas, create outlines, draft their initial version, receive peer feedback, and revise their work before producing a final version.
The writing process is viewed differently by various scholars, with Oshima and Hogue (1991) identifying four stages: pre-writing, planning, drafting, and revising before submitting the final copy Similarly, Tribble (1996) outlines four stages: pre-writing, drafting, revising, and editing This study aligns with the perspectives of both Oshima and Hogue, as well as Tribble, proposing that the writing process consists of three main stages: pre-writing, while-writing, and post-writing.
Writing in the communicative classes
Effective writing requires a clear understanding of the intended audience and purpose The communicative approach emphasizes the importance of these elements, guiding students to think critically about their writing By encouraging learners to adopt the mindset of real-life writers, they are prompted to consider essential questions regarding their purpose and the audience they aim to reach.
- What is the purpose of this piece of writing?
- Who am I writing this for?
The specific nature of a writing task in a communicative classes is formed by a combination of factors in which the purpose, form, and readership are of crucial importance
Purpose here used to indicate “the writer’s communicative intentions” (Harris, 1993, p.18) Purpose, according to him, falls into types:
Instrumental purpose: Writing is considered a means of practicing the grammar, vocabulary, discourses structures of the target language
Personal purpose: Writing is a way of expressing the self and discovering though the act of writing something more of one’s individuality and social identity
The purpose of a text is often viewed as its communicative function, leading to the classification of texts based on their intended goals Texts can be categorized into various types, such as those designed to entertain, inform, instruct, persuade, explain, or present arguments.
Feist thinks that defining your purpose helps you choose the information you need before start writing: “…what you say about topic largely depends upon your purpose for writing” (1996, p 24)
He also states that one’s specific purpose is likely to fall into one of five categories:
To explain something: you might write a paragraph to explain why certain dresses are in fashion this spring
To persuade your reader to do or think something: you might write a paragraph to persuade your customers to purchase new dresses in a fashion line
To compare two things: you might compare this spring’s fashion with last spring’s fashion
To describe something: you might simply want to describe what this spring’s fashion look like
To give your opinion about something: you might write about why you like or dislike this spring’s fashion
Many authors assert that effective writing typically serves one of four key purposes: self-expression, information dissemination, persuasion, or entertainment (Troyka & Nudelmen, 1994, p 22) Establishing a clear purpose enables writers to choose relevant ideas and determine the best methods for conveying their messages to the audience.
Before creating any written work, it's essential to ask, "Why am I writing this?" Understanding the purpose behind the writing will guide the writer in determining both the content and structure of the piece.
1.5.2.1 The importance of audience in writing
Effective writing aims to communicate clearly with the intended audience, whether they are classmates, instructors, friends, family, or even the general public reading a local newspaper The specific audience influences the content, vocabulary, and tone of your writing As you craft your message, it's essential to consider who will be reading it and how that will shape your approach.
Who is going to read this?
How much do they already know about my topic”
What are their attitudes about my topic?
1.5.2.2 Audience diversity in writing class
Historically, student writing primarily targeted teachers, who acted as assessors of their work To enhance the writing curriculum's flexibility and realism, there has been a push for a broader range of audiences A notable initiative in this regard is the classification developed by the writing research team at the Institute of Education, London University, which outlines various audience categories for student writing.
Child or adolescent to self
Pupil to teacher, general (teacher- learner dialogue)
Pupil to teacher, particular relationship
Group member to working group (known audience which may include teacher)
Writer to his readers (or his public)
Understanding the readership is crucial for writers as it influences their writing approach Certain tasks, like personal letters or office memos, have a defined audience, whether it's an individual or a specific group of colleagues Occasionally, the reader may be known only by their professional role, such as a complaints department head However, many writing tasks require writers to navigate a more generalized understanding of their audience, making it essential to consider the broader context in which their work will be received.
In order for communication to be successful, writers need to know as much as possible about a target audience Harris (1993, p 23) thinks that four factors need to be taken into account:
- The formality or informality of the relationship between reader and writer
- The expertise of the readership – what degree of prior knowledge and understanding can be assumed?
- Cultural assumption – how far is it likely that the readers will share a common cultural background with each other and with the writer?
- Attitudinal assumptions – are the readers likely to hold attitudes in common with the writer or does the writer have to explain and justify his or her attitudes?
A writer's understanding of various factors significantly impacts their decision-making process during writing In educational settings, Harris suggests that it is more practical and beneficial to enhance students' awareness of these factors instead of attempting to create authentic "known" audiences or relying on hypothetical audiences.
Many attempts have been made to classify writing According to Harris (1993, p 16),
The classical rhetoric framework categorizes writing into four main types: exposition, argument, description, and narration, based on the writer's intent This classification helps to identify whether the writer aims to make a point, report information, or recount events Consequently, it has significantly influenced the writing curriculum in schools, emphasizing the development of essays, compositions, and reports.
While traditional essays and compositions hold significant value in education, they often lack relevance in broader societal contexts Various text types serve persuasive purposes, ranging from complex policy reports filled with technical details to straightforward health warnings and anti-litter campaign posters This spectrum illustrates that the conventional classification of writing does not encompass all forms of communication Today, a more comprehensive approach categorizes writing into diverse formats, including posters, brochures, pamphlets, letters, recipes, instructions, lists, labels, stories, reports, poems, essays, and play scripts, reflecting the multifaceted nature of written expression.
Responding to students' writing should go beyond merely correcting mistakes to maintain its communicative essence To enhance this process, Raims (1983) proposed three effective techniques that promote meaningful interaction and feedback in writing.
Constructive feedback on students' papers, such as paraphrasing their ideas, offering praise, posing questions, or providing suggestions, is far more effective than simple end comments like "Only fair" or "Good." Rather than inundating students' work with red correction marks, teachers should engage in meaningful communication through writing to foster improvement and enhance learning outcomes.
Engaging in one-on-one conferences with students is one of the most effective methods for revising their papers Although these meetings can be time-consuming and may not always be feasible, even brief discussions can yield significant benefits Many educators conduct quick conferences before, after, or during class, allowing for productive dialogue while other students engage in writing or group work The key advantage of individual conferences, regardless of their length, is the opportunity for genuine discussion to occur.
1.5.5.3 Students’ responses to student writing (peer feedback, peer correction, or peer review)
To alleviate teachers' workloads, students should engage in peer feedback by exchanging papers and providing written comments or discussing their work directly This collaborative process not only enhances students' learning but also fosters better interpersonal relationships As noted by Ur, "Peer correction can be a time-saving and useful technique; also, critical reading for style, content, and language accuracy is a valuable exercise in itself." This method can effectively replace initial draft reviews, allowing students to collaboratively refine their first drafts by offering insights on content, language, and organization before submitting a polished final version to the teacher.
By doing this, peer feedback also helps students gain awareness of audience However, teachers should give them the framework to keep the activity under control.
Summary
This chapter outlines key issues related to the study of teaching writing, highlighting the distinctions between speaking and writing as well as various instructional approaches It also provides a theoretical foundation for communicative writing classes, emphasizing the importance of context and audience Subsequent sections will detail the research methodology, discuss the results, and offer recommendations tailored to the specific research context.
METHODOLOGY
The context at Tran Nguyen Han high school
The English language group comprises 10 teachers aged between 24 and 46, with three holding degrees from the English Department at the University of Languages and International Studies, four from Haiphong University, and the remaining teachers graduating from an in-service center in Haiphong city While half of the teachers were trained using traditional teaching methods, the younger educators were prepared with a focus on the communicative approach Their varying interests in teaching lead to differing levels of motivation among the group.
The 11 th form students at Tran Nguyen Han high school are seventeen years old Although they have been learning English for four years at lower-secondary schools, their English knowledge is still limited Besides, they have no clear determination on English learning goal.
The new “ Tieng Anh 11” textbook
The "Tieng Anh 11" textbook, authored by Van, H V et al in 2006, serves as the official resource for teaching general English to 11th-grade students It features 16 units, each covering a distinct topic, and is structured into five lessons: Reading, Speaking, Listening, Writing, and Language Focus Emphasizing a learner-centered and communicative approach, the textbook aims to enhance students' proficiency in using English as a communication tool across listening, speaking, reading, and writing at a basic level (Van, H V et al., 2006, p 33).
The course is designed to enhance English writing skills for effective basic communication Specifically tailored for grade 11 students, the goal is to cultivate their ability to compose coherent paragraphs of 100 to 130 words on familiar subjects.
Typically, reading, speaking, and listening lessons in textbooks are structured into three distinct parts: pre-task, while-task, and post-task, providing a comprehensive framework for language learning Conversely, writing units often adopt a more streamlined approach, with approximately 30% focusing on a single topic.
To achieve the course objectives, the writing section emphasizes engaging daily and popular topics The specific competencies and goals for each unit's writing lesson are outlined in the accompanying table.
2 Personal experiences Writing a personal letter to describe a past experience
3 A Party Writing an informal letter of invitation
4 Volunteer work Writing a formal letter expressing gratitude
5 Illiteracy Describing information in a table
6 Competitions Writing a letter of reply
7 World Population Interpreting statistics on population from a chart
9 The Post Office Writing a formal letter to express satisfaction or dissatisfaction
10 Nature in danger Describing a location
11 Sources of energy Describing information from a chart
12 The Asian Games Describing the preparations for the coming Asian Games
16 The Wonders of the world Writing a report on a man- made place
Research questions
The thesis is designed to seek answers to the following questions:
- What is the present situation of teaching and learning English writing skill at Tran Nguyen Han high school?
- What difficulties do the teachers and the 11 th form students encounter in teaching and learning writing?
- What are the suggested ways to effectively improve the current situation of teaching and learning writing at this school?
The participants
The study was conducted with the participation of 100 students and 10 teachers These students were selected at random from 100 students of 5 classes 11A1, 11A2, 11A3, 11A4, 11A5.
Instruments
To reach the primary purposes of the study, two main instruments were used and described as follows
The questionnaire, crafted in Vietnamese, aimed to ensure clarity for students and gather insights into their attitudes towards writing education It explored the challenges they face in developing writing skills and captured their expectations for improved teaching methods in writing.
The questionnaire administered to teachers was conducted entirely in English and sought to assess their attitudes towards writing instruction, identify the challenges they face in teaching writing, evaluate their understanding of the process writing approach, and gather their expectations for improving writing skills in the classroom.
Interviews provide valuable insights into research questions by delving deeper into the topics addressed in survey questionnaires A total of ten targeted interview questions were developed to gather detailed information To enhance the understanding of the questionnaire items, ten teachers and 25 students were invited to participate in discussions.
Summary
To conclude, this chapter presents the methodology of the study In other words, it describes the aims, context, participants, instruments of the study and introduces the new
“ Tieng Anh 11” textbook Given the collected data, Chapter 3 will depict the data analysis and the study results.
Data analysis
This part of the thesis is the treatment of all the data collected from the survey questionnaires conducted on 10 teachers and 100 students
3.1.1 Data analysis from teachers’ survey questionnaire
The study involved ten teachers, comprising one male and nine females, with ages ranging from 24 to 46 Among them, four are young English teachers with less than five years of experience, while four others have between five to ten years of teaching experience, and two teachers possess more extensive backgrounds in the field.
10 - 20 years experiences, no teacher who has more than 20 years of English teaching experiences
They have spent from one to three years teaching writing skill to high school students
• The importance of writing as perceived by 11 th form students and the teachers
Figure 1: The importance of writing as perceived by 11 th form students
Figure 2: The importance of writing as perceived by the teachers
According to the data, 18% of students prioritize writing as their top skill, while 20% of teachers view writing as the most important skill Additionally, another 20% of teachers rank writing as their second priority.
The lack of consensus on the significance of writing skills can be attributed to insights gained from interviews with teachers and students Both groups prioritize the outcomes of final exams and university entrance tests, which predominantly emphasize grammar, structure, and reading comprehension Consequently, this focus leads to the neglect of essential skills like speaking, listening, and writing.
• Teachers’ and students’ attitudes towards students’ writing competence
Really bad Bad Quite good Good Really good
A recent assessment revealed a significant disparity between teachers' and students' perceptions of writing competence The majority of teachers, 55%, rated their students' writing abilities as poor, a view shared by 20% of the teachers and 12% of the students who described the writing competence as "really bad." Conversely, 28% of students believed their writing skills were "quite good," although only 10% of teachers concurred Additionally, just 5% of students rated their writing as "good," with no teachers supporting this assessment.
• Teachers’ and students’ attitudes towards appropriate time for teaching and learning English writing skill
What are the appropriate periods (45 minutes/ period) for teaching and learning English writing to 11 th form students? a 1 period/ week b 1- 2 periods/ week c more than 2 periods/week
Table 2: Teachers’ and students’ attitudes towards appropriate time for teaching and learning English writing skill
Most teachers at Tran Nguyen Han High School believe that dedicating only one period a week to teaching writing is insufficient In interviews, they expressed that guiding students in creating outlines and correcting errors is a time-consuming process Due to students' low English proficiency, teachers spend considerable time explaining new vocabulary and expressions, as well as outlining techniques Additionally, many students frequently make errors in their writing, which further extends the time teachers need for corrections To streamline the process, teachers often write common errors on the board for collective correction, especially for those students who struggle to identify and rectify their own mistakes.
• Teachers’ opinions on the writing lessons
Type of tasks are various 2 8
Topics are interesting but the knowledge relating to the topics is not adequate
Tasks are beyond students’ ability 1 9
Writing section lacks particular context (purpose, audience) 8 2
Table 3: Teachers’ opinions on the writing lessons
The majority of surveyed teachers expressed that while writing lessons featured engaging topics, the knowledge related to these topics was insufficient Most teachers disagreed with the notion that tasks exceeded students' abilities, yet they noted a lack of variety in the types of tasks assigned Many reported that students often encountered only one task per unit, typically based on provided prompts, which contributed to difficulties in writing Additionally, teachers highlighted that the writing section lacked specific context, indicating a deficiency in purpose and audience.
• Difficulties encountered by the teachers
Statements Yes No answer No
I have the most difficulties in teaching:
Table 4: Difficulties encountered by the teachers
Seven teachers reported challenges in teaching the pre-writing stage, primarily due to students' low English proficiency and background knowledge Additionally, five teachers faced difficulties during the while-writing stage, particularly in managing time effectively Most teachers also struggled with the post-writing stage, citing the time-consuming nature of correcting numerous student errors Some mentioned that they occasionally skipped the post-writing stage because of time constraints.
• Teachers’ personal views of causes of difficulties
What are your current problems with teaching writing skill? ( Rank them in order of priority: 1- 7)
3 Students’ low level of English proficiency
5 Teachers’ inexperience in teaching the new textbook
Teachers identified students' low English proficiency as the primary challenge, particularly highlighting frequent grammar mistakes and limited vocabulary in writing They ranked insufficient background knowledge and low motivation as secondary issues, followed by time constraints, large multilevel classes, inadequate facilities, and inexperience with new textbooks The size of the classes made it difficult for teachers to monitor student engagement, as motivated students often overshadowed those who were disinterested Additionally, a lack of teaching aids, such as overhead projectors and writing materials, forced teachers to rely on basic resources like textbooks, chalk, and boards, prompting them to create their own teaching aids to enhance lesson engagement.
• Things to identify before writing
Do you think it is necessary for students to write with an audience in mind? Why or why not? a Yes b No
Four teachers emphasized the importance of students writing with an audience in mind, as it aids in defining the purpose, style, and language of their work However, none of the teachers indicated that considering an audience encourages students to view writing as a means of communication In contrast, six teachers expressed that students should not focus on an audience, without providing reasons for their stance This suggests a lack of awareness among some teachers regarding the significance of audience in the writing process.
• Teachers’ self- assessment of the effectiveness of their current writing instruction methods
Can you self- assess the effectiveness of your current writing instruction methods? a Highly effective b Fairly effective c Average d Ineffective
When being asked about the effectiveness of their current teaching methods, 6 teachers considered it effective and 4 thought it average
• Teachers’ expectation for better teaching and learning situations
Agree Disagree Textbook Modifying, adding, omitting tasks, content and activities 9 1 Teachers Join more workshops to exchange experiences and methodology among the English staffs
Provide your students with more supporting materials (samples, guiding books,….) to study at class as well as at home
Offer students more instructions for their writings 10 Give more comprehensive feedbacks to students’ writings 10
Students Be active and motivated in lessons 10
Self-study to enrich background knowledge, improve English ability
Table 5: Teachers’ expectation for better teaching and learning situations
Most teachers expressed a desire to modify, omit, or add tasks and activities, demonstrating a positive attitude towards enhancing their teaching methods They aimed to provide students with more comprehensive instructions and feedback, create opportunities for group brainstorming, organize peer editing sessions, supply additional materials, and participate in more workshops Additionally, all teachers agreed that students should engage in self-study to enrich their background knowledge and enhance their English skills, while also being active and motivated in their lessons.
3.1.2 Data analysis from students’ survey questionnaire
The study involved a total of 100 students, comprising 56 males and 44 females, with the majority being 17 years old These students have been learning English for five to eight years and possess nearly five years of experience in writing skills.
• Difficulties encountered by the students
Statements Yes (%) No answer (%) No (%)
Table 6: Difficulties encountered by the students
A recent survey revealed that 70% of students faced challenges during the pre-writing stage, primarily struggling with idea generation and outlining due to limited English proficiency and insufficient background knowledge Additionally, 41% of students reported difficulties during the writing phase, with many citing time constraints as a barrier to completing in-class writing assignments.
Many students struggle with writing drafts in class, particularly when tasked with creating reports about man-made locations or interpreting charts A significant 74% reported facing challenges during the post-writing stage, with many noting that their teachers often did not thoroughly correct their errors Additionally, some students acknowledged their low English proficiency, which hindered their ability to provide constructive feedback to their peers.
• Students’ personal views of causes of difficulties
My level of English proficiency is low 75 20 5
Teacher’s instructions are not adequate 55 35 10
Teachers’ feedbacks are not comprehensive 70 26 4
Table 7 : Students’ personal views of causes of difficulties
The majority of students reported that their low English proficiency was their biggest challenge, with many citing poor vocabulary and sentence structure as key issues A significant 60% acknowledged a lack of background knowledge, while 56% expressed low motivation for writing Students noted that the focus of their final and university entrance exams on grammar and reading skills diminished their interest in writing Additionally, 63% stated they lacked time for writing, and 55% felt they needed more effective instruction from their teachers Furthermore, 70% indicated that the feedback they received from teachers was not comprehensive enough.
• Things to identify before writing
How often does your teacher use these techniques in the pre- writing stage? a Ask students to identify the audience of the writing task
Frequently Sometimes Never b Ask students to identify the purpose of the writing task
A recent survey revealed that only 22% of students reported their teachers frequently prompting them to identify the purpose of a writing task, while 20% noted that audience consideration was similarly emphasized These low percentages suggest a gap in teachers' understanding of the Process Approach, highlighting a lack of awareness regarding the significance of purpose and audience in effective writing instruction.
Let students do the task themselves basing on guidance provided in the textbook
Give guiding questions Provide students with model text Help students generate ideas and give outlining support
Findings
3.2.1 The teacher’s and students’ attitudes towards the teaching and learning of writing
At Tran Nguyen Han High School, writing is undervalued by both students and teachers, primarily due to the emphasis on final exam and university entrance exam results This focus leads to a disproportionate concentration on grammar and reading skills, while speaking, listening, and writing are neglected As a result, students' writing competence suffers, contributing to a widespread belief among teachers and students that their writing abilities are inadequate.
3.2.2 Students’ difficulties in learning writing
Data analysis reveals that students encounter numerous challenges stemming from two primary sources: their own actions and the effectiveness of teachers' lectures.
Many students struggle with writing due to their low English proficiency, characterized by limited vocabulary, poor sentence structures, and frequent grammar and spelling mistakes Additionally, their lack of background knowledge creates stress when generating ideas and outlining their work Low motivation further compounds these issues, as students prioritize final exams and university entrance exams, focusing heavily on grammar, structure, and reading skills Consequently, many report insufficient time to complete writing tasks in class, primarily stemming from their inadequate English skills and limited knowledge base.
Students often undervalue the support provided by their teachers, perceiving the feedback as insufficient and the instructions as inadequate.
3.2.3 Teachers’ difficulties in teaching writing for grade 11 students
Not only the students but also the teachers cope with numerous problems when teaching writing
Teachers at Tran Nguyen Han High School face significant challenges due to the English proficiency of their students Common issues include frequent grammar mistakes in writing, limited vocabulary, and difficulties with word choice Additionally, the students' low motivation and insufficient background knowledge further complicate the teaching process.
One significant challenge in education is managing large and multilevel classes, where teachers struggle to bridge the gap between students with varying English proficiency In such classrooms, more proficient students often dominate collaborative activities, leaving less confident learners feeling shy and disengaged This issue is exacerbated at Tran Nguyen Han High School, where classes can exceed 50 students, making it challenging for teachers to provide individual attention and monitor each student's engagement effectively.
Teaching equipment and reference materials play a crucial role in the educational process; however, the current conditions in schools are inadequate With only three overhead projectors available for forty classes, their use in English teaching is limited to special occasions Additionally, essential teaching aids like pictures and sub-boards are lacking, forcing teachers to rely solely on textbooks, chalk, and boards To enhance lesson engagement, educators often resort to creating their own teaching aids Furthermore, the library lacks writing materials, hindering students' ability to develop their writing skills effectively.
The final challenge is the lack of theoretical and practical experiences in teaching the new textbook as well as being influenced by traditional teaching methods
A survey revealed that the Process Approach is not effectively implemented at Tran Nguyen Han High School, primarily due to teachers' limited understanding of its principles and the significance of audience awareness in writing Additionally, traditional teaching methods hinder the adoption of this approach During the while-writing stage, teachers mistakenly treat students' first drafts as final submissions, leading to challenges in providing constructive feedback Teachers expressed that correcting numerous errors in student writings is time-consuming, particularly for those with lower English proficiency who struggle to identify and rectify their mistakes To expedite the process, these students often write their errors on the board for correction.
Summary
This chapter presents a comprehensive analysis of the study's data, highlighting the attitudes of teachers and students towards writing skill development, as well as the challenges they face in the teaching and learning process These findings will form the basis for the recommendations that will be discussed in the following chapter.
RECOMMENDATIONS 4.1 Techniques in pre-writing stage
Identifying the purpose and audience
The author, drawing from years of teaching experience, emphasizes the crucial role of understanding the purpose and audience in writing To enhance the writing section of the textbook, she proposes incorporating a focus on setting, which can significantly improve students' writing skills.
Setting: Imagine that you are going to write a report on “literacy rate of males and females in Vietnam from 1990 to 2001” to hand in to your teachers of geography
Setting: Your outdoor activity last week was studying a festival at the place you are living
Last week, I attended a vibrant festival in our province, where I experienced the rich cultural heritage and traditions of our community The event showcased local artisans, delicious cuisine, and captivating performances, allowing me to appreciate the talent and creativity of our people I also had the opportunity to connect with friends and make new acquaintances, fostering a sense of unity and pride in our shared identity Overall, the festival was a valuable experience that deepened my understanding of our culture and strengthened my appreciation for our province's unique contributions.
Cat Ba National Park, located in northern Vietnam, is a stunning natural wonder renowned for its diverse ecosystems and breathtaking landscapes Spanning over 15,000 hectares, the park features lush forests, limestone mountains, and pristine beaches, making it a haven for nature lovers and adventure seekers alike Home to a variety of wildlife, including rare species like the golden-headed langur, Cat Ba offers numerous hiking trails and opportunities for kayaking in its picturesque bays Visitors can explore the vibrant marine life in Lan Ha Bay or relax on the serene beaches, making it an ideal destination for eco-tourism With its rich biodiversity and stunning scenery, Cat Ba National Park is a must-visit for anyone seeking an unforgettable experience in Vietnam.
Besides, teachers should emphasize the role played by audience and purpose in writing by guiding students to ask themselves such questions as:
- How do my readers expect me to treat my topic?
- What style should be employed?
The answers to these questions provide students with not only a sense of audience but also a sense of purpose.
Analyzing models
To enhance the effectiveness of writing lessons, teachers should supplement textbooks with additional resources, including one or two model texts closely related to the writing tasks By providing these models, teachers can facilitate discussions among students, encouraging them to analyze the texts in pairs, individually, or in small groups To aid in this analysis, teachers can utilize guiding questions that help students explore the writing's topic, content, form, and language.
- Which sentence states the main idea?
- Which sentence directly supports that main idea?
- Has the writer used the listing words?
- Which of the followings did the writer do to support the topic: describe, divide into parts, explain, give reasons…?
- How did the writer end the passage? What did the writer do in the end- ask a question, summarize, introduce new point ?
- How many parts would you divide the passage into? What is typical/ special about these parts?
Brainstorming
Using brainstorming in the first stage of writing lessons is very useful The researcher would like to suggest some ways to organize brainstorming
From group to whole class
- Step 1: Teacher states the topic and writes it on the blackboard, then gives any explanations which may be needed
In Step 2, the teacher organizes students into groups and encourages them to discuss and jot down their ideas Initially, one group shares two or three of their thoughts on the board, after which the teacher invites other groups to contribute additional ideas, fostering a collaborative brainstorming environment.
In Step 3, the teacher engages the entire class or small groups in a discussion about the relevance of the ideas presented on the board The teacher may pose questions to clarify any confusing points If certain ideas appear vague or overly general, the teacher encourages the group responsible for those ideas to provide further explanation.
- Step 4: The teachers ask each individual to choose a given number of the items to develop his/ her own outline
This collaborative activity involves groups working together from the outset, where class members freely share their ideas on a given topic without fear of correction or commentary from the teacher The teacher's role is limited to requesting further clarification and facilitating a class discussion on the relevance of the ideas presented Ultimately, each individual selects a set number of ideas to develop into their own outline, making this activity particularly effective for engaging topics that resonate with the majority of students, such as writing about a class camping holiday.
Interview
In this activity, students are asked to interview other group members According to Raimes
Interviews are a versatile tool for students, allowing them to engage with peers in pairs while gathering detailed information on various topics from their partners, such as personal characteristics (Unit 1), birthday celebrations (Unit 3), and Tet holiday preparations (Unit 8) as outlined in the English 11 textbook Following these discussions, students compile their findings into a report, which not only encourages dialogue but also fosters a relaxed writing environment.
Asking journalists’ question
Utilizing the fundamental questions of who, what, when, where, why, and how can significantly assist teachers in guiding students to generate ideas, particularly when writing about events For instance, in Unit 2 of the English 11 textbook, students are tasked with composing narratives about their memorable past experiences, making these questions invaluable for their writing process.
- What is the name of the experience?
- Who got involved in the incident?
- How did the experience affect you?
4.2 Techniques in the while-writing stage
Collaborative writing is a good way of organizing the class It encourages students to learn from each other Besides, it saves time for writing class
The researcher would like to recommend some ways of organizing collaborative drafting
In a collaborative writing process, each group member is assigned a specific section to write, and once completed, the team consolidates all contributions, making essential edits to ensure cohesion and unity in the final document.
All group members collaboratively participate in writing simultaneously, with one member designated as the secretary to document the group's contributions This approach allows the team to compose and review their writing collectively, enhancing the overall writing process.
4.3 Techniques in the post-writing stage
Peer editing offers numerous advantages for enhancing students' writing skills This process can be structured in various formats, with one effective method being the pairing of students to review and provide feedback on each other's work.
Students can collaborate in groups to edit each other's writings, allowing all members to share their insights on the same piece This collaborative approach not only fosters teamwork but also ensures that the editing process is completed quickly and effectively.
Teachers can encourage students to present their ideas after brainstorming or showcase their final writing products, fostering oral interaction with their audience This practice not only instills a sense of pride in students for their work but also provides immediate feedback, significantly enhancing their motivation to write.
Incorporating games into classroom activities can significantly enhance student engagement and motivation When students participate in games voluntarily, they tend to become more active and dedicated to their studies, fostering a positive learning atmosphere For instance, utilizing word games in Unit 12 and guessing games in Unit 8 can effectively promote interactive learning and improve retention.
4.4.3 Providing an appropriate tone of feedback
Teachers can effectively motivate students by providing balanced feedback on their writing, which should include both praise and constructive criticism Positive reinforcement is crucial, as it encourages students to revise and enhance their work Meanwhile, constructive criticism is essential for guiding students on specific areas that require improvement, helping them to develop their writing skills further.
In summary, this chapter offers valuable recommendations for enhancing English writing skills at Tran Nguyen Han High School It explores various techniques across different stages of the writing process, including pre-writing, while-writing, and post-writing strategies, as well as methods to motivate students effectively.
In this part, recapitulation of the study is provided with a brief description of the study as well as the limitation of the study and some recommendations for further study
Writing is a crucial productive skill that enables students to effectively convey their ideas and develop critical thinking Additionally, it fosters the acquisition of other essential skills, highlighting the undeniable significance of writing in education.
A study at Tran Nguyen Han High School examined the attitudes of both teachers and students towards the teaching and learning of writing, as well as the challenges encountered by both groups in this process.
Research findings indicate that the current teaching and learning of writing at Tran Nguyen Han High School is unsatisfactory Students encounter five primary challenges in writing classes: inadequate English proficiency, insufficient background knowledge, low motivation, limited teacher support, and time constraints Additionally, teachers face several obstacles, including students' low English proficiency and motivation, their lack of background knowledge, time limitations, inexperience with the new curriculum, managing large and diverse classes, and a lack of essential resources.
To enhance writing skills among students at Tran Nguyen Han High School, we have compiled effective writing techniques that can be utilized for improvement.
Although the researcher has made effort conducting this thesis, there undoubtedly exists some limitations
The study focuses specifically on the teaching and learning of writing among grade 11 students, which may limit the generalizability of the results to the broader student population within the school.
While the researcher utilized survey questionnaires and interviews for data collection, incorporating additional methods such as observation could enhance the reliability of the results obtained.
Thirdly, the author’s practical experience in teaching writing with the textbook is limited; the suggestions to overcome difficulties are likely to be subjective and incomplete
On the basis of findings and limitations of the study, the following suggestions are made for further research
- A study on the reality of teaching listening, reading or speaking to Tran Nguyen Han high school students
- A study on techniques and activities for Tran Nguyen Han high school students which help them improve their writing skills
Techniques for motivating students
Teachers can encourage students to present their ideas after brainstorming or showcase their final writing products, fostering oral interaction with an audience This practice not only instills a sense of pride in students for their work but also provides immediate feedback, significantly enhancing their motivation to write.
Incorporating games into classroom activities can significantly enhance student engagement and motivation When students participate in games voluntarily, they become more active and dedicated to their learning, fostering a more dynamic educational atmosphere For instance, implementing word games in Unit 12 and guessing games in Unit 8 can effectively promote interaction and collaboration among students.
4.4.3 Providing an appropriate tone of feedback
Teachers can effectively motivate students by providing feedback on their writing that balances praise and constructive criticism Positive reinforcement is crucial, as it encourages students to revise their work Meanwhile, constructive criticism is essential for guiding students on the specific areas they need to improve, ultimately enhancing the quality of their writing.
Summary
In summary, this chapter presents strategies to enhance the teaching and learning of English writing skills at Tran Nguyen Han High School It covers various recommendations, including techniques for the pre-writing, while-writing, and post-writing stages, as well as methods for motivating students.
In this part, recapitulation of the study is provided with a brief description of the study as well as the limitation of the study and some recommendations for further study
Writing is a crucial productive skill that enables students to express their ideas and develop critical thinking Additionally, it enhances their learning of other essential skills, making the significance of writing undeniable in the educational process.
The study at Tran Nguyen Han High School examined the attitudes of both teachers and students towards writing instruction, as well as the challenges they encounter in the teaching and learning process.
Research findings indicate that the teaching and learning of writing at Tran Nguyen Han High School are unsatisfactory Students encounter five primary challenges in writing classes: limited English proficiency, insufficient background knowledge, low motivation, inadequate teacher support, and time constraints Additionally, teachers face significant obstacles, including students' low English proficiency and motivation, insufficient background knowledge, time limitations, inexperience with the new curriculum, large and diverse class sizes, and a lack of essential resources.
To enhance writing skills among students at Tran Nguyen Han High School, several effective writing techniques have been proposed for implementation.
Although the researcher has made effort conducting this thesis, there undoubtedly exists some limitations
The study focuses exclusively on the teaching and learning of writing among grade 11 students, which may limit the generalizability of the results to the entire student body of the school.
To enhance the reliability of the research findings, the researcher should consider incorporating a variety of data collection methods, such as observation, alongside the existing survey questionnaires and interviews.
Thirdly, the author’s practical experience in teaching writing with the textbook is limited; the suggestions to overcome difficulties are likely to be subjective and incomplete
On the basis of findings and limitations of the study, the following suggestions are made for further research
- A study on the reality of teaching listening, reading or speaking to Tran Nguyen Han high school students
- A study on techniques and activities for Tran Nguyen Han high school students which help them improve their writing skills
Cuốn sách "Tiếng Anh 10: Bộ 1" do các tác giả Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đào Ngọc Lộc, Vũ Thị Lợi, Đỗ Tuấn Minh và Nguyễn Quốc Tuấn biên soạn, được xuất bản bởi NXB Giao Dục vào năm 2006 tại Hà Nội Sách giáo viên này cung cấp tài liệu giảng dạy hữu ích cho giáo viên dạy tiếng Anh lớp 10.
1 Brannon, L., Knight, M., & Neverow-Turk, V (1982) Writers Writing Heinemann Portsmouth, NH: Boynton/ Cook Publishers
2 Britton, J., Burgess, T., Martn, N., McLeod, A., & Rosen, H (1995) The development of loriting abilities Schools Council Research Studies London: Macmillan Education
3 Brown, H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englishwood Ciffs, NJ: Prentice Hall Press
4 Byrne, D (1979) Teaching writing skills London: Longman
5 Byrne, D (1988) Teaching writing skills London: Longman
6 Byrne, D (1991) Teaching writing skills- Longman handbook for language teachers
7 Coffin, C.et al.( 2003) Teaching academic writing: A toolkit for higher education,
8 Feist, B (1996) Applied communication skills- Writing paragraph Cambridge:
9 Gu Yue Gou (1999) English Teaching Methodology Beijing: Foreign Language
10 Harmer, J (2003) The practice of ELT New York: Longman
11 Harmer, J (2004) How to teach writing Malaysia: Pearson Education Limited
12 Harris, J (1993) Introducing writing London: Penguin
13 Hedge,T (1988) Writing Oxford: Oxford University Press
14 Nunan, D (1999) Second language teaching and learning Hongkong: Heinle&
15 Oluwadiya, A.(1992) Some prewriting techniques for students for students writers
16 Oshima, A.& Houge, A.(1991) Writing Academic English New York: Addison
17 Raimes, A.(1983) Techniques in Teaching Writing Oxford: Oxford University Press
18 Robin, C.S & Oxford, R.L (1992) The tapestry of language learning Boston USA: Heinle& Heinle Publisher
19 Trang, T.T & Baldauf, R.( 2007), Demotivation: Understanding Resistance to English Language Learning – The case of Vietnamese students The Journal of Asia TEFL 4, (1),79- 105
20 Tribble, C.(1996) Writing Oxford: Oxford University Press
21 Troyka, L.Q & Nudelman, J (1994) Steps in compositions Englewood Cliffs, New
22 Ur, P.(1991) A course in Language teaching- Practice& Theory Cambridge:
23 White, R and Arndt, V (1991) Process Writing London: Longman
24 White, R.V.(1981) Approaches to writing, Guidelines for Writing Activities A
Magazine for Language Teachers, RELC
This survey aims to gather insights for my research on the teaching and learning of writing skills at Tran Nguyen Han High School in Hai Phong Your participation in this survey is greatly valued, and all information collected will be used solely for research purposes Rest assured, your identity will remain confidential in any analysis of the data.
Thank you very much for your cooperation!
Before answering the questions, please fill in some information:
- How long have you been teaching English? (0- 5 years, 10- 20 years, more than 20 years)
- How long have you been teaching English writing skill?:……… year(s)
Please answer or circle your choice(s) or tick ( ) in answering each of the following questions:
1 How do you grade the importance of four skills when teaching English? Number your choice from the least important (1) to the most important (4) The same rate could be given to more than one factor a Speaking 1 2 3 4 b Listening 1 2 3 4 c Reading 1 2 3 4 d Writing 1 2 3 4
2 What do you think of your students’ writing competence at Tran Nguyen Han high school? a really bad b bad c quite good d good e really good
3 What are the appropriate periods (45 minutes/ period) for teaching and learning English writing to 11 th form students? a 1 period/ week b 1- 2 periods/ week c More than 2 periods/ week
4 Please put a tick () in the statement which best indicates your choice:
Statements Yes No answer No
I have the most difficulties in:
5 What are your current problems with teaching writing skill? ( Rank them in order of priority: 1- 7) a Students’ low motivation b Students’ low background knowledge c Students’ low level of English proficiency d Large and multilevel classes e Teachers’ inexperience in teaching the new textbook f Lack of necessary facilities g Time limitation
6 Do you think it is necessary for students to write with an audience in mind? Why or why not? a Yes b No
7 Can you self- assess the effectiveness of your current writing instruction methods? a Highly effective b Fairly effective c Average d Ineffective
8 Do you have any comments on the writing lessons in the new set of textbooks, particularly the new “ Tieng Anh 11” textbook?
Agree Disagree Type of tasks are various
Topics are interesting but the knowledge relating to the topics is not adequate
Tasks are beyond students’ ability
Writing section lacks particular context (purpose, audience)
9 What suggestions could you give to improve your current writing teaching situation?
Agree Disagree Textbook Modifying, adding, omitting tasks, content, activities
Teachers Join more workshops to exchange experiences and methodology among the English staffs
Provide your students with more supporting materials (writing samples, guiding books…) to study at class as well as at home
Offer your students more instructions for their writing Give more comprehensive feedbacks to students’ writing Organize group brainstorming
Organize peer editing Students Be active and motivated in lessons
Self- study to enrich background knowledge, improve English ability
APPENDIX 2 CÂU HỎI ĐIỀU TRA
Bảng câu hỏi điều tra này nhằm phục vụ nghiên cứu về thực trạng dạy và học kỹ năng viết tại trường THPT Trần Nguyên Hãn, Hải Phòng, cùng với các giải pháp đề xuất Các câu trả lời của các em sẽ đóng góp quan trọng cho nghiên cứu của tôi, và tất cả số liệu, thông tin thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu, không vì bất kỳ lý do nào khác Tôi xin chân thành cảm ơn sự hợp tác của các em!
Trước khi trả lời các câu hỏi, hãy điền đầy đủ các thông tin dưới đây:
Em học tiếng Anh được……… năm
Em hoc kỹ năng viết được……… ……năm
Hãy khoanh tròn những câu trả lời phù hợp cho những câu hỏi sau hoặc đánh dấu ( ) vào ô vuông mà em lựa chọn:
1 Em đánh giá tầm quan trọng của 4 kỹ năng trong việc học tiếng Anh như thế nào? Khoanh các lựa chọn (1-4) từ kỹ năng em cho là ít quan trọng nhất (1) đến kỹ năng em cho là quan trọng nhất (4) a Nói 1 2 3 4 b Nghe 1 2 3 4 c Đọc 1 2 3 4 d Viết 1 2 3 4
2 Em đánh giá khả năng viết của mình như thế nào? a Rất kém b Kém c Trung bình d.Tốt e Rất tốt
3 Hãy đánh dấu ( ) vào câu trả lời mà em lựa chọn:
Nhận định Có Không Không có câu trả lời
Em gặp nhiều khó khăn nhất ở bước:
4 Hãy đánh dấu ( ) vào câu trả lời mà em lựa chọn:
Nhận định Có Không Không có câu trả lời
Em thiếu kiến thức nền khi làm một bài viết
Em không có đủ động cơ học viết
Trình độ Tiếng Anh của em kém nên thiếu từ và cấu trúc để diễn đạt khi làm một bài viết
Em thiếu thời gian khi học viết trên lớp
Hướng dẫn của giáo viên trong giờ học viết không đầy đủ
Giáo viên không chữa bài viết kỹ lưỡng
5 Giáo viên của em có làm các hoạt động sau như thế nào trước khi các em làm một bài viết ? a Yêu cầu các em xác định đối tượng độc giả của bài viết
Thường xuyên Thỉnh thoảng Chưa bao giờ b Yêu cầu các em xác định mục đích viết
Thường xuyên Thỉnh thoảng Chưa bao giờ
6 Giáo viên thường yêu cầu các em làm gì trước khi viết? ( có thể khoanh nhiều hơn một lựa chọn) a Giáo viên thường yêu cầu các em đọc hướng dẫn trong sách và làm các nhiệm vụ b.Giáo viên đưa ra câu hỏi gợi ý c Giáo viên cung cấp cho các em bài viết mẫu d Yêu cầu các em tìm ý và lập dàn ý e Ý kiến khác…
