Rationale
Over the past two decades, foreign language education policy, along with student attitudes and motivation, has become vital for Vietnam's national development and individual advancement Social transformations have led to shifts in foreign language preferences, particularly favoring English, which has significantly impacted the education system, especially at the higher education level English is now incorporated into the lower secondary curriculum starting from grade 3 and is a mandatory subject in national examinations for the general education diploma.
The widespread use of foreign languages, particularly English, in education and daily life was reinforced by a Prime Ministerial Order on August 15, 1994, mandating government officials to study foreign languages, especially English While new textbooks aim to enhance the four language skills, many Vietnamese students struggle with written assignments due to limited writing experience and anxiety about essay evaluations English language students often show a lack of enthusiasm for essay writing, resulting in unsatisfactory performance in writing tests This research aims to explore the underlying reasons for this situation.
State of the problem
Nurturing and training talented students in specialized schools is a critical mission across the nation, requiring a distinct educational approach for language specialization Since 2006, the Ministry of Education and Training (MOET) has been renovating English textbooks, introducing "Tieng Anh 10, 11, 12 nang cao" for language-focused pupils MOET provides a flexible curriculum framework that allows teachers, particularly at Le Hong Phong specialized secondary school, to tailor materials to their students' needs Additionally, national tests for language specializing students, initiated in 2000, are designed to align with the curriculum, emphasizing writing essays as a compulsory component Despite the challenges associated with teaching essay writing, which many find difficult and tedious, effective approaches have been identified For Vietnamese learners, successful essay writing instruction hinges on three key factors: motivation, rhetorical patterns, and coherence, guiding students to independently develop their ideas and use specific examples to enhance persuasiveness.
The researcher aims to investigate the essay writing process and the role of teachers during writing lessons to understand students' opinions and attitudes toward essay writing This research intends to provide valuable insights for writing instructors and students, helping them discover effective methods and techniques to enhance their essay writing skills.
Aims of the study
This study is aimed to:
(1) Examine kinds of approach of the teaching of essay writing used by teachers of writing at Le Hong Phong specialized secondary school
(2) Explore common activities used by teachers at Le Hong Phong specialized secondary school to develop students’ essay writing skill and students’ attitudes towards those activities.
Research questions
The study was carried out in order to find out the answers to 3 research questions
(1) What are the common activities do teachers use to develop students’ essay writing skills?
(2) What are the students’ perceptions of the usefulness of those activities to their writing proficiency?
(3) To what extent do those activities satisfy the students’ expectations?
Scope of the study
The study concentrates on 11th-grade students in an English language specialization class at Le Hong Phong Specialized Secondary School, marking their initial experience in formal essay writing instruction However, the findings may not be applicable to all Vietnamese students Therefore, the recommendations for teaching and learning essay writing are likely to be effective primarily for language specialization students in secondary education.
Method of the study
This study employs a mixed-methods approach, integrating both quantitative and qualitative research techniques Data collection involved survey questionnaires, classroom observations, and interviews to ensure a comprehensive analysis By utilizing diverse methods, the researcher aims to obtain more reliable and valid insights Specifically, questionnaires targeting small groups of English language students and semi-structured interviews were conducted to gauge their perceptions of classroom activities, focusing on their usefulness and learning needs Additionally, questionnaires and post-classroom observation interviews with writing teachers were utilized to examine the common activities employed to enhance students' essay writing skills and to assess the perceived value of these instructional strategies.
Design of the study
Academic writing and essay writing
Academic writing, as defined by Oshima and Hogue (1991), is a specific type of writing required in college or university settings It stands apart from other writing forms, such as personal, literary, journalistic, and business writing, due to its unique audience, tone, and purpose.
Oshima and Hogue clarify the definition of academic writing by highlighting key differences, emphasizing the significance of the audience in achieving clear and effective communication The writer's tone, shaped by word choice, grammatical structures, and sentence length, reflects their attitude towards the subject and is primarily influenced by the intended audience rather than the topic itself Additionally, the primary purpose of academic writing is often to explain, though it can also aim to persuade or convince the audience of the writer's viewpoint Ultimately, the organizational form and style of the writing are determined by its intended purpose.
Writing transforms thoughts into visible expressions, allowing insights from natural and cultural phenomena to be shared and understood This exchange is fundamental to scholarly pursuits and contributes to the broader dialogue of civilization Academic essays, while logical, also embrace creativity, requiring a unique skill set beyond mere language proficiency Effective essay writers must convey accurate information, develop a clear thesis, support their arguments with evidence, address potential counter-arguments, and sustain a sense of discovery throughout their work.
Place of writing in foreign language programs
Writing is a vital communication tool and an essential skill for students preparing for university, particularly in developing academic literacy For students studying English as a foreign language (EFL), academic writing presents significant challenges due to the complexity of skills required and the cultural differences in structure and rhetoric As noted by Casanave (2002), academic writing can feel like a "clueless" challenge, as many rules are implicit Among these, textual competence, defined by Bachman (1990) as the ability to articulate and organize ideas persuasively, is the most daunting hurdle students face Our experiences as classroom teachers in Vietnam align with Hayashi’s observations on this issue.
(2005) observation that EFL students’ writings more often than not end up lacking a clear logical flow and unity, not to mention a persuasive linear argument
Teaching academic writing poses challenges for both students and teachers Students struggle to meet academic standards, while teachers must equip learners with diverse English skills and cultural backgrounds to become adaptable writers This disparity in language proficiency means that a writing task that is engaging for some students can be overwhelming for others Consequently, high school teachers frequently express that writing is the most difficult skill to teach in their classrooms (Hess, 2001, p 77).
It is obvious that writing is a difficult skill because it requires many characteristics which are not necessary for speaking such as formality, well- planned, accuracy and time
Writing is inherently linked to various communicative purposes within social and occupational contexts, as noted by Candlin and Hyland (1999) Each writing act not only conveys information but also shapes the reality it depicts, reinforcing specific modes of communication and the social relationships they entail Consequently, writing serves as a socio-cultural act of identity, allowing writers to demonstrate their affiliation with diverse communities of practice while also showcasing their unique creative individuality.
Writing plays a crucial role in enhancing student learning by reinforcing grammatical structures, idioms, and vocabulary (Raimes, 1983) It encourages students to explore the language creatively and take risks beyond their current knowledge Additionally, the process of writing actively engages students, as it requires them to utilize their eyes, hands, and minds, thereby strengthening their grasp of the new language.
Teaching academic writing is essential for students learning English as a foreign language (EFL) because it typically requires structured instruction Unlike conversational skills, writing is not easily acquired through mere exposure, highlighting the need for targeted teaching methods.
Major approaches to teaching writing
The product approach
The product approach to writing emphasizes the analysis of a model text, which serves as a foundation for creating a similar or parallel text This method focuses on the essential characteristics of the final written product, guiding writers through a structured process that culminates in the production of a well-crafted piece.
Model text -> Comprehension / analysis/ manipulation -> new input -> Parallel text
(Robinson, 1991 cited in Evan and St John, 1998)
The product approach to writing emphasizes linguistic knowledge, focusing on vocabulary, syntax, and cohesive devices In English as a Foreign Language (EFL) contexts, it is based on Behaviourist theory, requiring learners to imitate and manipulate fixed patterns Advocates of this approach view the writing process as linear, comprising four stages that align with the Present, Practice, and Produce teaching structure developed during the same period.
Stage 1: Familiarization-this makes students aware of certain features of a particular text
Stages 2 and 3: Controlled and Guided writing- these stages aim at giving learners guided practice with increasing freedom to help them practice
Stage 4: Free writing-This is where the learners are finally given a free reign and can produce a piece of writing by imitating the sample text
This method is effective for teaching writing to beginners, as it allows learners to improve gradually through imitation and repetition of model texts provided by instructors Teachers play a crucial role in this process by sharing essential writing theories, including grammatical structures, vocabulary selection, the use of cohesive devices, content variation, and essay organization.
While this approach has its advantages, it also presents notable drawbacks Students often become passive learners, relying heavily on their teachers, textbooks, and model texts for writing skills This reliance can lead to simplistic text reproduction, where learners merely alter a few words from the original, stifling their creativity and motivation Additionally, the focus on correcting mistakes during the writing process can discourage students, as many are anxious about common beginner errors.
The product approach is beneficial for beginner writers as it establishes a solid foundation for their writing practice However, relying solely on the teacher and model texts can lead to passivity in students, leaving them unprepared and often overwhelmed during official writing tests that present unfamiliar topics or essay types.
The process approach
The Process approach to writing emphasizes the cyclical nature of the writing process rather than a fixed, linear method like the traditional Product approach This approach aligns closely with communicative-task based instruction, which is prevalent in modern communicative pedagogy While the Product approach focuses primarily on the final written product, the Process approach prioritizes the cognitive processes involved in writing As noted by Flower (1985), the thinking stage enables students to identify rhetorical problems, devise solutions, and draw appropriate conclusions, following a structured sequence.
Generate ideas -> select ideas -> Group ideas - -> Order ideas
According to Hedge (1990), the writing process consists of several stages: motivation to write, idea generation, planning and outlining, note-taking, drafting, revising, and final editing for publication Similarly, Oshima and Hogue (1991) outline the writing process in three key steps: pre-writing, planning (or outlining), and drafting, followed by revising the drafts, which can be done independently, with peers, or with a teacher.
The process approach itself helps organize the writer’s thoughts White and Arndt
(1991, p.12) argue this is because there is a close link between writing and thinking
The process approach to writing emphasizes the journey of creating a text, highlighting the importance of the methods used alongside the final product Often, writers begin with only a general idea, which is then refined and transformed through multiple drafts and revisions.
Main features of the process approach
The process approach emphasizes individual fluency and expression in writing, shifting away from the outdated view that regards written language as secondary to spoken language This method focuses on empowering learners, allowing them to make informed decisions about their writing direction (Jordan, 1997) According to Clenton (2003), teachers act as facilitators, providing constructive feedback throughout the writing process rather than presenting a perfect model This approach encourages students to take greater responsibility for their improvements, moving beyond simply imitating a predetermined example.
The process approach to writing instruction presents several challenges Many learners struggle with writing in their native language due to a lack of proficiency and experience, which complicates the teaching process Peer teaching can be beneficial, allowing students to observe effective writing techniques used by their peers Additionally, students often face difficulties generating relevant ideas for their chosen topics, highlighting the importance of considering their diverse life experiences, personalities, and interests Finally, assessing the applicability of the process approach across different educational settings remains a concern As noted by Johns (1990), this approach emphasizes the writer's role in creating written text, with the writing process being a critical component of the theory.
The process approach enhances student engagement and motivation in writing by promoting a learner-centered environment where students take an active role, while teachers primarily act as observers However, novice writers require support and guidance from their instructors This method is effective for classroom practice, yet students are still encouraged to write independently and seek feedback from their teachers to correct mistakes.
Essay writing as a form of Academic writing
Academic essays are essential in various subjects, requiring a discussion of issues grounded in our knowledge A strong argument is crucial, as writing serves to make our thoughts visible To effectively communicate insights from both natural and cultural phenomena, we must organize our ideas for others to understand and engage with While the conventions of academic essays may differ across disciplines, a successful essay demonstrates a clear thesis, supported by evidence, while anticipating counter-arguments and fostering a sense of discovery.
Essays are formal pieces of writing that require a consistent and appropriate academic style, distinct from informal writing Each essay must have a clear purpose beyond merely fulfilling an assignment or deadline Rather than just transferring information, writers should aim to present a compelling case for an original idea developed through thorough research This research may involve analyzing texts, conducting experiments, or observing specific behaviors, all contributing to a meaningful and engaging narrative.
Challenges of teaching and learning essay writing
Writing is a vital communication skill, especially for students preparing for university, and poses significant challenges for those studying English as a foreign language (EFL) The complexity of academic writing is heightened by cultural differences in structure and rhetoric, which may not align with standard academic English conventions Textual competence, defined as the ability to organize and present ideas persuasively, is a key hurdle for EFL students Based on our teaching experiences in Vietnam, we concur with Hayashi (2005) that EFL students often struggle with maintaining logical flow and unity in their writing, resulting in weak and unpersuasive arguments.
Learning to produce writing that meets academic standards presents challenges for both students and teachers For students, the struggle lies in mastering the requirements of academic writing, while teachers must prepare students with diverse English proficiencies and cultural backgrounds to become adaptable writers In a classroom where students have varying linguistic abilities, a writing task that is engaging for some may be overwhelming for others Consequently, EFL academic writing instructors face the challenge of fostering student involvement, maintaining motivation among stronger writers, ensuring weaker students can complete tasks, and promoting collaborative learning to facilitate progress for all students throughout the course.
Conclusions
In this chapter, the author examines key issues related to the study topic, focusing on academic writing, essay writing techniques, and the challenges faced in teaching and learning essay writing within an EFL context The next chapter will outline the study's context, methodology, data collection procedures, and data analysis methods.
The context of the study
Le Hong Phong Specialized Secondary School, established in 1920 and officially named in 1993, has become a significant institution in the education system of Nam Dinh province and the nation With an impressive record of 166 national and 24 international awards from 1994 to 2009, the school is recognized for its high-quality education The dedicated and experienced teachers contribute to this success, supported by modern teaching facilities, including OHPs, whiteboards, and computers Each division boasts well-equipped rooms filled with diverse resources such as books, newspapers, and internet-connected computers Additionally, the school features two informatics technology rooms, ensuring students have ample access to the latest educational tools.
Le Hong Phong Specialized School, in accordance with the Department of Upper School Education Regulations for Specialized Schools, is authorized to establish specialized classes to nurture national talent Each year, the school forms 33 specialized classes across 11 subjects, including mathematics, informatics, and languages such as English, Russian, and French The school has the advantage of selecting students based on a high standard of academic performance, requiring a minimum score of 8.0 in language subjects at the ninth grade Candidates must pass three compulsory subjects—Math, Literature, and English—along with a specialized subject, which is weighted more heavily in the selection process This rigorous selection process ensures that students in language specialization classes possess a strong foundation in English, enabling teachers to effectively nurture and develop their talents.
Target training significantly enhances the learning experience for English language students, particularly among the predominantly female student body, who demonstrate a strong dedication to their studies Their exposure to various foreign cultures fosters a sense of confidence and active participation, which greatly benefits both teaching and learning outcomes.
Methodology
Participants
The subject of this study was drawn from two sources divided into two groups:
A group of 30 eleventh-grade English language specializing students at Le Hong Phong Specialized Secondary School in Nam Dinh consists of a male-to-female ratio of 3:30, with male students making up 10% of the population These students, who have studied English for at least five years, are considered to have an intermediate high level of proficiency They are enthusiastic about learning English and effectively use it for communication with their teacher and peers Currently, they utilize secondary textbooks tailored for social science and humanities disciplines, specifically "Tieng Anh 10, 11, 12 nang cao," as their primary learning materials.
The reason for selecting eleventh English language specializing students but 10 th or
In 12th grade, students realized that they only began learning essay writing in 11th grade, which provided them with the opportunity to be selected for the national combined group comprising both 11th and 12th graders.
The second group consists of six English teachers specializing in writing skills for English language students, each with at least two years of experience This diverse group, which includes individuals aged from their mid-twenties to over fifty, features a notable gender ratio of one male teacher to five female teachers.
The reason for choosing these six teachers was that they had experience in teaching English language specializing students, especially teaching essay-writing skills.
Instruments
Four main instruments were used to obtain the information for the study will be mentioned as follows:
Instrument one: A survey questionnaire completed by 30 eleventh English language specializing students
The questionnaire consisted of two main sections: the first gathered general information about the students, including their gender, age, years of English learning, and essay writing frequency The second section featured six questions—three closed and three open-ended—aimed at assessing students' perceptions of the usefulness of classroom activities and how well these activities met their expectations Adapted from Kanji Kumar's Research Methodology (1996), the questionnaire was conducted in English, but students were encouraged to respond to open-ended questions in either Vietnamese or English For more details, refer to Appendix A.
Instrument two: A questionnaire with 2 sections completed by teachers of English at school where the study was conducted Refer to Appendix B
The article begins by presenting general information about teachers, including their gender, age, and years of experience in teaching English and writing skills It then explores the frequency of classroom activities conducted by these teachers, their perceived value of these activities, the challenges they encounter in teaching essay writing, and the solutions they propose to address these challenges.
Instrument three: Semi- structured interview to students
An informal one-on-one interview was conducted with 11 randomly selected eleventh-grade English language students following classroom observations The interviews, lasting 10 minutes each, were held in Vietnamese and included a mix of 13 structured and some non-structured questions The interview protocol was adapted from John W Creswell's "Qualitative Inquiry and Research Design: Choosing Among Five Traditions."
The researcher conducted a non-participant observation in an eleventh-grade English specialized class, where they closely watched and documented activities occurring in real classroom settings This observation took place over three periods, totaling 135 minutes.
The observation protocol was adapted from Qualitative Inquiry and research Design Choosing among Five Traditions which was written by John W Cressell (1997) (Refer to Appendix D)
Data collection procedures
Over a two-week period, the classroom performance of two teachers in an eleventh-grade English language specialization class was meticulously observed Prior to the observation, necessary permissions were secured from the headmaster, the head of the English department, and the teachers involved Detailed notes were taken during the observations, which were later analyzed to draw findings and conclusions.
The following week, a questionnaire was distributed to 30 eleventh-grade English language students, who were given the option to complete it in either Vietnamese or English within 15 to 20 minutes The researcher sought the teacher's permission to personally engage with the students, explaining the study's purpose, relevance, and importance while addressing any questions they had Simultaneously, a survey was administered to six English teachers, allowing them three days to complete it.
Ten students from the 11th-grade English language specialization class were randomly selected for one-on-one interviews held in a quiet room, free from distractions, during the fifth period on the second and third Saturdays of May Prior to the interviews, the researcher outlined the research's nature, the interview's purpose, and the expected duration of the conversation The researcher also addressed any questions from the students and informed them that the interviews would be recorded, clarifying how the data would be utilized in the future.
The study analyzed data collected from students to assess their perceptions of teachers' classroom activities, focusing on the usefulness of these activities and how well they meet student expectations Additionally, the research compared the opinions of two distinct groups of students.
The collected data was thoroughly reviewed to grasp the overall insights, while observation notes and interview transcriptions were meticulously recorded The findings were subsequently presented using tables, figures, and charts for clarity.
This section will outline the data analysis and findings derived from the study, following a detailed presentation of the methodology, participants, instruments, and data collection procedures Initially, it will provide general information about the 30 students and 6 teachers involved in the research.
The study involved 30 students, predominantly female (27 females and 3 males), all specializing in English language at the 11th grade level Approximately 93% of these students had over five years of English learning experience, while 7% had less The research included six teachers, with only one male, whose ages ranged from 27 to 54 and teaching experience varied from 3 to 30 years During the 2009-2010 school year, these teachers were responsible for instructing specialized English classes, focusing on writing and essay skills for English language students.
Chart 1 below shows the frequency of writing essay by students
10% very often often sometimes rarely/ never
The chart indicates that students frequently engaged in essay writing, with most writing at least once or twice a week Notably, 10% of students demonstrated a strong interest in this practice, completing three to four essays weekly.
Research question 1: What are the common activities do teachers use to develop students’ essay writing skills?
Classroom observations and teacher interviews reveal that writing instructors frequently utilize pre-writing activities, with 83% of teachers providing structures and vocabulary to support students This approach addresses learners' uncertainties regarding new language use, particularly influenced by university entrance exam pressures Additionally, the same percentage of teachers encourages students to collaborate in pairs or groups to create outlines before writing tasks Outlining enhances writing skills by helping students organize their ideas, ensuring relevance and logical order in their supporting sentences It also accelerates the writing process, as students become accustomed to outlining, making the actual writing easier Furthermore, focusing on outlining allows students to concentrate on grammar rather than their thoughts, ultimately improving their writing quality.
Table 1: The frequency of using classroom activities by teachers in writing lessons
Classroom activities very often often sometimes rarely never a Giving structures and vocabulary related to given topic
Effective writing instruction can be enhanced through various strategies Group brainstorming encourages idea generation, while collaborative outlining in pairs or groups fosters organization Teaching the use of cohesive devices is essential for coherence, and analyzing model essays helps students understand structure Incorporating diverse aids such as pictures, maps, music, and reading texts enriches the learning experience Students should practice writing their own thesis statements and develop specific topics for each paragraph Draft writing is crucial, as is setting time-limited writing tasks to build efficiency Providing feedback, both from the instructor and peers, is vital for improvement and skill development.
Starting a new project can be challenging for students, which is why they are frequently organized into groups to collaborate effectively This approach encourages them to brainstorm and jot down all their ideas related to the assigned topic in a note format or in a random sequence.
Approximately 50% of the study participants regularly instructed students on the use of cohesive devices, encouraged them to formulate their own thesis statements, and assigned writing tasks with time constraints.
Teachers reported that providing feedback and corrections after classroom observations was time-consuming and challenging due to limited class time As a result, they typically reviewed only two or three students' papers for feedback during class, focusing on common grammar errors, word choice, and expression Students were encouraged to engage in self-correction and peer-correction, allowing them to exchange first drafts and suggest improvements such as better organization, paragraph division, sentence variety, and word choice Positive feedback on student writing is essential, as it helps build confidence and fosters a positive atmosphere for future writing classes Furthermore, students expressed a preference for receiving comments on the grammatical and lexical accuracy of their work.
Visual aids like games, music, pictures, and maps can significantly reduce classroom stress and enhance the learning environment However, only 33% of teachers utilize these aids, with one-third never incorporating them This reluctance stems from two main factors: the nature of essay assignments, which primarily require argumentation and explanation rather than visual illustration, and time constraints that lead some teachers to assign reading materials for students to explore at home instead.
Only 33% of teachers preferred using model essays and analyzing them, while a significant portion of the sample, 23% and 17% respectively, rarely or never provided model essays Teachers typically offered model essays and analysis solely when introducing a new essay type to help students understand the essay format, language style, and organization.