Aims of the study
This study aims to investigate the challenges faced by tenth graders at Chu Van An High School for the Gifted in Lang Son Province when learning English writing skills It focuses on the difficulties encountered during the three stages of writing: Pre-writing, While-writing, and Post-writing Additionally, the research seeks to offer practical suggestions to help overcome these obstacles and enhance students' writing proficiency.
Research questions
1) What difficulties do the tenth graders at CVA encounter when learning English writing skills?
2) What are the reasons for the difficulties?
3) What are the possible solutions to overcome the difficulties?
Methods of the study
This survey study utilizes both quantitative and qualitative methods to gather data Information was collected through two primary instruments: questionnaires and class observations Additionally, reviewing relevant documents helped establish the theoretical framework for the research.
Scope of the study
This minor thesis at CVA examines the challenges faced by tenth graders during three stages of writing It identifies the reasons behind these difficulties and offers suggestions to enhance teaching and learning of writing skills at the school.
Significance of the study
This study aims to identify the challenges faced by tenth graders at CVA in developing writing skills Findings reveal significant limitations in current teaching and learning practices As a result, both teachers and students can explore effective strategies for enhancing writing instruction Additionally, the research offers pedagogical recommendations to address the difficulties encountered in writing education.
Organization of the study
The study consists of three parts:
Part A is the introduction to the study It presents the rationale, aims, methods, research questions, scope, significance and organization of the study
Part B of the article focuses on development, featuring Chapter 1, which reviews the literature on writing; Chapter 2, which provides an in-depth description of the context, textbook, and methodology; and Chapter 3, which presents the collection, analysis, and discussion of the data Part C concludes with a summary of the main findings, explores pedagogical implications, and offers suggestions for further research.
LITERATURE REVIEW 1.1 Definition of writing
Fundamental components of writing
Effective communication in writing requires learners to navigate various elements, as highlighted by Raimes (1983:6), which are essential for producing clear and fluent ideas.
Diagram 1 Producing a piece of writing
Problems caused by writing
According to Widdowson (1983:36), learning to write in a second or third language, such as English, presents unique challenges that can complicate the writing process for non-native speakers.
Byrne (1988:4) gives three problems which are caused by writing under three headings: psychological problems, linguistics problems and cognitive ones
SYNTAX sentence structure, sentence boundaries stylistic choices, etc.
ORGANIZATION paragraphs, topic and support cohesion and unity
CONTENT relevance, clarity, originality, logics, etc THE
WRITER’S PROCESS getting ideas, getting started, writing drafts, revising
PURPOSE the reason for writing
WORD CHOICE vocabulary, idiom, tone
GRAMMAR rules for verbs, agreement, articles, pronouns, etc.
MECHANICS handwriting, spelling, punctuation clear, fluent and effective communication of ideas
Writing presents unique psychological challenges, as it is an inherently solitary activity that lacks the immediate feedback and interaction found in spoken communication This absence of engagement can make the writing process particularly difficult for many individuals.
In oral communication, individuals often overlook sentence structure and connections, relying on interactive processes like repetition and backtracking based on listener reactions As a result, incomplete or ungrammatical utterances frequently go unnoticed Conversely, writing requires individuals to actively maintain clarity and coherence, ensuring that their choice of sentence structures and connections allows the text to be understood independently.
People communicate effortlessly in speech, often discussing topics that interest them socially or professionally In contrast, writing requires formal instruction, as individuals must learn the written language's structure and nuances that differ from spoken communication Effective writing also involves organizing ideas clearly to ensure understanding for readers who may not be present or familiar with the writer.
Writing can often feel like a burden imposed by circumstances, leading to psychological stress and uncertainty about content Many individuals find themselves struggling with writer's block, making it a common challenge for those required to produce written material.
Vietnamese researchers identify several challenges in the teaching of writing, including inadequate facilities, large class sizes, and inappropriate textbook tasks Additional factors contributing to these difficulties are students' limited linguistic competence, passive learning styles, negative attitudes towards writing, insufficient preparation before writing, and teachers' lack of experience in theme-based writing instruction.
Differences between skilled and unskilled writers
Skilled and unskilled writers exhibit notable differences in their writing behaviors According to Perl (1979), unskilled writers tend to focus on superficial sentence-level issues, neglecting the overall organization and audience engagement in their work They seldom revise or modify their initial drafts In contrast, skilled writers prioritize broader writing challenges, emphasizing the coherence and structure of their entire piece.
According to Pianko (1979:13), unskilled writers often hesitate during writing due to concerns about spelling, while skilled writers take purposeful pauses to plan, prepare, and ensure their writing meets the task's objectives In contrast, weaker writers primarily pause to revise grammar and mechanics rather than to enhance the overall coherence and effectiveness of their work.
Sommers (1980) discovered that less skilled writers tend to revise their work minimally, focusing primarily on vocabulary and adhering to teacher-imposed guidelines, while rarely altering their original ideas For these writers, revision is merely a step towards finalizing their text for typing In contrast, proficient writers approach revision holistically, examining the entire piece to identify meaningful sections, enhance comprehension, and enrich the overall development of their essays.
Calkins (1983) discovered that less proficient writers tended to enhance their work by only making small adjustments to spelling, punctuation, and vocabulary She attributed these revision shortcomings to their insufficient understanding of effective revision techniques.
Approaches to teaching writing 1 Controlled-to-free approach
Various approaches to teaching writing have been developed to address the challenges associated with writing instruction It's important to recognize that there is no universally 'right' or 'wrong' method for teaching writing skills; the effectiveness of any approach is contingent upon the specific context of teaching and learning English as a Foreign Language (EFL) This paper adopts the terminology established by Raimes (1983) and Steele (2004) to discuss these methodologies.
In the 1950s and early 1960s, language learning focused primarily on speech, with writing considered a secondary skill to reinforce oral communication Hyland (2009) refers to this method as "structure orientation," which involves a four-stage writing process: learning grammar and vocabulary, practicing fixed patterns, copying model texts, and finally writing essays using these patterns This approach prioritizes accuracy over fluency, emphasizing reproduction skills and the correction of linguistic errors However, its focus on syntax, grammar, and mechanics, rather than content, audience, and purpose, hinders students' ability to advance their writing skills beyond the sentence level.
The free writing approach, as outlined by Raimes (1983), prioritizes quantity and fluency over quality and accuracy, allowing students to express their ideas freely and rapidly on a given topic without concern for correct forms Initially, students may find it challenging to generate ideas quickly, but regular practice fosters comfort and fluency in their writing Additionally, it is crucial for teachers to refrain from correcting students' free-writing, focusing instead on providing feedback on the content.
While the free writing approach offers benefits, it has notable drawbacks, particularly in academic contexts Hyland (2008) highlights that this method is often inappropriate for academic writing, where students are expected to engage in in-depth research on specific topics rather than expressing their thoughts freely Additionally, errors in the final written product can significantly impact students' grades.
According to Raimes (1983), effective writing organization is crucial for students, who engage in activities such as copying paragraphs, analyzing structures, and imitating model texts They practice arranging scrambled sentences, distinguishing between general and specific statements, selecting or creating suitable topic sentences, and modifying sentences through insertion or deletion This method emphasizes that writing organization differs based on various patterns of written discourse.
Kaplan (1966) highlights that various languages exhibit distinct written discourse patterns, with English characterized by a linear structure, Semitic languages following a zigzag pattern, Oriental languages adopting a spiraling approach, and Romance and Russian languages being more digressive Consequently, it is essential for English learners to understand these writing patterns to enhance their writing skills However, applying contrastive rhetoric in real writing classrooms poses challenges, as it often overlooks the diverse ages and language proficiency levels of students.
Effective writing requires students to simultaneously focus on grammar, syntax, and organization, as these elements are interconnected rather than separate skills Teachers create writing tasks that emphasize organization while reinforcing grammar and syntax For instance, when writing clear instructions for operating a calculator, students must utilize appropriate vocabulary, simple verb forms, and an organized chronological structure, incorporating sequence words like "first" and "then." Through discussions and task preparations, these components are reviewed and taught, helping students understand the relationship between their writing goals and the necessary skills to achieve them.
This approach emphasizes the use of forms at the sentence level to ensure clarity and appropriateness in writing Students engage in exercises that connect specific vocabulary, structural elements, and organizational features to distinct writing tasks, aiming to internalize essential writing forms However, this method contrasts with Kroll’s (1990) philosophy, which advocates for teaching writing skills through meaningful communication and learning in relevant contexts.
The communicative approach to writing prioritizes the purpose of the text and its intended audience, prompting students to engage in real-life writing scenarios by asking themselves key questions like "Why am I writing this?" and "Who will read it?" This method fosters the creation of authentic writing tasks, where the audience can include teachers, peers, or external individuals Context plays a crucial role in these exercises, allowing students to adjust their formality and content based on their audience and the type of writing However, this approach does not focus on the rhetorical conventions of English texts, and learners are not guided to consider the structure, style, or organization of their writing.
According to Raimes (1983), the focus of the writing process is on how writers initiate and develop their ideas Student writers should understand that their initial drafts are merely starting points, often unstructured and containing grammatical mistakes With adequate time and constructive feedback from teachers and peers, these writers can uncover new ideas, sentences, and vocabulary, ultimately leading to more organized final drafts with fewer errors Thus, the writing process plays a crucial role in improving writing quality.
"a process of discovery for the students" (Ibid 11) They discover new ideas, new language forms to express their ideas
Teachers employing this approach must provide two essential supports: ample time for students to explore their ideas and constructive feedback on their draft content However, caution is needed when implementing this method in ESL/EFL classrooms, as these students typically seek more explicit guidance from their instructors Additionally, many ESL/EFL learners may lack confidence in peer feedback and hesitate to critique their classmates' writing Given their limited language proficiency, teachers must assume dual roles as both language and writing instructors to effectively support their students' development.
According to Steele (2004), this approach has a number of stages, though a typical sequence of activities could proceed as follows:
Stage 1: Generating ideas by brainstorming and discussion Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas
Stage 2: Students extend ideas into note form, and judge quality and usefulness of ideas
Stage 3: Students organize ideas into a mind map, spider gram, or linear form This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts
Stage 4: Students write the first draft This is done in class and frequently in pairs or groups
Stage 5: Drafts are exchanged, so that students become the readers of each other's work By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts
Stage 6: Drafts are returned and improvements are made based upon peer feedback Stage 7: A final draft is written
Stage 8: Students once again exchange and read each other's work and perhaps even write a response or reply (Ibid 4)
The product-oriented approach to writing emphasizes the final output and the superficial aspects of language, such as grammar and mechanics In a typical classroom using this method, students receive a standard text sample and are expected to replicate it in their own writing (Hasan & Akhand, 2010:2) This approach consists of four distinct stages (Steele, 2004).
RESEARCH METHODOLOGY 2.1 Context of the study
The school
The study was conducted at CVA, a prominent school in Lang Son Province, northeastern Vietnam, known for its academic excellence This success can be partially attributed to the implementation of innovative teaching methods in the classroom.
English 10 Textbook
English 10 has been in use since 2006 as the official textbook in Vietnamese high schools The book is set up on a theme-based foundation with the aim of developing students’ linguistic and communicative competence It consists of 16 units with different topics Each unit has five parts represented through five forty- five-minute lessons: Reading, Speaking, Listening, Writing, and Language Focus respectively.
The writing section in English 10 textbook
Unlike the other sections, the writing does not conclude three parts: Pre-, While-,
The writing process for students begins with a model and includes essential activities like model analysis, language work, and guided writing Students are tasked with producing a variety of text types, including personal and formal letters, narratives, descriptions of charts, graphs, and tables, as well as expository essays.
The primary goal of the writing section, as outlined in the teacher's book, is for students to compose written texts of 100-120 words on studied topics, utilizing provided models or prompts for personal or basic communication A detailed overview of the topics and text types for each unit is presented in the accompanying table.
Unit Themes/Topics Text Type
1 A Day in the Life of… A narrative
2 School Talk Filling in a form
4 Special Education A letter of complaint
5 Technology and You A set of instructions
7 The Mass Media Advantages and disadvantages of TV
8 The Story of My Village Informal letters to give directions
9 Undersea World Interpreting facts and figures from a table
11 National Parks A letter of acceptance or refusal
13 Films and Cinemas Describing a film
14 The World Cup Writing an announcement
Table 2 Topics and text types in each unit of English 10
Nguyen (2007) critiques the product-oriented writing approach in textbooks, which prioritizes the final output over the writing process She observes that students often resort to imitation and copying model texts, neglecting essential stages like planning, drafting, revising, and editing Additionally, Nguyen highlights that not all writing activities offer sufficient support, leading to tasks that may exceed students' capabilities She concludes that many writing assignments in these textbooks lack realism, stemming from a disregard for the intended audience and writing purpose.
Research questions
This study seeks to answer the following research questions:
1) What difficulties do the tenth graders at CVA encounter when learning English writing skills?
2) What are the reasons for the difficulties?
3) What are the possible solutions to overcome the difficulties?
Research methods
This study focuses on 12 English teachers and 95 tenth-grade students at CVA, detailing the participants involved It will outline the data collection instruments and the procedures followed during the research Finally, the findings of the study will be presented and analyzed.
All the teachers of English at CVA have been chosen for the research The youngest is 26 and the oldest 43 years old This means they have from 4 years to
With 21 years of experience in English education, our team consists of 12 qualified teachers who graduated from the full-time program at Hanoi University of Languages and International Studies, Hanoi National University Each instructor has a minimum of one year of teaching experience with the English 10 textbook, ensuring a high standard of language instruction.
A study was conducted involving three tenth-grade classes, comprising 95 students aged 15 to 17, both male and female These students have seven years of English learning experience and are considered to accurately reflect the average English proficiency level among tenth graders in the school.
Two instruments, questionnaire and class observation, have been used to collect information and data
The procedure has been conducted in the following steps Firstly, the questionnaires have been delivered to 95 tenth graders and 12 teachers of English in CVA
The student questionnaire, detailed in Appendix 1, consists of eight items designed to assess various aspects of students' writing experiences The first two items focus on students' attitudes toward writing skills and their English 10 writing lessons The following three items investigate the writing strategies employed by students Finally, items six through eight aim to identify the challenges students face during the three stages of writing: pre-writing, while-writing, and post-writing.
The teacher questionnaire, detailed in appendix 2, includes six items designed to evaluate educators' perspectives on writing skills and their instructional methods The initial two items focus on teachers' attitudes toward writing, while the final three items gather insights into the strategies they employ to train their students effectively.
To ensure the collection of reliable data, the student questionnaire was created in English and translated into Vietnamese for easier comprehension Both students and teachers were provided with unlimited time to complete the questionnaires, which were subsequently collected by the author.
To ensure the validity of the questionnaire data, classroom observations were conducted to gather information on teachers' practices Recognizing the potential subjectivity and bias in questionnaire responses, the author observed five writing lessons taught by three out of twelve teachers Acting as a non-participant observer, the author meticulously noted the classroom procedures The findings from these observations were then compared with the questionnaire results to assess consistency and accuracy.
DATA ANALYSIS AND DISCUSSION 3.1 Analysis of the questionnaire for students
Students' attitude towards writing
Chart 1 The most difficult skills to learn
According to Chart 1, a significant 37.9% of students believe that writing is the most challenging of the four language skills This perspective is understandable, as many individuals struggle with writing, even in their native language.
A significant challenge in education is that 81% of students struggle with writing, leading to a predominantly negative attitude towards the activity Specifically, 57.9% of students express a mild dislike for writing, while 23.1% have a strong aversion to it In contrast, only 17.9% of students enjoy writing to a considerable extent, and a mere 1.1% have a deep passion for it, indicating that less than one-fifth of students appreciate writing.
Chart 2 How much students like learning writing
MuchNot muchNot at all
Students' writing strategies
This section discusses students' writing strategies they employ in their writing process The strategies include note-taking, outlining, reading, revising, and editing 3.1.2.1 Students' writing strategies
Strategies Results (%) a Discuss the topic with others 32.6 b Write an outline 8.4 c Outline in mind 24.2 d Make notes 12.6 e Collect useful words 31.6 f Correct grammar and spelling 31.6 g Read previous sentence or paragraph 44.2
Table 3 reveals that students utilize a diverse array of writing strategies; however, a significant number fail to adopt techniques commonly employed by proficient writers Notably, 91.6% of students do not create an outline prior to writing, and 75.8% do not mentally outline their work Additionally, over two-thirds of students neglect to engage in discussions about their topics (67.4%), gather useful vocabulary (68.4%), or check their grammar and spelling (68.4%) Furthermore, more than half of the students (55.8%) do not review previous sentences or paragraphs before proceeding.
The number of drafts Results (%) a More than one draft 10.5 b One draft 89.5
Table 4 The number of drafts
Strategies Results (%) a Read the first draft 60 b Change ideas 20 c Change paragraphs 0 d Change words and sentences 30.5 e Punctuate carefully 9.5
Tables 4 and 5 reveal that a significant majority of students (89.5%) do not engage in rewriting their work Among those who do rewrite, the focus is primarily on minor adjustments, including altering ideas, words, sentences, and punctuation Specifically, only 20% of students change their ideas, while 30.5% modify words and sentences Furthermore, just 9.5% pay careful attention to punctuation, and none make changes to paragraph structure.
For many learners, rewriting primarily involves making minor adjustments to meaning and refining early drafts This tendency can be attributed to the pressures of exam and learning environments, which have shaped their writing habits As a result, students often neglect essential practices such as revising ideas, rewriting, note-taking, and planning.
Students' judgment of their writing difficulties
Tables 5 to 7 summarize learners' perceptions of their writing challenges, categorized into three stages of the writing process: pre-writing difficulties, while-writing difficulties, and post-writing difficulties.
3.1.3.1 Students' difficulties in Pre-writing stage
Difficulties in Pre-writing Results (%) a Uninteresting and ambiguous topics 3.1 b Lack of words 64,2 c Lack of background knowledge 50.5 d Difficulty in generating ideas 69.5
Table 6 Students' judgment of their Pre-writing difficulties
Table 6 highlights the challenges students encounter during the Pre-writing stage, with 69.5% indicating that generating ideas is their primary concern This issue likely stems from a lack of vocabulary and background knowledge, as 64.2% and 50.5% of students report insufficient words and knowledge, respectively In contrast, only 3.1% find the writing topics uninteresting or ambiguous, suggesting that the topics in the textbook are relevant to young learners and that the instructions for each writing task are clear and easy to understand.
3.1.3.2 Students' difficulties in While-writing stage
Difficulties in While-writing? Results (%) a Finding appropriate words 94.7 b Writing in correct language (correct grammar, spelling) 54.7 c Organizing ideas in a coherent and cohesive way 44.2 d Time pressure 41
Table 7 Students' judgment of their While-writing difficulties
Table 7 highlights the writing difficulties faced by learners, revealing that an overwhelming 94.7% of students struggle primarily with finding suitable words for their writing Additionally, 54.7% indicated challenges in using correct language, while 44.2% pointed to difficulties in organizing their ideas coherently and cohesively These issues may stem from a lack of outlining and rewriting practices among learners, as previously discussed in Table 3.
Analysis of the questionnaire for teachers
3.1.3 3 Students' difficulties in Post-writing stage
Difficulties in Post-writing? Results (%) a Correcting your writing on your own 57.9 b getting feedback and assessment from your teachers 40 c Doing homework without teachers' and classmates' support 21.1 d Time pressure 10.5
Table 8 Students' judgment of their Post-writing difficulties
Table 8 highlights that the primary post-writing challenge for learners is self-correction, with 57.9% of students struggling to address their own writing errors This issue is compounded by their lack of proficiency in writing correctly (as indicated in Table 7) and a poor habit of correcting grammar and spelling mistakes (referenced in Table 3) Additionally, 40% of students report difficulties in receiving feedback and assessments from teachers, likely due to large class sizes that hinder individualized attention In contrast, only 10.5% of students experience time pressure during this stage, and 21.1% find it challenging to complete homework independently without support from teachers or peers.
3.2.1 Teachers' attitude towards teaching writing
According to a recent survey, a significant proportion of teachers (41.6%) consider writing to be the most challenging skill to teach, as indicated in Chart 3 This perception is reflected in their teaching preferences, with 41.6% of teachers expressing a strong dislike for teaching writing, and an additional 33.4% showing a moderate dislike, as shown in Chart 4.
Chart 3 The most difficult skills to te ach
Chart 4 How much te ache rs like te aching writing
Very much Much Not much Not at all
This section discusses teachers' answers to the questionnaire, summarized in Tables 9 to 11 The discussion will focus on the frequency of activities used by teachers in three writing stages
3.2.2.1 Frequency of activities used by teachers in Pre-writing
Usually Often Sometimes Rarely Never a Take advantage of the useful information learnt
0 16.7 50 33.3 0 in previous lessons b Organize students into pairs or groups to discuss and generate words and ideas
0 0 25 58.3 16.7 c Give out a model and ask students to imitate the structure and language
41.6 41.6 16.7 0 0 d Help students outline and plan their writing
Table 9 Frequency of activities used by teachers in Pre-writing
According to Table 9, the most commonly utilized activity by teachers during the pre-writing stage is providing students with a model writing text to emulate in terms of structure and language, with over 83% of respondents indicating they do this usually or often.
The data reveals that certain activities are infrequently utilized by teachers during the Pre-writing stage Notably, 50% of teachers sometimes and 33.3% rarely incorporate relevant information from previous lessons, likely because they rely on the writing tasks to provide necessary content, resulting in underutilization of students' background knowledge Additionally, 58.3% of teachers rarely and 16.7% never organize students into pairs or groups for discussion, which contributes to students' challenges in idea generation Furthermore, over 80% of teachers rarely or never assist students in outlining or planning their writing, a trend attributed to time pressures associated with exams and learning conditions, as highlighted in Table 3.
3.2.2.2 Frequency of activities used by teachers in While-writing
Usually Often Sometimes Rarely Never a Leave students to write individually
33.3 50 16.7 0 0 b Move around and help students when necessary
75 25 0 0 0 c Ask students to write more than one draft
0 0 0 66.7 33.3 d Organize pair or group activities
Table 10 Frequency of activities used by teachers in While-writing
Table 10 reveals that a significant majority of teachers allow students to write individually during the While-writing stage, with 33.3% indicating "usually," 50% "often," and 16.7% "sometimes." Furthermore, all teachers reported that 75% of the time they "usually" and 25% "often" circulate to assist students as needed However, the large class sizes pose a challenge, making it difficult for teachers to address the individual needs of each student effectively.
The data indicates that a significant majority of teachers rarely encourage students to write multiple drafts, with 66.7% responding "rarely" and 33.3% "never." This lack of emphasis on drafting has negatively influenced students' writing habits, leading to the development of unskilled writing practices Furthermore, collaborative activities such as pair or group work are infrequently utilized, with only 25% of teachers incorporating them occasionally This is concerning, as such collaboration is crucial during the prewriting stage for discussing topics and generating ideas As a result, many teachers struggle to assist students with challenges during the writing process, including finding suitable vocabulary, maintaining correct language usage, and managing time constraints.
3.2.2.3 Frequency of activities used by teachers in Post-writing
Usually Often Sometimes Rarely Never a Ask students to do peer correction 0 58.3 25 16.7 0 b Check the writing of one or two students with the whole class and comment on common mistakes
66.7 33.3 0 0 0 c Take students' writing notebooks home to correct individual's
Table 11 Frequency of activities used by teachers in Post-writing
Table 11 presents the frequency of activities employed by teachers during the Post-writing stage The data reveals that 66.7% of teachers usually engage in checking the writing of one or two students with the entire class and providing feedback on common mistakes Additionally, a significant portion of teachers often encourages peer correction, with 58.3% responding that they do this often and 25% indicating they do so sometimes Conversely, only 16.7% of teachers collect students' writing notebooks for individual feedback, while the majority rarely or never utilize this practice.
Class Observation
To gain a clearer insight into the actual teaching and learning practices at the school, the author observed five different writing lessons for tenth graders over a two-month period in the second term Prior to the observations, conversations were held with the teachers to ensure their comfort with the observer's presence.
All teachers actively strive to enhance their students' writing skills and deliver high-quality instruction Observations indicate that writing lessons typically unfold in three key stages: Pre-writing, While-writing, and Post-writing.
The pre-writing stage serves as essential preparation for language input, with teachers guiding students to analyze model texts and engage in activities that stimulate idea generation for writing Observations reveal that most teachers and students effectively utilized the textbook's initial tasks, which provide example texts and useful language However, in two of the five lessons observed, challenges arose when students struggled to contribute new ideas due to limited topic knowledge and vocabulary Additionally, teachers failed to provide guidance on planning, outlining, or drafting, neglecting to emphasize readership or assessment criteria Consequently, students primarily resorted to imitating and copying structures, words, and ideas from the textbook during the writing process.
During the while-writing stage, some students wrote on the board while others worked individually, with teachers providing support However, it was observed that most students only produced a single draft, merely rephrasing the model text without considering their own ideas or audience This reliance on the textbook negatively impacted the learning environment For instance, in Unit 10, students practiced writing an invitation letter by completing sentences, which proved to be overly simplistic and led to a dull classroom atmosphere In contrast, other units offered more engaging tasks.
Sixteen students were guided in learning how to describe a chart through a single task that involved answering straightforward questions They did not have access to model texts or standard structures for reference, which is significant given that this complex genre is typically introduced in English language instruction.
10 Both the teachers and the students coped with a big challenge in their teaching and learning The atmosphere was consequently very stressful
In the post-writing stage, all observed teachers implemented a consistent approach They began by inviting the entire class to provide corrections and comments on the writing displayed on the board Following this, teachers offered their assessments, focusing primarily on grammar and structure in the students' work Next, students were asked to exchange their writings for peer correction Finally, teachers assigned homework, which could either be a new task or an incomplete exercise from the textbook It is important to note that due to time constraints and large class sizes, teachers were unable to provide comprehensive feedback on each student’s writing, and many students struggled to accurately correct their peers’ work due to lower proficiency levels.
4.1.1 Students' difficulties in learning writing
Data analysis indicates that students encounter significant challenges across three stages of writing In the pre-writing stage, their primary difficulties stem from limited vocabulary and insufficient background knowledge, hindering their ability to generate and articulate ideas During the while-writing stage, students struggle to find the right words, write accurately, and organize their thoughts coherently Finally, in the post-writing stage, they face challenges in self-correction and obtaining constructive feedback from teachers.
Students face significant challenges in their writing process, primarily stemming from negative attitudes held by both teachers and students towards writing instruction At CVA, many teachers and tenth graders perceive writing as the most difficult of the four English skills, which can diminish motivation and adversely impact teaching and learning behaviors.
4.1.2.2 Shortcomings in the students' strategies and training
The other reasons for the difficulties encountered by the students in their writing process are the shortcomings in their writing strategies and training
In the pre-writing stage, many students struggle with limited vocabulary and inadequate background knowledge due to a lack of brainstorming and collaboration They often do not engage in discussions or collect useful words prior to writing, hindering their self-expression Additionally, teachers frequently fail to equip students with effective strategies for this stage, missing opportunities for peer collaboration and not activating prior knowledge from previous lessons Instead, students are often directed to imitate model texts or use suggested vocabulary from textbooks, which exacerbates their challenges in writing.
During the while-writing stage, students face significant challenges, including selecting appropriate words, using correct language, and organizing their ideas coherently This difficulty arises primarily from their insufficient linguistic and grammatical knowledge, which hampers their ability to determine the suitability of words Additionally, support from teachers and classmates is often lacking, as teachers cannot provide individual assistance to all students in large classes, and collaborative writing activities are rarely permitted Furthermore, many students lack the strategy of outlining or planning their writing, leading to a lack of coherence and cohesion in their work.
In the post-writing stage, students often struggle to correct their own work and receive effective feedback from teachers This challenge stems not only from limited vocabulary and grammatical knowledge but also from a lack of practice in self-editing for grammar and spelling Additionally, the method of feedback delivery by teachers contributes to these difficulties; due to large class sizes, many educators opt to address common mistakes by reviewing the work of just a few students, which proves ineffective for lower proficiency students who cannot relate general comments to their specific errors.
Suggestions for the solution
4.2.1 Create and maintain a positive atmosphere for learning
Teachers often face challenges in organizing their classrooms, yet it is crucial for them to create and sustain a positive learning environment This is especially important when teaching students who may be disinterested in writing and struggle with the subject.
A positive learning environment is essential for student success and is created through several key factors Firstly, classrooms should be inviting, with furniture arranged to promote discussion and collaboration while ensuring easy access to resources Secondly, students should be encouraged to engage with one another and occasionally move from their seats to participate in tasks Lastly, teachers should actively share their writing, especially in draft form, to model the writing process and foster a sense of community where students feel safe sharing their work with peers and instructors.
4.2.2 Take advantage of the 'out-of-book' lessons
Teachers face challenges such as large class sizes and time constraints when teaching writing, often hindering their ability to cover all necessary stages during official lessons A viable solution to these issues is to conduct workshops during flexible lesson times In these workshops, teachers can effectively organize activities, provide tailored lessons and resources, and offer guidance while addressing students' needs This approach helps to bridge knowledge gaps, foster good writing habits, and develop effective writing strategies among students.
4.2.3 Give students ownership and publishing
Determining what is meaningful for all students to write can be challenging, but the arrangement of writing activities significantly impacts their motivation and development as writers Consequently, it is essential for teachers to focus on fostering students' ownership of their writing and providing opportunities for publishing their work.
Offering students the choice in assignments fosters a sense of ownership and engagement in their writing When learners can explore topics that resonate with their personal experiences and interests, they enhance their ability to articulate ideas, generate questions, and communicate effectively with various audiences This approach not only makes writing more relevant but also cultivates essential communication skills.
Teachers should create opportunities for students to publish their work, such as displaying student projects on classroom walls, sharing completed writing with peers, sending letters to specific audiences, presenting to younger students or families, producing a class publication, and posting writing online These activities not only engage students but also provide them with a significant incentive to revise and edit their work for accuracy.
4.2.4 Engage students in writing regularly
Throughout the school year, teachers can enhance student learning by incorporating various writing activities, such as learning logs and quick writes for writing-to-learn practices, as well as essays and reports for demonstrating understanding Regular writing for diverse purposes fosters communication skills and critical thinking in students It is essential for students to engage in writing daily, focusing on expressing their thoughts rather than just completing exercises for future assignments.
4.2.5 Provide students with constructive response and guide them how to offer response to other writes
Teachers should ensure that students receive feedback on their writing at various stages of the process, including planning, drafting, revising, editing, publishing, and reflecting This feedback can address a range of topics and can be provided by various individuals in different formats.
Teachers should engage with students as collaborative writers and readers, offering observations on their work, posing questions about both content and structure, and suggesting strategies or resources for improvement It's essential for educators to prioritize the development of the student as a writer, rather than merely pointing out errors.
Teachers can enhance student engagement by employing diverse response techniques, such as teacher-student conferences, written notes, peer conferences, and whole-class discussions on writing samples To facilitate effective peer responses, educators should offer structured guidance, including the use of response forms and checklists that help students establish evaluative criteria This approach not only fosters collaboration but also encourages self-reflection in students' writing processes.
4.2.6 Provide opportunities for students to collaborate as writers
In writing instruction, teachers traditionally allowed students to complete assignments independently, often perceiving writing as a solitary test However, it is crucial for educators to recognize that fostering collaboration among classmates can enhance student independence and alleviate the pressures of teaching writing.
Effective collaboration techniques in the classroom involve arranging furniture to facilitate group work, modeling and discussing collaboration strategies, encouraging students to share and critique drafts, and organizing writing partnerships or small groups.
Collaborative writing among students should emphasize constructive idea-sharing in a conversational tone rather than a debate After lessons, teachers can assign targeted writing tasks that encourage teamwork, while also providing clear objectives and guiding questions to facilitate effective collaboration.
Limitations
The study offers valuable insights for teachers in CVA; however, it is subject to several limitations Notably, the research was confined to the observation of only five lessons within a limited timeframe, which may not accurately represent the broader teaching practices or the intricate perception systems of educators Additionally, the specific procedures for implementing teaching activities in writing lessons cannot be recommended due to the study's narrow scope and the author's limited expertise on the topic.
Suggestions for further study
This study aims to enhance English writing skills at the high school level, highlighting the need for similar research in other high schools to further validate its findings.
Further research may look at more varied activities in which teachers can give the best guidance and support for students to make their learning more achievable
It would be very helpful for both teachers and learners if a study on techniques and activities which are used to improve the students' writing skills was conducted
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Thanh Hoa province Unpublished M.A Thesis C.F.L, Vietnam National University, Hanoi
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This survey aims to gather insights for my research on "Teaching and Learning English Writing Skills at Chu Van An High School for the Gifted, Lang Son Province: Challenges and Solutions." Your responses will significantly contribute to the success of this study Rest assured, all information you provide will remain confidential and used solely for research purposes Thank you for your valuable assistance!
Circle the letter next to the alternative that is right in your situation
For questions from 3 to 8, more than one answer is acceptable
1 Which skills do you think are most difficult? a Reading skills b Listening skills c Speaking skills d Writing skills
2 How much do you like learning writing skills? a Very much b Much c Not much d Not at all
3 When writing, what do you do? a Discuss the topics with others b Write an outline c Outline in mind d Make notes e Collect useful words f Correct grammar or spelling g Read previous sentence or paragraph
4 Do you write more than one draft? a Yes b No
5 When rewriting, what do you do? a Read the first draft b Change ideas c Change paragraph d Change words and sentences e Punctuate carefully
6 What difficulties do you face in Pre-writing stage? a Uninteresting and ambiguous topics b Lack of words c Lack of background knowledge d Difficulty in generating ideas
7 What difficulties do you face in While-writing stage? a Finding appropriate words b Writing in correct language (correct grammar, spelling) c Organizing ideas in a coherent way d Time pressure
8 What difficulties do you face in Post-writing stage? a Correcting your writing on your own b getting feedback and assessment from your teachers c Doing homework without teachers' and classmates' support d Time pressure
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Các câu hỏi khảo sát này được thiết kế để phục vụ cho đề tài nghiên cứu của tôi về
Tại trường THPT Chuyên Chu Văn An, tỉnh Lạng Sơn, việc dạy và học kỹ năng viết tiếng Anh gặp nhiều khó khăn Để nâng cao hiệu quả giảng dạy, cần xác định các giải pháp phù hợp Những thông tin mà em cung cấp sẽ đóng góp quan trọng cho nghiên cứu này và sẽ được bảo mật hoàn toàn Cảm ơn em đã hỗ trợ cho nghiên cứu!
Khoanh tròn chữ cái tương ứng với câu trả lời
Từ câu hỏi 3 trở đi, có thể lựa chọn hơn một câu trả lời
1 Theo em kỹ năng nào là khó nhất? a Kỹ năng đọc b Kỹ năng nghe c Kỹ năng nói d Kỹ năng viết
2 Em thích học kỹ năng viết ở mức độ nào? a Rất thích b Thích c Không thích lắm d Không thích
3 Các hoạt động khi viết của em là gì? a Thảo luận các chủ đề với những người khác b Viết dàn ý c Phác thảo dàn ý trong tâm trí d ghi chú e Thu thập từ hữu ích f Chỉnh sửa lỗi ngữ pháp hoặc chính tả g Đọc câu hoặc đoạn văn trước đó
4 Em có viết nhiều hơn một bản dự thảo không ? a Có b Không
5 Hoạt động khi viết lại của em là gì? a Đọc bản thảo đầu tiên b Thay đổi ý tưởng c Thay đổi đoạn d Thay đổi từ và câu e Chấm câu một cách cẩn thận
6 Những khó khăn của em trước khi viết là gì ? a Chủ đề nhàm chán b Thiếu từ c Thiếu kiến thức nền d Khó khăn khi tìm ý
7 Những khó khăn của em trong khi viết là gì ? a Tìm từ phù hợp b Viết đúng ngữ pháp, chính tả c Trình bày bài viết mạch lạc d Áp lực thời gian
8 Những khó khăn của em sau khi viết là gì ? a Tự chữa bài viết của mình b Nhận phản hồi và nhận xét của giáo viên c Tự làm bài tập về nhà d Áp lực thời gian
This survey aims to gather insights for my research on the challenges and solutions in teaching and learning English writing skills at Chu Van An High School for the Gifted in Lang Son Province Your responses will significantly contribute to the success of this study Rest assured, all information you provide will remain confidential and will solely be used for research purposes Thank you for your valuable assistance!
Circle the letter next to the alternative or put a tick in the box that is right in your situation
1 Which skills do you think are most difficult? e Reading skills f Listening skills g Speaking skills h Writing skills
2 How much do you like teaching writing skills? e Very much f Much g Not much h Not at all
3 How often do you use these activities in Pre-writing stage?
To enhance student learning, it is essential to regularly utilize valuable information from previous lessons, organize students into pairs or groups for collaborative discussions, provide a model for them to imitate in terms of structure and language, and assist students in outlining and planning their writing effectively.
4 How often do you use these activities in While-writing stage?
In the classroom, teachers typically leave students to write individually, while also moving around to provide assistance when needed They often encourage students to write multiple drafts and occasionally organize pair or group activities to enhance collaboration and learning.
5 How often do you use these activities in Post-writing stage?
Incorporating peer correction into the classroom can enhance students' writing skills, as they often benefit from reviewing each other's work Regularly checking the writing of one or two students with the entire class allows for collective feedback on common mistakes, fostering a collaborative learning environment Additionally, taking students' writing notebooks home for individual correction ensures personalized attention to each student's progress, ultimately improving their writing abilities.
Writing Task: Write a letter of invitation
- Teacher asked students to do Task 1 in pairs
- Students wrote out eight sentences by matching the first half in column A with the most suitable half in column B
- Teacher asked students to deduce structure and language used to express invitation
- Teacher asked students to do Task 2 individually
- Students used suitable expressions provided in Task 1 to fill in the blanks in some invitatiton letters
- Teacher asked students to do Task 3 individually
- Two representatives were asked to present their writings on the board and the rest in their notebooks
- Teacher went around to help students if
- Teacher did not add any new expressions of invitation, she made use of the available ones in textbook
- Students did the tasks smoothly but passively
- Teacher did not help students outline or plan their writing
- Learning environment was quite boring
- Teacher did not set time for students’ writing
- Two representatives completed their writings quickly
- Students did not write more than one draft necessary
- Teacher asked some volunteers to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Some students coped with difficulty in writing correct language
- Two volunteer students gave wrong correction on some grammatical issues
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
- Students did not do peer correction because time was over
- Many students did not pay attention to their homework
OBSERVATION DESCRIPTION 2 Unit 11 National Parks
Writing Task: Write a letter of acceptance or refusal Class: 10G
- Teacher wrote down on the board six ways of accepting and refusing an invitation, which were available in the text book
- Teacher did not add any new expressions of acceptance or refusal
- Teacher did not mention about
- Students worked in groups to discuss
Task 1 and filled each blank of the opened letters with a suitable expression
- Teacher asked three students to say aloud the answers individually
- Teacher asked the whole class to write the answers in their notebook
- Teacher asked students to do Task 2 in pairs: Rearrange the sentences into a letter
- Teacher asked two students to say aloud the answers individually
- Teacher gave feedback and corrected the answers
- Teacher divided students into two groups: one group was asked to write letters of acceptance, the other was asked to write letters of refusal
- Two representatives from the groups were asked to present their writings on the board and the rest in their notebooks
- Teacher went around to help students if necessary
Post-writing the structure or form of a letter of accepatance or refusal
- Students did not have difficulty in doing the tasks
- Students did not write more than one draft
- Some students coped with difficulty in writing correct language
- Students did the tasks smoothly but passively because they were not free to choose between the two kinds of letter
- Teacher did not set time for students’ writing
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Teacher showed a sample on the screen
- Students gave some correction on spelling mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
- Students tried to write down their teacher’s writing sample into their notebooks before the lesson was over
OBSERVATION DESCRIPTION 3 Unit 13 Films and Cinema
- Teacher elicited and presented some new words by situations and examples
- Teacher asked students to do Task 1
- Students read the passage individually and then asked and answered the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Students had no difficulty in answering the questions
- Teacher did not mention about the genre or the form of the writing
- Teachers focused on essential points in a description of a film
- Teacher asked students to do Task 2 individually
- One representative was asked to present his writing on the board and the rest in their notebooks
- Teacher went around to help students if necessary
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Students did not write more than one draft
- Two students who were sitting near the observer wrote in the form of an essay not a paragraph and their teacher did not know that
- Some students had trouble with vocabulary: they did not know some cinematic terminologies or could not remember exactly the spelling of foreign names,
- Students gave some correction on spelling and grammatical mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
Writing Task: Write an announcement
- Teacher elicited and presented some new words by situations and examples
- Teacher asked students to do Task 1
- Students read the passage individually and then asked and answered the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Teachers asked two students to tell some possible details to include in an announcement
- Students deduced the essential points in an announcement from what they had learned in task 1
- Teacher provided some useful structures used in an announcement
- Teacher helped students to make notes of the information in each situation
- Teacher divided the class into two groups: one was asked to write the first situation, the other was asked to write the second one
- Students had no difficulty in answering the questions and deducing the essential points in an announcement
- Learning environment was quite exciting
- Students did the task smoothly
- The environment was quite exciting
- Two representatives from the groups presented their writing on the board, the rest in their notebooks
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Students gave some correction on spelling and grammatical mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
- Teacher asked students to look at the chart in Task 1 and explained the information that was presented in the chart
- Teacher did not provide students with any writing sample
- Students had no difficulty in explaining the information in presented in the chart in Vietnamese
- Teacher asked students to answer the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Teachers focused on essential points in a description of a chart and provided students with some expressions used to describe a chart
- Teacher asked students to do Task 2 individually
- Students used suitable expressions given by the teacher and the answers to the questions in the task to write a description of the chart
- Teacher moved around to help students if necessary
- One representative was asked to present her writing on the board and the rest in their notebooks
- Teacher asked some students to read their writings aloud the chart and answering the questions in the task
- The input language was too poor for students to apply to their writing
- Learning environment was quite boring
- The representative did not complete her writing The sentences were not connected coherently and cohesively
- Some students refused to read their writings because they couldn’t complete their task Meanwhile, those who read their writings had difficulty in