INTRODUCTION 1 Rationale of the study
Aims of the study
This study is carried out with the wish of achieving the two primary aims:
- To find out what the problems that teachers at HaUI experience in teaching writing to English major students are
- To suggest some solutions to the problems in teaching writing
These aims are shown clearly in addressing the following research questions:
- What are the problems that teachers at HaUI experience in teaching writing to English major students?
- What are the possible solutions to these problems as suggested by the teachers at HaUI?
Scope of the study
This study focuses on the challenges faced by teachers instructing English major students in writing at Hanoi University of Industry Additionally, it presents solutions proposed by these educators to enhance writing instruction in Vietnam.
Method of the study
The study is conducted based on survey research which uses observation, questionnaires and interviews to collect data
- Firstly, observation is used to find out possible problems in teaching writing to English major students at Hanoi University of Industry
A survey was conducted among teachers to identify the challenges faced in teaching writing to English major students at Hanoi University of Industry, while also exploring potential solutions to these issues.
- Finally, interviews for the teachers teaching writing to English major students at Hanoi University of Industry are carried out to get better insights into the research questions.
Contribution of the study
This study not only identifies the challenges in teaching writing but also offers potential solutions, reflecting the current state of writing instruction in Vietnam, especially at Hanoi University of Industry Additionally, it aims to fill existing gaps in the literature and establish a basis for future research on writing education.
Design of the study
This study is divided into four main parts to get better insights into different problems in teaching writing
- The first part – Introduction - introduces rationale, aims, scope, method, contribution of the study and provides an overview of the thesis design
Chapter One of the Development explores essential background knowledge on writing and addresses common challenges in teaching this skill It includes five key sections: definitions of writing, the significance of writing in communication, various approaches to teaching writing effectively, factors influencing the teaching and learning process, and an examination of prevalent problems in writing instruction along with proposed solutions.
Chapter Two of the Development focuses on a comprehensive overview of the study, detailing the research hypothesis, the rationale behind employing the survey method, the participants involved, the instruments used, the data collection procedures, and the subsequent results and discussion.
In the conclusion of the thesis, a summary of the study is presented, highlighting its implications and limitations Additionally, this section offers valuable suggestions for future research endeavors.
DEVELOPMENT
The importance of writing
Writing is essential in our society as it allows us to document our experiences, emotions, and thoughts It serves various purposes, including celebration, information sharing, explanation, entertainment, and persuasion Consequently, writing is a vital component in the teaching and learning of English White (1987) emphasized the significance of this aspect.
(i) Writing remains the commonest way of examining students’ performance in English (all public examinations include a composition) Consequently, ability to write remains a key to examination success
The ability to write is often viewed by both parents and students as a clear indicator of language proficiency Writing serves as a tangible demonstration of learning, allowing parents and students to visibly assess progress and achievements This visibility contributes to its high "face validity" as a measure of language skills.
(iii) In classroom, writing may be used as one of a number of techniques to help add variety and interest to lesson
Teachers can utilize writing as an assessment tool to gauge student learning By analyzing students' written work, educators can gain valuable insights into their successes, challenges, misunderstandings, and mistakes.
Writing is a discipline that requires careful thought and concentration, as it serves as a lasting reflection of our style, content, and logic According to Raimes (1983), writing plays a crucial role in language teaching and learning by reinforcing grammatical structures, idioms, and vocabulary It also encourages students to take risks and explore the language beyond their current knowledge Furthermore, the act of writing deeply engages students with the new language, fostering a unique connection through the simultaneous use of their eyes, hands, and brains, which enhances their overall learning experience.
Finally, Byrne (1988) summarized all pedagogical purposes that writing served:
Incorporating various forms of writing into language learning caters to different learning styles, particularly benefiting those who struggle with oral practice alone For these learners, reading and writing in the language fosters a sense of security and comfort, aiding in retention Additionally, written assignments offer tangible proof of progress, fulfilling a psychological need, even if they may not accurately reflect true language proficiency.
Writing introduces diversity in classroom activities, offering a refreshing alternative to oral exercises and creating a quieter, more relaxed environment for both students and teachers Additionally, it enhances language exposure by allowing assignments to be completed outside of class.
Writing plays a crucial role in both formal and informal teaching settings While oral proficiency is ideally assessed through spoken evaluations, practical constraints like time and class size often necessitate the use of written tests In certain situations, written assessments can be beneficial, such as when students take notes during listening exercises.
The significance of writing is clear, highlighting the necessity for research focused on writing instruction This research is essential to provide learners with a solid foundation in writing, preparing them to become proficient writers.
Approaches to teaching writing
Teaching writing is a complex task that requires educators to carefully consider what, why, and how to teach Among these decisions, selecting the most appropriate writing instruction approach is often the most challenging This article presents an overview of two fundamental and popular writing teaching approaches as part of an MA thesis, aiming to enhance understanding of effective writing instruction methods.
The Product Approach is a traditional, prescriptive, and product-centered method of teaching writing that emphasizes the final outcome of the writing process According to Nunan (1991), this approach prioritizes classroom activities that focus on the organization of ideas, places significant importance on grammar exercises and correctness, and encourages students to produce a single version of their writing task.
Tsui (1996) identified four key stages of the product approach: generating ideas, drafting, revising, and editing He noted that this approach prioritizes form over content Similarly, White (1987) highlighted the product approach's focus on grammatical correctness and the importance of following established models or guidelines.
The product approach to writing emphasizes form, which can hinder students' creativity and confidence in their writing skills However, it is beneficial for beginners as it helps them develop foundational writing abilities Additionally, the structured guidance provided by teachers within this approach offers students a valuable opportunity to enhance their writing proficiency.
The process approach to writing, an innovation in a product-oriented culture (Cheung, 1999), has been seen as an improvement over the traditional method of writing instruction in recent years
According to Leki (1990), the process approach was an approach to teaching writing that placed more emphasis on the stages of the writing process than on the final product
Badger and White (2000) emphasize that process-oriented writing focuses primarily on linguistic skills, including planning and drafting, rather than on linguistic knowledge like grammar and text structure This approach teaches students essential strategies for each stage of writing—planning, drafting, revising, editing, and publishing—enabling them to express their ideas freely and produce high-quality written work.
Gardner and Johnson (1997), aligning with Badger and White, identified five key stages of the writing process: prewriting, drafting, revising, editing, and publishing Prewriting involves planning and gathering ideas, while drafting focuses on creating a rough draft Revising is the stage where the draft is improved, and editing addresses the correction of mechanical errors Finally, publishing occurs when the work is presented in its final form through various means.
Additionally, Applebee (2000), Chenoweth and Hayes (2001); Flower and Hayes (1981), and Raimes (1991) presented some features of process writing as follows:
Firstly, it is increasingly understood that writing is a process of creating and extending meaning, rather than merely conveying pre-conceived information
Secondly, the process approach to teaching writing emphasizes the development in learners of the recursive strategies and techniques that expert writers use when composing
In the third place, learners plan an outline of what they intend to write about
Besides, “recursive” means that learners make several drafts before the final version
Finally, learners edit these drafts
The process approach emphasizes the significance of content, creative writing, and multiple drafts, requiring collaboration between teachers and students This method offers students a valuable opportunity to enhance their creativity, independence, and confidence in writing.
1.3.3 Differences between the two approaches
Based on theoretical background of the product and the process approach, Steele (2005) distinguished the differences between them
The process approach to writing views text as a resource for comparison, encouraging students to focus on creativity and collaboration, often resulting in multiple drafts In contrast, the product approach emphasizes imitation, prioritizing the organization of ideas over their content, and typically involves producing a single draft through individual work.
The integration of the product and process approaches in writing instruction offers a balanced method that leverages the strengths of both strategies while mitigating their weaknesses This combined approach is beneficial for both teachers and students, leading to more effective writing lessons.
Factors affecting the teaching and learning of writing
Effective writing instruction is influenced not only by teaching methodologies but also by several key factors, including learners' personalities, motivation levels, their first language and cultural background, the curriculum in place, and students' communicative competence.
Second language acquisition refers to the process of learning a language that is not the learner's native tongue, leading to mastery of that language To optimize their learning, it is essential to recognize and address individual differences among learners, as these can significantly impact their success Research indicates that personality traits can either facilitate or hinder second language learning, influencing various aspects of the learning experience Moreover, studies suggest that specific personality characteristics play a crucial role in enhancing both communicative and linguistic skills in second language education.
First of all, motivation was described as “a desire or want that energizes and directs goal- oriented behavior” by Kleinginna and Kleinginna (1981) while Brown (2000) defines:
Motivation is an internal drive that compels individuals to take action in pursuit of their goals According to Woolfolk (2001), it is an internal state that energizes, directs, and sustains behavior Essentially, motivation serves as the inner force that inspires people to strive for achievement.
Motivation is a critical factor in foreign language learning, significantly impacting a learner's success or failure (Gardner and Lambert, 1972) Yule (1996) emphasized that motivation is one of several key attributes of successful second language learners According to Oxford and Shearin (1994), motivation affects various aspects of language acquisition, including the frequency of strategy use, interaction with native speakers, input received in the target language, performance on achievement tests, overall proficiency, and the ability to maintain language skills post-study Therefore, understanding students' motivations is essential for effective L2 learning.
1.4.3 The first language and culture
The first language significantly influences second language acquisition, as learners often possess a subconscious competence in their native language before tackling a foreign language This prior experience can either aid or hinder the learning process, depending on the similarities and differences between the two languages Linguists like Lado (1957) and Fries (1945) proposed that language transfer could be positive, facilitating learning through shared features, or negative, creating obstacles due to differences Despite criticisms of this theory, the impact of the mother tongue on the success of foreign language learning remains evident.
In addition to the first language, culture is also seen as a factor affecting the quality of teaching and learning the second language, especially teaching and learning writing Kaplan
(1966) claimed that oriental cultures wrote in a circular way and western cultures write in a linearly The idea of linearity was confirmed by the studies of Houghton (1983) and Hoey
Research by Scollon and Scollon (1986) highlights the circular argumentation style prevalent in Chinese writing, which mirrors the classical structure of English texts by Chinese authors Various scholars, including Connor (1990, 1996) and Clyne (1980, 1987), have explored Kaplan's theory, acknowledging that different cultures utilize distinct rhetorical techniques However, they also found that individuals from similar cultural backgrounds may adopt varying rhetorical structures, leading to both similarities and differences in their writing styles (Scollon, 1991, 1995; Kirkpatrick, 1997).
Textbooks play a crucial role in language programs, providing essential language input and practice for learners While McElroy (1934) emphasized that effective teaching quality is more important than the textbook itself, these resources often form the foundation for lesson content, skill balance, and student engagement In some cases, textbooks supplement teacher instruction, serving as a primary source of language exposure for students outside of classroom interactions Additionally, for novice teachers, textbooks offer valuable guidance on lesson planning and teaching methodologies.
Textbooks play a crucial role in enhancing the quality of second language teaching and learning As Rivers (1968) stated, "The importance of the textbook cannot be overestimated," highlighting that textbooks significantly influence both classroom instruction and students' independent study outside of class.
Communicative competence, while rooted in linguistic competence, differs significantly from it In language learning, grammar ability is often viewed as a reflection of linguistic competence, particularly for L2 learners who must master generative grammar to effectively communicate in the target language Generative grammar provides the foundational rules for constructing sentences; however, high performance on grammar tests does not guarantee conversational proficiency This highlights the necessity of distinguishing between linguistic competence, defined by Chomsky as "the ideal speaker-hearer's intrinsic competence," and communicative competence, which Savignon describes as "the ability to function in a truly communicative setting" where linguistic skills must adapt to real-world interactions.
1972, p 8) In other words, linguistic competence is about “rules of grammar”, but communicative competence is about “rules of speaking” (Cameron, 2001, p 55)
Communicative competence is deeply intertwined with sociocultural factors, highlighting the importance of the social dimension in communication As Fiske (1990) notes, communication is a social interaction that conveys not only information but also social values and interpersonal relationships (Thompson, 2003) Hymes (1972) emphasizes that a competent language user must understand more than grammatical rules; they must also know how to use language appropriately in various contexts He argues that true competence involves both "knowledge" and "use," necessitating the development of grammatical skills alongside practical application Effective communication requires consideration of all elements of communicative events, including participants, settings, purposes, and modes of interaction Therefore, communicative competence is essential in teaching and learning second or foreign languages, serving as both a means of language acquisition and a key objective in the educational process.
Problems in teaching writing
1.5.1 The interference of the first language and culture
As stated in the parts above, the first language and culture play an important role in the acquisition of English as a second/foreign language Concerning about this role, Kaplan
Language is shaped by societal experiences, as noted by 1967, while Ellis (1996) emphasized that speakers of different languages perceive the world uniquely Byleen (1986) highlighted that Vietnamese immigrants learning English may encounter interference errors due to their first language Additionally, Furnham and Bochner (1986) pointed out that Western discourse styles might be perceived as rude by Vietnamese speakers Thus, it can be concluded that first language interference and cultural differences pose significant challenges in writing instruction.
The lack of genuine motivation, both internal and external, significantly impacts the teaching of writing, as it can hinder a student's ability to perform effectively Without inspiration, writing becomes a challenging task, and students often lack a clear purpose or audience for their work According to Bachman & Palmer (1997), effective language use encompasses not only organizational skills but also pragmatic and socio-linguistic knowledge When students write without a real audience in mind, they struggle to define their communicative goals and the appropriate language features for their writing For instance, a scholarship application letter written for a teacher as the reader will differ greatly from one intended for the scholarship board, highlighting the importance of understanding the audience in writing.
There are lots of constraints in writing Firstly, unlike in speech, people do not have a direct
Writing is a complex skill that poses challenges for many, particularly due to time constraints that affect students' writing efficiency Gregory (1989) raised an important question regarding whether functional writing proficiency can truly be assessed through tasks that do not permit prewriting and revision Weir (1990) further emphasized this point, noting that time pressure often creates unrealistic limitations for extended writing, as the writing process typically involves multiple stages and is rarely completed under strict time conditions outside of academic settings.
In addition to time, there are many factors causing constraints in writing like place, temperature, the writers’ physiological conditions and so on
Communicative competence is crucial for effective language teaching and writing, as it forms the foundation for writing skills development When students lack communicative competence, they struggle to convey their ideas effectively, leading to significant challenges in the writing instruction process.
In the realm of writing instruction, feedback is crucial for success, highlighting the dynamic between teachers and students Despite its importance, there is a scarcity of literature examining the effectiveness of feedback Murphy (1994) raises an essential question regarding whether teachers' corrections and comments align with students' expectations Furthermore, effective feedback plays a vital role in enhancing the quality of students' written work (Shrum & Glisan).
Providing effective feedback on student writing is a complex task It is often time-consuming for teachers to correct written work (Ur, 1991) Additionally, educators face challenges in determining whether to emphasize form or content in their feedback (Fathman & Whalley, 1990) Another significant issue is whether teachers should address all mistakes in their students' writing, a concern raised by Ur (1991).
Textbooks play a crucial role in teaching writing, but their effectiveness has been debated According to Tomlinson (2003), many English Language Teaching (ELT) materials, particularly global course books, significantly contribute to the challenges faced by numerous learners.
The role of textbooks in English language teaching is crucial, especially in contexts with a shortage of trained teachers, as highlighted by Williams (1983), who noted that textbooks can dominate the teaching process, often constraining teachers focused on syllabus coverage Similarly, Sheldon (1988) pointed out that while English Language Teaching (ELT) course books are seen as necessary tools, they can also be viewed as burdensome, leading to mixed feelings among educators Therefore, mastering the use and adaptation of textbooks is essential for teachers to enhance their professional expertise and improve student outcomes in language acquisition.
This chapter has explored various aspects of writing, including its definitions, significance, teaching approaches, and the challenges faced in writing instruction While linguists and educators may have differing perspectives on writing, the necessity of teaching it remains clear Additionally, the diversity of teaching methods can impact writing instruction, contributing to the difficulties encountered in this area Ultimately, the author aims to establish a foundational understanding of these issues, particularly the factors influencing writing education and the associated challenges, which will be further examined in the next chapter: The Study.
CHAPTER TWO: THE STUDY 2.1 The research hypothesis
This study aims to evaluate the hypothesis that instructors teaching writing to English major students at HaUI face significant challenges Additionally, it seeks to identify these issues and the solutions proposed by the teachers Specifically, the research focuses on addressing two key questions related to these challenges and potential resolutions.
- What are the problems that teachers at HaUI experience in teaching writing to English major students?
- What are the possible solutions to these problems as suggested by the teachers at HaUI?
Methodology
According to Johnson's theory (1992), a survey is defined as a study of a large group through direct examination of a subset, making survey research an effective method for investigating the challenges faced by English teachers, particularly those in the English Department at HaUI Johnson (1991) emphasized that survey methods are valuable for exploring issues related to language learning This study aimed to identify problems in teaching writing and propose potential solutions for English teachers by employing survey research techniques, including classroom observation, questionnaires, and interviews The collected data were analyzed and interpreted using both quantitative methods (such as means, percentages, and graphs) and qualitative approaches (including interactive and thematic narrative analysis to uncover inductive themes).
Participants and instruments
This study focuses on 12 female teachers from the English Major Group at the English Department of Hanoi University of Industry (HaUI) Aged between 27 and 30, these educators each possess three to four years of experience in teaching writing to English major students.
In order to get the most exact information for the study, three types of research instruments were used
Instrument 1: Classroom observation was employed to discover the reality of teaching writing to English major students at HaUI
Instrument 2: A questionnaire was designed to collect data from 12 teachers teaching writing to English major students at HaUI The questionnaire included 14 questions divided into two main parts: Problems in teaching writing and solutions to problems in teaching writing The teachers were required to circle the suitable choice and give explanations or their own answers
Instrument 3: Twelve informal interviews with 12 teachers teaching writing to English major students at HaUI were conducted to support the data collected by the questionnaire Five questions were raised in the interviews
- The first question was about important factors in teaching writing, which was asked in the questionnaire but needed more explanations
In the interviews, Question 2 focused on the various strategies teachers utilized in their writing instruction This inquiry sought to reveal the practical realities of teaching writing and establish a foundational context for the research study.
- The third question addressed teachers’ opinions about the textbook to get more information supporting the questionnaire
- Question 4 asked teachers about motivating their students which was a fundamental issue in teaching writing
The final inquiry focused on identifying additional challenges in teaching writing, enabling the researcher to thoroughly address key obstacles and gain a deeper understanding of these issues from the teachers' viewpoints.
Procedure of data collection
The collection of data was carried out through three stages
- Stage 1: The author of the study observed some writing classes at English Major Group to discover the reality of teaching writing
In Stage 2, participants were engaged in the data collection process by completing a questionnaire that addressed challenges faced in teaching writing to English major students at HaUI, along with their proposed solutions.
- Stage 3: After the questionnaire was analyzed, some questions for interviews were raised The subjects were invited to answer these questions.
Results and discussion
All the data collected from the classroom observation, the survey questionnaire and the interviews are carefully analyzed in this section of the thesis
2.5.1 Problems in teaching writing to English majors students at HaUI
This thesis highlights the significant challenges faced by teachers, particularly in teaching writing to English major students at HaUI Before delving into these obstacles, it is essential to examine teachers' perspectives on writing instruction, as indicated by the first two questions in the questionnaire.
Question 1: What do you think about teaching writing to English major students at HaUI?
Chart 1: Teachers’ opinions on teaching writing
A significant majority of teachers (92%) believe that teaching writing is challenging, primarily because most HaUI students come from non-English major high schools Additionally, the recent establishment of the English Department at HaUI contributes to this difficulty In contrast, one teacher noted that teaching writing to English major students is neither particularly difficult nor easy, attributing this to the hard work and reasonable proficiency of her students in English.
Question 2: In your opinion, which factor(s) affect(s) your teaching of writing most?
The first language and culture
Factors affecting the teaching of writing
Chart 2: Factors affecting the teaching of writing
A recent survey revealed that 58.3% of teachers believe students' communicative competence is the primary factor influencing writing instruction, while only two teachers considered textbooks significant This aligns with responses to the interview question regarding important factors in teaching writing, where educators emphasized the importance of helping students articulate and connect their ideas independently, rather than relying heavily on textbooks Consequently, textbooks play a minimal role in the writing education process.
According to the questionnaire and interviews, 41.7% of teachers identified motivation, first language, and culture as key factors influencing the teaching of writing Motivation significantly impacted the quality of writing classes, while students' writing reflected their first language and cultural background Notably, three out of twelve teachers observed that first-year students often expressed their ideas using Vietnamese sentence structures Additionally, the indirectness prevalent in Vietnamese culture contributed to challenges in their writing.
In the context of teaching writing, students' personalities appear to have a limited impact compared to the motivation strategies employed by teachers While a quarter of educators acknowledged that personality traits can affect writing quality, they emphasized that effective motivation techniques are crucial for successful teaching outcomes.
The third question in the questionnaire deals with the first problem in teaching writing – Lack of motivation
Question 3: How do students take part in your writing lessons?
At HaUI, teachers observed that student participation in writing classes was minimal, with many students only engaging when directly called upon Classroom observations confirmed this trend, as students often whispered among themselves or distractedly focused on personal activities instead of contributing to discussions When posed with questions, they remained silent and fixated on their books One teacher highlighted that the key challenge in teaching writing is motivating students, who often perceive the subject as tedious and are reluctant to invest time in learning it.
2.5.1.2 The interference of the first language and culture
Chart 3: Vietnamese interference in students’ writing Question 4: “How often do you find any Vietnamese interference in the way your students write?”
According to the pie chart, 58.3% of teachers reported experiencing Vietnamese interference in students' writing "very often," while the remainder indicated "sometimes." This highlights the significant challenge that writing instructors face regarding language interference Notably, two out of twelve teachers mentioned that the first language and cultural factors impact students' writing, leading to the use of irrelevant words due to direct translation Additionally, the first language shapes students' thought processes, causing some to be overly verbose in their writing Classroom observations corroborated these findings, revealing that students often misuse connectors such as "because" and "so."
“although” and “but” in the same sentence
Question 5: How does time affect your teaching of writing?
The fifth question in the questionnaire addresses the one of the biggest constraints in writing: Time
With 90 minutes for a writing unit in a week, all of the teachers agreed with the fact that they did not have enough time for teaching writing Moreover, thanks to classroom observation, time was recognized as an important factor in teaching writing at HaUI For example, the textbook of first-year English major students was College Writing written by Dorothy E Zemach and Lisa A Rumisek In 90 minutes, teachers and students had to complete eight pages of tasks, including composing a paragraph or an essay In fact, as a result of limited time, students had to write at home, which was very difficult when they were not motivated enough and lacked teachers’ control
Mistakes that students make most frequently
Chart 4: Mistakes that students make most frequently
Students' communicative competence significantly influences their writing skills, evident through various elements such as word choice, grammar, and organization of ideas As a result, the occurrence of mistakes made by students emerged as a critical focus of this study.
Question 6: From your point of view, what is/ are the mistake(s) that your students make most frequently?
A significant 83.3% of teachers reported that their students often confuse word usage in writing due to interference, particularly from Vietnamese language structures Eight out of twelve teachers identified that this interference leads to disorganized ideas when students apply Vietnamese writing styles to English, resulting in a lack of cohesion and coherence in their work Additionally, inadequate grammar was cited as a major factor contributing to students' writing failures, with a common error being the misuse of "to be" before other verbs, especially among first-year students Furthermore, two teachers noted that Vietnamese interference also affected students' ability to express ideas clearly in their writing.
Chart 5: The frequency of teachers’ giving feedback
Question 7: How often do you give feedback to your students’ writing?
A significant 83.3% of teachers reported that they often provide feedback on students' writing, highlighting its effectiveness in identifying strengths and weaknesses This feedback not only enhances the quality of students' work but also serves as a motivational tool for writing However, teachers emphasized that it is not essential to correct every mistake; instead, focusing on key errors is more beneficial for fostering student motivation.
Although feedback had great influence on teaching writing, 16.7 % of teachers still hesitated to give feedback because of some problems in giving feedback which were concerned in the eight questions
Question 8: What are your problems in giving feedback to your students?
Feedback to students presents several challenges, with 41.7% of educators finding written comments to be time-consuming and noting that students frequently repeat the same mistakes Additionally, 16.6% of teachers struggle to effectively communicate their ideas, although none reported a lack of interest from students in their feedback.
Table 1: Teachers’ problems in giving feedback to students
Teachers encounter significant challenges in providing feedback to students, primarily due to time constraints and recurring student mistakes, both affecting 41.7% of educators These mistakes are often attributed to students' insufficient communicative competence Additionally, 16.6% of teachers struggle to convey their ideas effectively to students Despite these difficulties, teachers' feedback is generally perceived positively by students, with no reports indicating a lack of interest in the comments provided.
While textbooks play a role in teaching writing, only 16.7% of teachers felt they significantly impacted their instruction This finding aligns with responses from both a questionnaire and interviews Most teachers expressed satisfaction with the illustrations, lesson organization, exercises, and topics in their writing textbooks However, three out of twelve teachers indicated that the writing samples required further enhancement to better match their students' proficiency levels.
To gain insights into the challenges faced by teachers at HaUI, the tenth question in the questionnaire inquired about additional obstacles beyond those previously discussed This question was also included in the interviews to obtain further clarification and detailed explanations.
Question 10: Do you have any problems in your teaching of writing? If there are any, what are they?
CONCLUSION 1 Summary of the study
This study investigates the challenges and solutions in teaching writing to English major students at HaUI, utilizing data from classroom observations, questionnaires, and interviews with 12 English instructors The findings highlight key issues faced in writing instruction and propose effective strategies to enhance the teaching process.
Research question 1: What are the problems that teachers at HaUI experience in teaching writing to English major students?
The study reveals that teachers in the English Major Group at HaUI's English Department face several challenges in teaching writing, including students' lack of motivation, Vietnamese language interference, insufficient time for instruction and feedback, students' inadequate communicative competence, unsuitable writing samples, and teachers' limited qualifications.
Research question 2: What are the possible solutions to these problems as suggested by the teachers at HaUI?
Dealing with each problem, there exist some ways to solve, which is summarized as follows:
- Teachers should use pictures and other teaching aids to motivate students Besides, creating competitive atmosphere and giving feedback regularly are other ways to promote students to write
To minimize Vietnamese interference in students' writing, teachers are encouraged to predominantly use English in the classroom, assign additional reading tasks, and incorporate lessons on English culture Furthermore, collaborating with foreign teachers is also recommended to enhance language proficiency.
Effectively utilizing the limited 90-minute timeframe for each writing unit in the textbook can be challenging for teachers To enhance student motivation, educators should balance their instructional time with opportunities for students to write in class Additionally, it is crucial for upper management to reconsider and adjust teaching schedules, either by extending writing instruction time or by modifying the curriculum to better align with the practicalities of teaching writing.
- The cooperation between teachers and students in brainstorming ideas for topics is suggested to both develop students’ communicative competence and limit their mistakes in writing
To enhance the quality of teacher feedback, it is essential to incorporate supplementary exercises aimed at minimizing students' recurring mistakes Additionally, educators should focus on advancing their own qualifications to further improve their teaching effectiveness.
Teachers believe that textbooks have minimal impact on their writing instruction, primarily relying on writing samples To enhance their teaching, educators should select appropriate writing samples from diverse sources, including newspapers, stories, and reviews, to effectively adapt the textbook content to their writing lessons.
The primary challenge in writing instruction lies with the teachers themselves, highlighting the necessity for educators to continuously enhance their qualifications Furthermore, it is recommended that higher management provide opportunities for teachers to engage in professional development and share their experiences.
Based on the findings of the study, there are some implications as follows
The effectiveness of the teaching and learning process hinges on the collaboration between teachers, learners, and educational organizations Consequently, addressing challenges in education relies on the collective efforts of all these stakeholders.
This study highlights significant challenges in writing instruction primarily attributed to teachers, emphasizing the critical need for educators to enhance their qualifications While it offers various solutions, such as adjusting teaching schedules, inviting foreign instructors, and adapting textbooks, these measures cannot be effectively implemented by teachers alone Successful execution of these solutions requires active involvement and support from upper management.
The study has offered some insightful findings, yet, like many other studies, there are still some limitations
The study's methodology presents limitations, as data gathered from classroom observations, questionnaires, and interviews may not comprehensively capture the nuances of teaching writing to English major students at HaUI and across Vietnam Additionally, inconsistencies in participants' responses raise concerns about the reliability of the findings, particularly since all participants were female Furthermore, data collection occurred at the end of the academic year, leading to a brief observation period and a restricted selection of lessons.
The English Department at HaUI is newly established, resulting in English major students' qualifications being less advanced compared to their peers at other universities in Vietnam Therefore, the findings from this study cannot be generalized to all universities across the country.
Teaching and learning encompass a vast domain, making it impossible for a single study to address every facet of writing instruction However, this research highlights key factors that influence writing education, including students' motivation, communicative competence, the amount of time dedicated to writing, the quality of textbooks used, and the feedback provided by teachers.
This study on the challenges faced by female teachers in teaching writing to English major students at HaUI highlights the need for further research To enhance the reliability of findings, future studies should include a more diverse gender representation among participants Additionally, the current research did not address other factors influencing students' motivation or explore difficulties in other skills such as speaking, reading, and listening, indicating a clear need for further investigation in these areas.
In addition, due to the researcher’s limited time and limited knowledge, the study employs survey research, thus using other research methods like case study is suggested
Last but not least, further studies should take these findings and suggestions into consideration to get better results in English teaching and learning
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Room 302 - A2 Hanoi University of Industry
Writing class 1 for First-year English major students
Textbook: College Writing (Dorothy E Zemach & Lisa A Rumisek)
Descriptive Notes Reflective Notes Unit 5: Opinion Paragraphs
- - - - - - Seats for Students Seats for Students
- The Teacher (T) comes in, greets the students (Ss) and asks them about their homework: Write a paragraph about traditional food – Spring rolls in Vietnam
- T raises a question about facts and opinions – “What are the differences between facts and opinions?”
- T calls some Ss to answer the questions
- The class is so quiet, and the students are rather passive
- Only some students get involved in the lesson The others talk (in Vietnamese) or fall asleep
- The teacher uses English to give lessons
- Good PowerPoint Presentation and to give examples No-one volunteers
- T reads aloud some sentences and asks Ss to define facts and opinions in the whole class
- T introduces the outline of the lesson, using PowerPoint Presentation
- T gives definitions of facts and opinions through PowerPoint Presentation, and then asks students to read the letter in the textbook to answer questions in five minutes
- After 5 minutes, T asks questions in the book T checks Ss’ answers
- T asks: “Why do writers add facts in their writing?” Some Ss raise their voice to answer T’s questions
- The teacher keeps asking and saying, but
Ss are not active to give responses
II Facts and Opinions: Practice
Exercise 1 in the textbook: Read a letter to the editor of a newspaper Answer the questions
- T asks students to open the book and do exercise 1
- T goes around the class and explains if necessary
- T asks Ss to share their answers with their partners and to explain why
- T checks Ss’ work with the whole class
After that, T asks Ss to work in group of
- Although the teacher announce only five to ten minutes for Ss to do exercises, but the real time is rather long
- Ss don’t get involved in the lesson
- Most of the time T uses English She only uses Vietnamese when there is no response from Ss
- No other activities but doing exercises from time to time three or in pairs to discuss the question:
What kind of writing do we have? It is an opinion or a fact writing?
- T calls some Ss to give the answer T checks Ss’ answers and explains
Exercises 4 in the textbook: Decide whether the sentence is a fact or an opinion
- T asks Ss to do exercises 4 in the textbook in three minutes
- After three minutes, T asks Ss to work in the whole class T checks and points out some words that show opinions: “easier”,
The teacher presents an additional exercise on the projector, focusing on distinguishing between facts and opinions in various sentences Students are encouraged to collaborate as a whole class, allowing for interactive learning The teacher actively checks their work, highlighting and underlining specific words or phrases that indicate whether the statements are factual or opinion-based.
- T asks students to write 6 sentences of facts and opinions (10 minutes)
- T goes around, checking Ss’ work, and after 10 minutes, T calls 6 Ss to read their sentences T and the rest of the class check these sentences
- T announces the end of the lesson
Room 401 - A2 Hanoi University of Industry
Writing class 2 for First-year English major students
Textbook: College Writing (Dorothy E Zemach & Lisa A Rumisek)
Descriptive Notes Reflective Notes Unit 5: Opinion Paragraphs
- - - - - - Seats for Students Seats for Students
- T comes in, greets the students and revises the previous lesson about opinion paragraph Then she links to the lesson:
- T talks about some causal adverbs: because, since, so and talks about their uses T gives examples All of these activities are done by using PowerPoint presentation
- The teacher uses English and then translates into Vietnamese
- T only sits in front of the black board
- The teacher speaks very fast, and there is no response from students
Underline the causes Circle the results
- T asks Ss to work in pairs Immediately T calls Ss to give answers T responses and explain Ss’ answers
- T talks about the position of causal adverbs and the use of punctuation in sentences Ss note them in their notebooks
- T suggests Ss give more causal adverbs like thanks to, as a result
Exercise 13: Complete the paragraph using because, since, so, and therefore
- T requires Ss to do exercise 13 in the textbook
- T goes around the class while Ss do their task
- T calls Ss to give their answers T checks and explains their choice
- There is a disagreement between some Ss and T in using “therefore” in a sentence of the paragraph Ss suggest using “because”
T checks and gives the right answer: because
Exercise 14: Use the causal adverbs in parentheses to join the ideas
- T asks Ss about the instruction of exercise
- There is no variety in activities
- T uses English most of the time T speaks very fast
- Ss are rather passive Only some Ss get involved in the lesson
- Blackboard is used by Ss to write sentences in Supplementary Exercise 2
- Some students have troubles in using
“because” and “so” They use both of them in a sentence
- Ss are required to work in pairs
- Two minutes later, Ss are asked to give their answer T checks Ss’ work
Supplementary exercise 2: Complete the following sentences by writing the missing part of the sentences (PowerPoint
- T explains the instructions of the exercise and new words
- T requires Ss to work in pairs
- T goes around the class and helps Ss do their exercise
- T repeats some new words to help Ss pronounce correctly
- T calls 3 Ss go to the board to write their sentences
- T and other Ss check these three Ss’ sentences
Homework: T asks Ss to write an opinion paragraph using causal adverbs