Aims of the study
This research aims to investigate the challenges faced by ethnic minority 9th-grade students in developing their writing skills in English The study examines these difficulties through students' self-reported experiences, highlighting the obstacles they encounter in the writing process The findings are expected to provide valuable insights into the specific issues that hinder writing proficiency among this demographic.
(i) to investigate the difficulties in teaching writing English via the students’ self-reported difficulties they are faced with;
(ii) to gain understanding of why the students have those difficulties in writing English;
(iii) to find ways to help students reduce the difficulties they have in learning to write English in the context of a secondary school in a mountainous area.
Research questions
In order to achieve the mentioned aims above, the following research questions are raised for this study:
1 What difficulties do ethnic minority grade 9 students encounter in writing English?
2 Why do they have those difficulties?
Methods of the study
This survey study employs a quantitative research method, utilizing a questionnaire developed and administered by the researcher to gather data from students Additionally, insights were gathered through informal discussions with teachers The collected data was subsequently analyzed quantitatively, focusing on percentage-based results.
Questionnaires targeting students will enable researchers to uncover the reasons behind their reluctance to learn certain skills and the frequent oversight by teachers Based on these insights, the researcher will offer recommendations to enhance teaching methods and learning experiences Additionally, strategies will be proposed to boost students' interest and engagement in the subject matter.
Scope of the study
This study examines the challenges faced by grade 9 ethnic minority students at a specific school in the mountainous region of Thanh Hoa province The findings are not intended for generalization, meaning that the experiences of the participating students may not reflect those of other student groups.
Significance of the study
This research aims to uncover the challenges faced by both teachers and students in the teaching and learning of writing skills The findings are expected to offer valuable insights that could lead to recommendations for alleviating teachers' difficulties and enhancing student success in writing revision.
Organization of the study
This study is structured into three key sections: an introduction, development, and conclusion The introduction outlines the study's rationale, objectives, research questions, scope, methods, significance, and design The development comprises three chapters: Chapter 1 reviews existing literature on writing; Chapter 2 presents the study's core elements, including context, methodology, data collection and analysis, findings, and implications; and Chapter 3 discusses the findings and offers strategies to address challenges in teaching and learning Finally, the conclusion summarizes the main issues discussed and provides recommendations for future research.
LITERATURE REVIEW 1.1 Difficulties of Writing English as foreign languages
Content
ESL students often struggle to convey clear main ideas in their writing, which can hinder audience comprehension Unlike English, which values conciseness and directness, many Eastern languages employ circular thinking and digressions This difference can make it challenging for ESL learners to articulate their points clearly, resulting in intricate writing styles that may confuse readers and obscure the main ideas.
Vietnamese students often apply their native writing styles to English composition, which can hinder their ability to express ideas directly Instead of straightforwardly presenting their thoughts, they tend to employ indirect methods, complicating their English writing process despite years of study This difficulty in adapting to new writing conventions can lead to frustration and early disengagement from learning Consequently, teachers invest significant time and effort in rebuilding students' motivation and patience, hoping to foster a greater interest in English writing.
Form
English writers typically structure their paragraphs with four to five sentences, starting with a main idea followed by supporting details In contrast, some non-English speaking European cultures place the main idea at the end of the paragraph, serving as a conclusion ESL students must understand the various forms of English composition and their specific writing conventions For instance, an informal letter to a friend is straightforward, while a complaint letter requires specific details, such as an address and phone number, along with appropriate salutations.
Spelling
English spelling is notoriously irregular, posing challenges even for native speakers While spelling errors rarely hinder comprehension, they can leave a negative impression on readers To enhance the quality of important writing, it's advisable to eliminate such mistakes Utilizing spell-check software on a computer is an effective method, and consulting a dictionary can also be beneficial For critical documents like job applications, having a teacher review the work is recommended Additionally, extensive reading in English can help learners internalize spelling patterns over time, reducing the likelihood of errors.
Discover the most common misspellings identified by the Oxford English Corpus, which analyzes over 2 billion words of real English usage This guide provides the correct spelling of frequently misspelled words, along with helpful tips to ensure accuracy Check the table for the most prevalent mistakes to see if you’ve been making any of them in your writing.
Correct spelling is essential for effective communication Common misspellings include "accommodate" and "accommodation," which both contain two c's and two m's The rule "i before e" applies to "achieve," while "across" has only one c Words like "aggressive" and "aggression" feature two g's, and "apparently" ends with -ent, not -ant The term "appearance" concludes with -ance, whereas "argument" does not have an e after the u "Assassination" requires two double s's, and "basically" finishes with -ally The word "beginning" includes a double n before the -ing form, while "believe" follows the i before e rule "Bizarre" is spelled with one z and a double r, and "business" starts with busi- Lastly, "calendar" is spelled with -ar, not -er.
Common misspellings in English can lead to confusion For instance, "Caribbean" is often incorrectly spelled as "Carribean," and "cemetery" is mistakenly written as "cemetary." Similarly, "chauffeur" can be misspelled as "chauffer," while "colleague" frequently appears as "collegue." The word "coming" is commonly misspelled as "comming," and "committee" often appears as "commitee," featuring double letters Additionally, "completely" should end with "-ely," not "-ly," as in "completly." The word "conscious" has "sc" in the middle, but is sometimes misspelled as "concious." "Curiosity" includes "os" in its spelling, while "curiousity" is incorrect The term "definitely" should contain "ite," not "ate," leading to the common misspelling "definately." Lastly, "dilemma" is correctly spelled with double "mm," not "mn," as in "dilemna."
Disappear one s, two ps dissapear
Disappoint one s, two ps dissapoint
Ecstasy ends with –sy ecstacy
Embarrass two rs, two s’s embarass environment n before the m enviroment
Existence ends with -ence existance
Fahrenheit begins with Fahr- Farenheit
Familiar ends with -iar familar
Fluorescent begins with fluor- florescent
Punctuation
ESL students must grasp essential elements of English punctuation, particularly in punctuating direct speech However, significant punctuation errors are common among both ESL learners and native speakers, often stemming from a poor understanding of sentence structure This confusion leads to issues such as sentence fragments and run-on sentences, which disrupt clarity and coherence in writing.
Punctuation errors can be identified by reading the text aloud; if natural pauses do not align with the punctuation marks, it indicates a mistake It’s advisable to have important writing reviewed by a proficient native speaker Engaging in extensive reading, particularly of non-fiction in both English and one's native language, enhances students' grasp of sentence structure, which is essential for effective writing.
1.1.4.1 Use commas when appropriate Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place
Right: We are here on this planet once, and we might as well get a feel for the place
Set off parenthetical material within commas
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting
Wrong: The facts were selected, and organized with care
Right: The facts were selected and organized with care
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen
1.1.4.2 Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly )
The college student sample demonstrated higher intelligence compared to the high school sample Additionally, a brand-new product was launched in the market today.
Right: A completely new product was put on the market today.
Grammar
ESL students frequently struggle with the correct use of articles, often facing challenges in determining when to omit "the," "a," or "an" based on context Additionally, prepositions pose significant difficulties, as phrases like "on time" and "in time" can confuse non-native speakers due to their seemingly similar meanings Another common issue is selecting the appropriate verb tense, particularly when time adverbs are absent, exemplified by the phrase "I have seen this movie." These challenges often lead to authentic writing mistakes among students.
He had loose clothes so nobody can see his body
He didn’t talked so clearly When he lay down his neck breaked
Many people was afraid of him
But Dr Treves helped him having an easier life
He had 2 operation to take out the lumps of skin
His left hand was normal and right hand was size of elephant’s trunk
He took off his glasses and put it on the table
The guy that took care of him gave him in the hospital his own room
I want to know how did Joseph Merrick make such a beautiful model
Because his right leg was like an elephant’s.August 5 in Lee Street Joseph Merrick was born when he was born his body was terrible
Many learners struggle with selecting the correct English verb tense and often misuse articles (a/the) or sentence structure While some grammar mistakes can be easily identified by reading aloud, others may go unnoticed due to a lack of understanding of proper expression in English In such cases, consulting a native speaker can be more beneficial than relying solely on grammar books Over time, most grammatical errors tend to diminish, especially when learners engage in extensive reading These common mistakes are frequently encountered by students in their writing.
1.1.5.1 Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire
Right: When the subject reported being finished, the experimenter administered a second questionnaire
1.1.5.2 Do not combine singular and plural forms of words in the same sentence
Wrong: Each subject rated their own mood on the questionnaire
Right: Each subject rated his or her own mood on the questionnaire
Right: All subjects rated their own moods on the questionnaire
Wrong: A variety of issues were presented at the meeting
Right: A variety of issues was presented at the meeting
1.1.5.3 Do not write fragmented sentences Every sentence needs a subject and a predicate
Wrong: And for days tried to change my mind (no subject)
Right: For days he/she/it tried to change my mind
1.1.5.4 Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change
Right: It's time for a change
Wrong: What is it's purpose?
Right: What is its purpose?
1.1.5.5 Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result "Affect" is typically a verb, meaning to bring about an effect (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect
Right: The experimental manipulation caused an interesting effect
Wrong: The intervention did not effect the behavior of the therapy group
Right: The intervention did not affect the behavior of the therapy group
1.1.5.6 Use apostrophes in the appropriate place to indicate possession A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession
Wrong: The student's faculty advisor was very committed to their learning
Right: The students' faculty advisor was very committed to their learning (if more than one student)
Right: The student's faculty advisor was very committed to her learning (if only one female student)
1.1.7.7 Do not use an apostrophe to indicate a plural form of a word Only use it to indicate possession
Wrong: The student's all have busy schedules
Right: The students all have busy schedules.
Usage
Usage errors are common in the writing of ESL students and occur when a word or phrase is used incorrectly, even if it doesn't violate grammar rules These mistakes result in expressions that native speakers would never use to convey the intended meaning, highlighting the importance of understanding context and idiomatic language in effective communication.
Usage mistakes are grammatical errors that, while structurally correct, are uncommon in standard English, and they frequently occur in the writing of ESL students These mistakes often arise when students translate words from their native language without considering the correct English equivalent, leading to confusion For instance, a German student might mistakenly say, "It is important to control the results carefully," instead of the correct "check." Such errors can obscure meaning and hinder understanding Unlike grammar mistakes, usage mistakes are not easily corrected through direct feedback but tend to diminish as students engage with English texts Teachers should guide ESL students in recognizing these mistakes, particularly when they affect the clarity of their communication, such as using "overthrown" instead of "thrown over" in the context of a revolt.
Usage mistakes can create more confusion for readers than grammatical errors For instance, while an ESL student might say, "My mother don't speak English" and still be understood, a phrase like "My mother has an arrangement with her operator today" could lead to misunderstandings about an appointment Such usage issues are what often reveal even skilled ESL students as non-native speakers in longer texts To address these problems, a quick fix is to have a native speaker review the work, while a more effective long-term solution involves extensive reading in English.
These are some difficulties in learning and teaching writing English skills Difficulties in content, forms, spelling and punctuation are the most common that make students are confused and complicated.
Causes of the difficulties
English writing can be challenging and tedious for many learners, primarily due to two key factors: the teaching methods employed by educators and the diverse difficulties faced by students.
Inadequate training and skills among teachers contribute significantly to the challenges faced by students learning English as a second language Many teachers, also second language learners, often rely on their own cultural perspectives and experiences, leading to a teaching approach that encourages word-for-word translation in speaking and writing This method results in students developing incorrect learning habits, ultimately causing boredom and a lack of enthusiasm for English.
Many teachers struggle to create engaging English writing lessons, often resorting to simplistic activities like providing suggested words for matching or completing sentences This approach, while intended to simplify the learning process, can lead to student complacency and a lack of critical thinking By relying on outlines or guidance, students may become disengaged and fail to develop their writing skills effectively Consequently, this method contributes to the stagnation of students' English writing abilities, as they focus more on filling in blanks rather than cultivating their creativity and thought processes.
In only 45 minutes for each period teachers can not explain and check all students’ written works Although there are common errors like “a” “an” and
Teachers often struggle to find enough time to adequately assess all students' writing, leading them to focus primarily on a few high-performing individuals This practice hinders the learning experience for others, as they miss out on valuable feedback Additionally, when teachers introduce too many new vocabulary words at once, students find it challenging to remember and apply them correctly, ultimately diminishing their overall English learning and writing skills Assigning lengthy writing tasks can overwhelm students, causing them to lose interest and give up on writing altogether While this approach may save teachers time in instruction, it results in subpar educational outcomes.
1.2.2 Difficulties related to the students’ variables
Writing poses significant challenges for students, often leaving them intimidated by a blank page Many struggle with self-doubt, fearing they lack meaningful ideas to express This apprehension can be compounded by issues such as spelling and grammar mistakes, as well as difficulties in organizing thoughts and articulating them clearly Consequently, students frequently experience emotions like anger, defensiveness, and embarrassment in response to these writing-related fears.
Students often fear writing due to uncertainty about grammar and spelling, which can hinder their creative expression This anxiety stems from their desire to produce a "perfect" essay, making writing feel like a chore rather than an opportunity for discovery As poet William Stafford noted, writing is less about having something to say and more about engaging in a process that reveals new ideas The true joy of writing lies in uncovering thoughts we didn't initially recognize, allowing us to focus on articulating our message clearly and effectively once we understand it.
Teaching Strategies to reduce the students' difficulties
Effective writing skills are essential for clear communication of thoughts and feelings, particularly in the teacher-student dynamic Encouraging students is a proven strategy to alleviate their writing challenges in English As noted by Clifford (1991), teachers should motivate learners to focus on conveying ideas rather than getting bogged down by writing mechanics like spelling and handwriting Teachers play a crucial role in helping students navigate writing difficulties, fostering communication between students, teachers, and even foreign individuals This thesis aims to assist English teachers in identifying and avoiding common pitfalls in writing instruction, ultimately guiding students to become proficient writers with fewer obstacles and a deeper appreciation for the art of writing.
The role of a teacher is crucial in fostering student confidence and responsibility in writing, as highlighted by Shouman (2002), who emphasizes the importance of encouraging students to express their thoughts effectively Providing encouragement not only instills trust in students regarding their written work but also empowers them to monitor and self-correct their errors, enhancing their overall writing accuracy However, teachers often feel uncertain about offering constructive feedback on student writing, as noted by Digest (1996), suggesting that a lack of practice in writing techniques can hinder their ability to guide students effectively Pinsent (1992) advocates for encouraging students to engage with their writing, as discussing their work can reinforce their understanding, given that speaking often precedes writing.
The teacher's primary role is to encourage students to write freely, fostering a supportive environment where they feel confident in expressing their ideas As noted by Neville (1988), students need to write without fear of using non-literary language While teachers should provide constructive feedback on students' work, they must do so delicately, especially when faced with unacceptable English Instead of outright rejection, teachers should highlight areas for improvement in a gentle manner, ensuring that students do not feel disheartened or discouraged This approach helps maintain a positive atmosphere for learning and growth.
A skilled teacher engages students by selecting writing topics that align with their interests and the school curriculum, enhancing their motivation and effectiveness According to Smadi (1986), topics should connect to students' linguistic and social backgrounds, allowing them to express themselves more fully When teachers introduce relatable subjects, students often produce unexpectedly impressive results Additionally, teachers should encourage students to adopt various roles during writing exercises, fostering creativity and generating a wealth of ideas (Runkle, 1988).
1.3.2 Provide guidance throughout the writing process
After teachers have made the assignment, discuss the value of outlines and notes, explain how to select and narrow a topic, and critique the first draft, define plagiarism as well
1.3.3 Remind students that writing is a process that helps them clarify ideas
Writing serves as a vital tool for learning rather than merely a final product It is a complex and often chaotic process that involves numerous false starts and revisions By recognizing the essential activities of a writer, students can better navigate the intricacies of crafting their thoughts into coherent written form.
Getting feedback and comments from others
Revising the draft by expanding ideas, clarifying meaning, reorganizing
Presenting the finished work to readers
1.3.4 Give students opportunities to talk about their writing
Encouraging students to discuss their ongoing papers is essential for developing their thoughts, sparking new ideas, and refining their topics Allocating five to ten minutes of class time for students to share their writing in small groups or pairs fosters a collaborative learning environment This practice not only enhances their understanding but also allows them to gain valuable insights from their peers' work.
1.3.5 Use computers to help students write better
Faculty are increasingly utilizing locally developed and commercially available software to assist students in planning, writing, and revising their written assignments This software not only enables instructors to monitor students' progress but also facilitates collaboration among classmates, enhancing the overall learning experience.
1.3.6 During class pause for a three-minute write
Encourage students to engage in three minutes of free writing on a designated question or topic, allowing them to express their thoughts without the constraints of grammar, spelling, or organization This practice, endorsed by writing experts, aids students in synthesizing various ideas and uncovering areas of confusion There is no requirement to collect these writing exercises.
1.3.7 Have students write a brief summary at the end of class
At the conclusion of each class, distribute index cards to your students for them to note the key themes, major points, or overarching principles discussed This simple exercise allows you to gather the index cards and assess the students' understanding of the day's lesson effectively.
1.3.8 Have one student keep minutes to be read at the next class meeting
By taking minutes, students get a chance to develop their listening, synthesizing, and writing skills Boris (1983) suggests the following:
Encourage your students to take detailed notes during class, then have them revise these notes into structured minutes at home, which they will submit for feedback Students can choose to present their minutes in either outline or narrative format, allowing for personal expression in their work.
Decide on one to two good models to read or distribute to the class
At the beginning of each of the following classes, assign one student to take minutes for the period
Provide the student responsible for taking minutes with a sheet of carbon paper to create a rough copy This allows the student to take the original home, revise it, and be prepared to read it aloud during the next class meeting.
Once the student has presented their minutes, encourage classmates to provide feedback on their accuracy and quality If needed, the student should revise the minutes and submit two copies: one for grading and another for your records.
Divide your class into small groups of three or four students, ensuring each group is manageable Instruct students to bring enough copies of their rough draft papers for everyone in their group Provide clear guidelines for critiquing these drafts, emphasizing the importance of identifying the strongest sections of the paper Encourage readers to articulate why these parts are effective, fostering constructive feedback and improving writing skills.
State the main point of the paper in a single sentence
Identify confusing sections of the paper
Decide whether each section of the paper has enough detail, evidence, and information
Indicate whether the paper's points follow one another in sequence
Judge the appropriateness of the opening and concluding paragraphs
Identify the strengths of the paper
Written critiques assigned as homework tend to be more reflective, while in-class critiques can also provide valuable insights It may be beneficial to assist students in organizing the key characteristics into coherent categories for better understanding.
Encouragement is a powerful strategy for enhancing student writing skills, as it boosts their confidence to present their work in front of peers Teachers play a crucial role in fostering a supportive classroom environment, which not only motivates students but also enhances their overall learning experience By combining encouragement with guidance and utilizing technology, teachers can create engaging lessons Additionally, dividing the class into small groups for peer review allows students to take responsibility for their writing while saving time for the teacher.
Context of the study
The study was conducted at Dong Luong Secondary School, situated in Dong Luong, with the aim of educating ethnic minority students to become valuable contributors to the province's development This commitment to student development is reflected in the school's annual evaluations, which focus on maintaining high-quality equipment and optimal working conditions.
Each year, approximately 200 ethnic minority students attend the school, which comprises eight small classes with 20 to 35 students each The school employs 22 dedicated and well-trained teachers, recognized as the most hardworking in the province Among them, two experienced English teachers are committed to enhancing students' English proficiency However, they face challenges due to insufficient teaching methods and techniques, particularly in providing effective feedback, indicating a need for further training in various aspects of language instruction.
The students in this study are primarily ethnic minorities from remote or mountainous regions, characterized by their hard work and good behavior Despite their dedication, many struggle with low learning abilities, particularly in English, where they often rely on short phrases and exhibit grammatical inaccuracies and pronunciation challenges This leads to significant anxiety in English classrooms, especially regarding writing, which they find the most difficult skill Nevertheless, these students remain committed to improving their English proficiency and actively engage in lessons, motivated by the hope of enhancing their skills through persistent effort This situation prompts a deeper investigation into their learning challenges and aspirations.
Methodology
Three instruments are used to collect the data for the study:
A questionnaire was conducted to assess students' attitudes toward their writing teacher, the challenges they encounter in writing classes, and their preferred learning methods for writing The questionnaire comprises six questions, divided into two sections: Part I gathers personal information about the participants, while Part II consists of close-ended questions.
The researcher found that using a student survey questionnaire was the most effective method for gathering information, as it was easy for all students to understand Given that students at Dong Luong Secondary School are at a lower academic standard compared to others, this type of survey provided an optimal solution for both the students and the researcher.
A semi-structured interview was conducted with two teachers to explore the objectives of teaching writing skills, the reasons behind the lack of interest from both teachers and students in this area, and effective strategies to address these challenges.
The participants
A survey was conducted among 50 ninth-grade students, comprising 26 males and 24 females, aged 14 to 15 years All participants have been studying English for four years, with a focus on English writing as part of the curriculum in secondary school.
Observing participants complete questionnaires in class is beneficial for the investigator, as these classes consist of a balanced mix of students with varying levels of English proficiency—good, average, and poor.
The questionnaire was first translated into Vietnamese and distributed to 50 students to ensure comprehension of all questions The researcher was present to provide clarification and assistance in case any confusion or issues arose while the respondents completed the questionnaire.
In the second stage of the research, the researcher conducted one-on-one interviews with two teachers, communicating in Vietnamese During these sessions, the researcher took notes while sitting close to the interviewees, later transcribing the gathered information into English.
2.5.1 Data analysis of student’s survey questionnaire
Chart 1: Students’ preferences for learning writing skills a hate b not like c like d like very much
The chart illustrates students' preferences regarding English writing skills, revealing that only 4% find it interesting and exciting, while 20% express a liking for the subject In contrast, nearly half of the students (48%) do not enjoy writing skills, and an additional 28% dislike the learning process associated with it.
Chart 2: Students’ opinions on frequency of teachers’ feedback in each writing lesson a never b almost never c sometimes d often e very often
According to the data presented in Chart 2, only 10% of students reported receiving frequent feedback from their teachers, while 20% indicated that they received feedback on their written work quite often A significant number of students stated that teacher responses to their writing were given sometimes Notably, none of the students claimed they never or almost never received feedback from their teachers.
Chart 3: Students’ opinions on difficulties of learning writing skills a do not have enough vocabulary to express their ideas b teachers' writing methods are not suitable c you are not confident when writing
Chart 3 showed students’ opinions on difficulties that they had to face up when learning English writing skills All of them agreed that learning writing
A significant challenge in writing skills is evident, with 64% of students lacking the vocabulary needed to articulate their ideas effectively Additionally, 20% of students feel that their teachers employ unsuitable methods for teaching writing, while the remaining students express a lack of confidence in their writing abilities.
Char 4: Students’ strategies to solve their difficulties in writing
0 5 10 15 20 25 30 35 40 45 a asking the teachers/peers for help b consulting grammar books or dictionaries c doing nothing
The chart reveals various challenges students face in developing their writing skills Notably, 32% of students seek assistance from teachers or peers, while only 24% prefer utilizing grammar books or dictionaries Alarmingly, a significant 44% of students choose not to take any action and refrain from seeking help altogether.
Chart 5: Students’ opinion on forms of writing a a complaint letter b a paragraph c a story
Chart 5 showed students’ on forms of writing As can be seen from the chart, in general, the majority of the students (92%) highly valued writing in the paragraph form Only 4% of them chose complaint letters Similarly, 4% of them liked to write stories
Chart 6: Students’ preferences for teachers’ methods in teaching writing
Items 1 2 a give at least an example and then ask you to write a similar one
5 1 b give some pictures and games to make you excited before writing
5 1 c give some words and ask you to make complete sentences
1 1 d give students opportunities to talk about their writing 0 4 e view the improvement of students’ writing as teachers’ responsibility
10 0 f provide guidance throughout the writing process 5 0 g use computers to help students write better 10 0 h explain the importance of grammar and sentence structure, as well as content
According to the data, 20% of students believe that it is the teachers' responsibility to enhance their writing skills and prefer the use of computers as a tool for improvement Additionally, some students are uncomfortable discussing their writing in class due to fear of exposing their mistakes Furthermore, 10% of students do not see the value in teachers emphasizing the significance of grammar, sentence structure, and content in their writing.
2.5.2 Data analysis of direct interview between the researcher and two teachers
Teachers unanimously recognized the significance of teaching writing skills in secondary education, emphasizing its crucial role in learning English One teacher noted that writing is often perceived as the most challenging skill, leading to students' reluctance to engage with it However, the ability to write is essential for students to articulate their ideas and thoughts effectively, and it is vital for meeting the standards of the Vietnamese education system Consequently, the instruction of writing skills is deemed essential for student success.
Teachers emphasize the importance of teaching writing to enhance students' English skills One teacher expressed a desire for students to develop a positive attitude toward writing, utilizing effective methods to spark their interest in learning Both educators acknowledged that teaching writing is the most challenging aspect of language instruction and are actively seeking the most suitable approaches for their students in a remote area.
In writing lessons, teachers typically start by engaging students with warm-up activities, such as games or picture gaps, for about five minutes Following this, they provide suggested words to facilitate the writing process before asking students to compose their pieces Notably, two teachers frequently offered general comments, focusing on positive feedback to boost students' confidence, while rarely delivering negative critiques.
“I like to explain clearly and slowly to my students and guide them in the exciting atmosphere but I do not have enough time for all of them.”
“Students will be confused a lot if we write our comment in general at the end of the paper.”
“I often write such comments “Quite good, very good or try harder” in my students’ paper because I want to encourage them to write more and more”
Many students express a dislike for learning this subject, primarily due to their remote location and the burden of household responsibilities, which often distract them from their studies.
“They are not hard-working and do not do their homework if they have
In each writing lesson, they are difficult to focus and write correctly.”
“ It seems to be that students want to me to ignore this skill because in the final examination, the writing part has 3-4 points That is not much.”
CHAPTER THREE: FINDINGS AND DISCUSSIONS
This section presents the answers to the research questions proposed at the beginning of the thesis
Research question 1: What difficulties do ethnic minority grade 9 th students encounter in writing English?
With characteristics of a school in a remote area, ethnic minority grade 9 students have to face a lot of difficulties in writing English