Rationale
Writing plays a crucial role in the language learning process, providing learners with opportunities to utilize the language they have studied (Harmer, 2007) However, it is also a challenging skill for many second or foreign language learners to master Writing is not an innate ability but a developmental capacity that requires individuals to articulate their thoughts and ideas concretely (Grabe and Kaplan, 1996) This complex process involves refining and expanding initial ideas, making writing a demanding yet essential skill for effective communication (Matsuda, 2003; Westwood, 2004; Shaughnessy, 1977).
Students at Huu Lung Upper Secondary School (HLUSS), particularly those in the eleventh grade, often struggle with writing tasks such as paragraphs, descriptions, narratives, and letters They tend to focus more on solving grammar and vocabulary issues, relying on imitating fixed organizational patterns rather than actively analyzing and developing their ideas Consequently, this approach hinders their writing skills, resulting in burnout and low grades in writing assessments.
An old Chinese proverb states, “Teachers open doors, but you must enter by yourself,” highlighting the importance of both teachers and learners in the educational process In language learning, this means that while teachers should provide valuable opportunities for knowledge acquisition, learners must take the initiative to apply that knowledge effectively However, many learners often neglect to use effective writing strategies despite guidance from their teachers Research by Wenden and Rubin (1987) indicates that learners who utilize learning strategies more effectively tend to be more successful Additionally, Oxford (1990) emphasizes that employing appropriate learning strategies can enhance proficiency and boost self-confidence Therefore, increasing learners’ awareness of strategy use is crucial for improving their outcomes.
Writing strategies have been identified by various researchers in both second and foreign language contexts ( Petric & Czarl 2003; Pham Thu Hien, 2004; Chen ,
2011, Maarof & Murat, 2013) Yet, there has not been any practical strategy study conducted to uncover and clarify what strategies HLUSS students actually use in writing
The researcher aims to explore the writing strategies employed by 11th grade students at HLUSS to enhance the techniques of "successful writers" and subsequently implement these strategies in training sessions.
“unsuccessful writers” to help improve their writing skill.
Aims of the study
Research aims to improve English writing skills among students by investigating the writing strategies employed by eleventh graders at HLUSS The study focuses on identifying the most commonly used strategies in their writing tasks and explores the differences in these strategies between successful and unsuccessful students.
Research question…
The current study attempts to address the following research questions:
1 What writing strategies are most frequently used by eleventh graders at Huu Lung Upper Secondary School?
2 Are there any differences in the use of writing strategies between successful and unsuccessful students?
Method of the study
The research utilized a questionnaire as the primary tool for data collection, supplemented by interviews to validate the survey results To analyze the gathered data, SPSS software was employed, ensuring a comprehensive examination of the findings.
Scope of the study
This study focuses on the writing strategies employed by eleventh graders at HLUSS in Lang Son Province It examines these strategies across different writing tasks, including paragraphs, descriptions, narratives, and letters.
Significance of the study
The current study is important for several reasons: it investigates the writing strategy use of eleventh graders at HLUSS, clarifies the application of these strategies, and discusses significant implications These implications aim to enhance learners' awareness of writing tactics, support their effective use of writing strategies as language learning tools, and assist teachers in understanding their students' strategy use Furthermore, it encourages teachers to share strategies with other learners and consider future directions in writing instruction.
This thesis consists of three parts, namely introduction, development and conclusion
This study offers a comprehensive overview, detailing its rationale, objectives, methodologies, scope, significance, and design The development section is structured into three distinct chapters, each contributing to the overall analysis and findings of the research.
Chapter 1, Literature Review, reviews theoretical background on which the whole study is based concluding terminological definitions and taxonomies of language learning strategies, writing strategy and approaches to teaching writing
Chapter 2, Methodology, briefly presents the methodological framework of the study It covers features of the participants, setting of the study, instruments and data collection procedure
Chapter 3, findings and discussion, presents findings and discusses the findings, which gives comprehensive answers to the two research questions
Part C, Conclusion, summarizes significant findings, suggest implications for writing strategy instructions at HLUSS, addresses notable limitations, and puts forward practical suggestions for future research
This chapter explores the foundational theories and research related to five key areas pertinent to this study It begins with an overview of theoretical issues surrounding the definitions and classification systems of language learning strategies Next, it presents writing strategies alongside a writing strategy questionnaire The third section discusses various approaches to teaching writing Following this, a review of prior studies on language learning strategies and writing strategies is provided The chapter concludes with a summary of the main points discussed throughout.
This section puts forward relevant issues of language learning strategies (LLSs) in terms of definition and classification
1.1.1 Definition of language learning strategies
There are various definitions on language learning strategies given by various researchers and scholars, but this thesis only focuses on definitions by Rubin
Learning strategies are, as Rubin (1975:43) defined, “the techniques or devices which a learner may use to acquire knowledge”
Tarone (1983) defines a learning strategy as an effort to “develop linguistic and sociolinguistic competence in the target language - to incorporate these into one's interlanguage competence" (cited in O'Malley and Chamot, 1990:47)
Language learning strategies, as defined by Oxford (1990:8), are targeted actions undertaken by learners to enhance the ease, speed, enjoyment, autonomy, effectiveness, and adaptability of their learning experiences.
Learning strategies, often referred to as LLSs, encompass the actions students take to enhance their learning (Bremner, 1999:8) Researchers utilize various terminology to describe these strategies, tailoring their explanations to fit specific objectives (Bremner, 1999:8).
Griffiths (2004:2) states that Rubin is one of the pioneers in the realm of doing research of learning strategies, Rubin’s definition, hence, is too broad to cover
In Tarone’s definition, although it may contribute to the language learning process to a certain extent, learner autonomy, cultural understanding, or other aspects of language learning are not underlined (Lan, 2005:16)
Oxford's definition is widely regarded as one of the most comprehensive, as noted by Lan (2005:15) Additionally, it incorporates the affective factor, which enhances learners' enjoyment—an aspect not typically addressed in other definitions (Alhaisoni, 2012:116).
For the purpose of the study, Oxford’s definition acts as a guideline for the present research because of its clearness, concrete and easy comprehension
1.1.2 Classification of language learning strategies
In the realm of second and foreign language learning, various perspectives exist regarding the classification of language learning strategies (LLSs) This study aims to identify an appropriate classification system for LLSs, drawing on the widely recognized frameworks established by Naiman et al.
(1978), Rubin (1981), and Oxford (1990) are presented in this study
Naiman et al (1978) identified five key strategies for language learning: (i) an active task approach, (ii) understanding language as a system, (iii) viewing language as a means of communication, (iv) managing emotional demands, and (v) monitoring second language performance They highlighted the unique strategies employed by effective language learners, with the hope of applying these strategies to less proficient learners However, Gass & Selinker (2008) argue that studies focusing solely on successful learners do not accurately reflect the practices of struggling learners, rendering Naiman et al.'s classification less relevant for research aimed at examining language learning strategies in writing for both proficient and less proficient learners.
Rubin (1981) categorizes language learning strategies (LLSs) into two main groups, consisting of eight specific strategies: clarification/verification, monitoring, memorization, guessing/inductive reasoning, deductive reasoning, and practice This classification highlights the significant impact of these strategies on the learning process (O’Malley and Chamot, 1990) Furthermore, it outlines key strategies employed by effective language learners (Lan, 2005) However, Rubin's model has its limitations, as noted by Gass & Selinker (2008), since it primarily focuses on observations of successful learners, failing to encompass the experiences of both successful and unsuccessful language learners.
A significant limitation in the classification systems proposed by Rubin and Naiman et al is their neglect of the theoretical foundations of second language acquisition and cognition, which complicates the identification of effective learning bases (O’Malley and Chamot, 1990: 7).
While the existing taxonomies offer initial insights into language learning strategies, their limitations become apparent, indicating that they may not be suitable for the current study Therefore, it is essential to develop a more fitting classification To address this, a specific classification proposed by Oxford in 1990 will be introduced.
According to Oxford's (1990) taxonomy, language learning strategies are categorized into two primary classes: direct and indirect strategies, comprising a total of 62 question items The direct class includes three groups: memory, cognitive, and compensation strategies, while the indirect class encompasses metacognitive, affective, and social strategies.
Direct strategies in language learning focus on achieving communication goals and are divided into three subcategories: memory strategies, which help learners store and retrieve essential information; cognitive strategies, which enable learners to understand and produce language through various methods; and compensation strategies, which assist learners in overcoming knowledge limitations in their language use.
Indirect learning strategies, as defined by Oxford (1990), support language learning without directly engaging with the target language and are categorized into three groups: metacognitive, affective, and social strategies Metacognitive strategies enable learners to manage and reflect on their own learning processes Affective strategies help learners regulate their motivation and attitudes, which significantly impact their success or failure in learning Lastly, social strategies facilitate learning through interaction among peers Oxford highlights that these indirect strategies are beneficial for developing all language skills.
Oxford's (1990) exclusive taxonomy of learning strategies is recognized as the most comprehensive to date, as noted by Ghee et al (2010) and Ellis (1994) She introduces two additional types of strategies—compensatory and memory strategies—that were previously overlooked, and emphasizes the distinct nature of social and affective strategies, which contribute to language learner self-regulation (Oxford, 2003) Furthermore, Oxford (1990) asserts that the six strategy categories work together to enhance learners' achievements, and the 62 question items associated with these strategies can be adapted to suit the four language skills appropriately.