Manifestation of students‟ attention to the teacher‟s lecture
Class 1 Class 2 Class 3 Class 4 Class 5 Class 6
Put up questions for teacher
Begin to write at once when being asked
Manifestation of the students‟ positive response to journal writing
From the researcher's fieldnotes, the students' negative attitude in learning process descended step by steps through the class The data were illustrated in line chart as follows;
In both classes, student engagement was low, with only a few demonstrating interest in the lesson While some students were willing to answer the researcher's questions, the majority appeared preoccupied with their compositions, as noted in the field notes.
In the first class, only two students actively participated in answering questions, while the rest remained silent or expressed concerns during the lesson When it came to writing assignments, many struggled with grammar, content, and vocabulary, often whispering phrases like "How do I do this?" and "I don't know," indicating their difficulties with past tense and memory recall (fieldnote, September 11, 2017).
In the third class, a positive rapport developed between the students and the researcher, despite some ongoing chatter among a few students The learners became more confident in asking questions for clarification and displayed a keen interest in participating in the lesson Their enthusiasm was evident as they eagerly engaged in writing their journals, showing curiosity about identifying and correcting errors in their classmates' work.
Eleven students eagerly posed questions to their teacher about how to begin writing a recount text and what to include in the body They quickly shared their thoughts in both Vietnamese and English, with one student mentioning, "I wrote about the experience that confused me when I mistakenly wore my mother's shoes to school," while another asked, "What lessons can I learn from English, teacher?"
In the fourth, fifth, and sixth classes, there was a strong collaboration between the students and the researcher, leading to effective classroom management As a result, many students became actively engaged in the learning process, frequently raising their hands to ask and answer questions.
Most students focused intently on writing and expressed enthusiasm for correction activities They eagerly exchanged their work with partners, engaging in lively discussions about their mistakes, such as pointing out unrelated sentences, suggesting the use of past tense, and identifying missing verbs.
In each class, the researcher assigned topics for students to write about, using assessment criteria adapted from Cohen (1994: 328) to evaluate their performance Detailed scores for the students can be found in Appendix 5.
Below was introduced the number of students whose score below average
Table 3.1 Number of students with scores below average
Grammar Vocabulary Content Organization Mechanics Topic 1 25 (69,4%) 22(61,1%) 20(55,5%) 13(36,1%) 7(19,4%) Topic 2 24( 66,6%) 20(55,5%) 16(44,4%) 17(47,2%) 5(13,8%) Topic 3 20 (55,5%) 18(50%) 17(47,2%) 15(41,6%) 5(13,8%) Topic 4 14 (38,8%) 16 (44,4%) 15(41,6%) 14(38,8%) 6 (16,6%)
Content: Most students (70%) could state their ideas clearly and accurately There was an improvement in three last class Some of them ( 30,5%) only produced limited sentences
Organization: Many students (73 %) were able to identify the generic structure of a recount text
Vocabulary: 50% still made some errors in word form mastery which is rather significant
Grammar: Some students could produce sentences in past tense and wrote the sentences in a good structure Many of students (47,2%) made mistakes in past tenses especially irregular verbs
In a study on time management for idea generation, it was found that initially, 80.5% of students spent at least 10 minutes brainstorming before writing However, as classes progressed, this time gradually decreased, with most students managing to limit their idea generation to between 5 and 10 minutes by the sixth session This trend indicates a significant improvement in the students' time management skills, particularly in the area of producing ideas.
Table 3.2 Time to think about the ideas among students
Time to think about the ideas in number of students
Topic 2 Topic 3 Topic 4 Topic 5 Topic 6
Chart 3.4 Time to think about the ideas in students
Following an analysis of students' journal entries and assignments, the researcher conducted interviews with seven selected students to validate the observational findings The interviewees included two students who struggled with idea generation, three who exhibited lexico-grammar errors and produced below-average compositions, one actively participating student, and one high-performing student who consistently achieved good to excellent scores in writing.
The results from interview transcripts showed that they could understand about recount text and got improvement of ideas It could be reflected from the interview transcript below
Time management: Students might get a progress in ideas development
R: Mất bao lâu để em hình thành và triển khai ý tưởng cho 1 chủ đề?
S: Thông thường là 5 phút Em tập brainstorming nên khá nhanh ( interview transcript 1)
Students had difficuties in expressions, lexicon, grammar
R Những khó khăn em gặp phải khi viết nhật kí là gì?
S: Vẫn là từ vựng và ngữ pháp, em có thể nghĩ ra ý nhanh nhưng khi viết tiếng anh em lại thiếu từ và sai ngữ pháp ( interview transcript 2)
Students' expectations: reintroducing tense knowledge and increased grammar practice chances
R: Với khó khăn như vậy, theo em làm thế nào để giải quyết nó?
Em mong muốn cô giáo ôn lại ngữ pháp và tập trung vào các thì quá khứ Em hy vọng sẽ có nhiều bài tập để củng cố kiến thức của mình.
Students encountered significant challenges in the writing process, particularly related to vocabulary and grammar, which aligned closely with observations and their writing performance data.
The first cycle of implementation successfully enhanced students' writing skills, despite some teaching and learning objectives still needing attention Key observations included an improvement in students' attitudes toward writing, as they became more engaged and motivated during lessons Additionally, there was a noticeable enhancement in their time management for generating ideas, along with increased opportunities for practice, allowing students to write more effectively.
The results from the first cycle indicate that only one student met the target, primarily due to their strong motivation for journal writing While most students actively participated in writing activities, improvements were noted mainly in their ability to generate ideas However, challenges remained in areas such as expression, vocabulary mastery, and grammar structures.
Based on the identified strengths and weaknesses, the researcher opted for a second cycle concentrating on the language features of the past tense to significantly enhance the students' writing skills.
In this study, the researcher aimed to enhance students' writing skills by identifying the underlying causes of their challenges To uncover the reasons for students' lack of motivation in the classroom, techniques such as observation, interviews, and classwork were employed, following the "look, think, and act cycle" (Reason & Bradbury, 2008, p 525).
Time to think about the ideas in students
Rationale
English is essential for global communication, fostering international relationships and enhancing job prospects, promotions, and business interactions To remain competitive in a globalized world, many individuals strive to master English In Vietnam, the Ministry of Education implemented a 10-year National Plan to improve foreign language education, aiming for most graduates to use English independently by 2020 Mastery of English requires proficiency in four key skills: listening, reading, speaking, and writing While speaking is often seen as more accessible, writing presents unique challenges, including organization, mechanics, and grammar In today's globalized era, strong writing skills are increasingly vital for success in various aspects of life.
The researcher observed significant issues in English teaching and learning at a high school in Yen Bai province, particularly concerning writing skills among the four essential language skills: listening, speaking, reading, and writing.
Many students exhibit low motivation to write, often feeling unconfident and reluctant due to the perception that writing is boring and difficult Their limited writing experience contributes to anxiety, particularly when facing evaluations from tutors Self-doubt leads them to believe they lack writing talent, which negatively impacts their attitudes towards the task Consequently, they tend to avoid writing altogether or, when they do engage, fail to put forth their best effort.
High school students often struggle with writing due to difficulties in idea generation, grammar, organization, and vocabulary Many students find it challenging to come up with topics and frequently experience writer's block, leading to significant delays in their writing process Additionally, they may forget common words and face limitations in vocabulary and grammar, which hinders their ability to express their ideas effectively.
The primary issue identified was the insufficient writing practice provided by the teacher Students were rarely given opportunities to engage in the writing process, as the teacher focused more on explaining writing theories rather than facilitating hands-on practice both in and out of the classroom.
To enhance student motivation and writing skills in the classroom, teachers must explore alternative teaching techniques According to Langan (2008 & 2011), writing is a skill that improves with practice, and maintaining a journal can provide valuable writing experience The primary challenges faced by students include insufficient practice, negative attitudes towards writing, and limited vocabulary and grammar knowledge These issues prompted the researcher to undertake a minor research project titled "An Action Research Study on Keeping a Writing Journal to Improve 11th Grade Students’ Writing at a High School in Yen Bai Province."
Aims of the study
With the above rationale, the main aim of this research is to change in students' attitudes toward writing and their writing performances
To achieve this aim, some specific objectives are defined as follows:
(1) To identify the problems rising before and during research
(2) To find out how to implement journal writing
(3) To show how students‟ attitudes and their performances are improved after being taught to write journals
Research questions
The study is carried out in order to find the answers for one research question:
How effective is journal writing in improving students' attitudes and their writing performances?
Methods of the study
This research employs an action research methodology conducted in two cycles to achieve its objectives Qualitative data is gathered through observations and field notes to assess students' attitudes and performance in writing lessons Additionally, informal interviews with students are conducted to gather more insights and strengthen the findings from the observations.
Scope of the study
This study investigates the implementation of journal writing and its effects on the writing skills of 11th-grade students at a high school in Yen Bai province Due to time constraints and limited knowledge, the focus is narrowed to the procedures of journal writing and its impact on students' attitudes and performance.
Significance of the study
This study expected to give a precious contribution to :
This study explores the use of journal writing as a tool to address challenges in students' writing skills The researcher aims to demonstrate how journaling can effectively enhance writing instruction within the context of Vietnam.
This study serves as a valuable resource for researchers interested in journal writing, offering meaningful insights that can inspire further investigations into its effectiveness in enhancing students' writing skills across various educational levels.
This study aims to enhance the writing skills of 11th-grade students at a high school in Yen Bai province through the implementation of journal writing By encouraging students to express themselves, the initiative seeks to help them discover their unique voices in writing while boosting their creativity and confidence in English.
This research offers English teachers an effective alternative teaching method through journal writing, which can be integrated into their instructional toolkit to enhance student learning outcomes.
Design of the study
The study is divided into three parts:
Part A, INTRODUCTION, presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study
Part B, DEVELOPMENT, consists of four chapters
Chapter one, LITERATURE REVIEW, provides an overview of the theoretical background and the previous researches related to the study
Chapter two, METHODOLOGY, restates the research questions and describes the setting, the participants, and the research methods of the study
Chapter three, titled RESEARCH FINDINGS, provides an in-depth analysis of the data collected during the study This chapter not only discusses and interprets the findings but also offers valuable suggestions for teachers, students, and fellow researchers to enhance their understanding and application of the results.
Part C, CONCLUSION, briefly summarizes the study, the recommendations are proposed and makes some suggestions for further studies
PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Introduction
This chapter examines key literature to underpin the research, starting with an overview of writing and approaches to teaching second languages It then presents a concise discussion on journal writing and recount texts, which are directly relevant to the issues at hand, along with a summary of previous studies related to the current context.
In language teaching, writing is seen as a productive skill and defined in various fields by famous researchers
Writing is a deliberate process of meaning creation, as highlighted by Zamel (1982) While individuals typically acquire spoken language intuitively, the written form often necessitates structured instruction, as noted by Ur (1996) Writing is not a skill that can be easily mastered through exposure alone; it requires dedicated teaching and practice.
According to Raimes (1983), writing is distinct from merely transcribing speech; it is a structured form of communication that requires adherence to established standards of grammar, organization, and vocabulary.
Diana (2007, p.7) emphasizes that writing is primarily a learned skill rather than a taught one, suggesting that teachers should adopt a non-directive approach This involves creating a supportive and collaborative environment that encourages students to write with minimal interference from instructors.
Writing is the process of creating graphic symbols, such as letters or letter combinations, which are organized into sentences These sentences are then sequenced and connected in a specific manner on a flat surface.
In conclusion, writing is a vital language skill that requires both physical and mental engagement from students to effectively convey their ideas, feelings, experiences, messages, and opinions As a productive skill, writing offers students the opportunity to apply language and enhance their communicative abilities simultaneously Through writing, students can identify their strengths and areas for improvement, paving the way for their growth and development in this essential skill.
In this section, the researcher is going to briefly discuss some approaches to teaching L2 writing
The Audiolingual methodology, popular in the latter half of the 20th century, emphasizes speaking as the primary skill and writing as a secondary focus to enhance verbal communication through grammatical mastery Silva (1990) describes the controlled approach as an accuracy-driven model that teaches writing by introducing L2 learners to model paragraphs, which they modify by changing pronouns and tenses Additionally, students can manipulate these paragraphs by adding, combining, replacing, or deleting sentences This method encourages learners to produce error-free writing, while teachers are responsible for marking and correcting any mistakes in students' work.
Effective writing instruction goes beyond mere correctness in spelling and punctuation; it emphasizes that true writing mastery involves understanding and applying various written forms Thus, learners must engage with writing in a comprehensive manner, rather than solely focusing on technical accuracy.
Rather, they learn to write through practicing writing in a meaningful situation where they feel the need to write and develop confidence in their own writing abilities
The free-writing approach focuses on enhancing students' ability to express themselves and generate ideas without the fear of making errors, prioritizing writing fluency over accuracy This method encourages learners to write about topics that interest them, while teachers provide feedback on content rather than correcting structure or mechanics To facilitate free-writing, educators often ask students to write continuously on chosen topics for a set duration, helping them to overcome initial difficulties in topic selection As students practice, they also learn to consider their audience, typically their teachers or peers.
While this method appears to enhance fluency, it can sometimes leave students feeling disoriented or disheartened due to their limited vocabulary, resulting in disorganized or incoherent outputs.
The paragraph-pattern approach emphasizes that writers from diverse cultures organize their discourse uniquely, requiring students to analyze model paragraphs and create their own based on these structures (Raimes, 1983) This method, akin to a revised controlled writing approach, highlights the importance of creativity in proficient writing, which should stem from the writer's personal knowledge, needs, and interests However, these approaches primarily concentrate on the final product, neglecting to teach students the strategies and cognitive processes necessary for crafting coherent and connected discourse.
The process approach to writing, which gained prominence in L1 writing contexts from the 1960s to the 1990s, was subsequently integrated into L2 writing pedagogy This method prioritizes the writing process over the final product, with advocates arguing that the end result emerges from intricate, nonlinear stages of prewriting, writing, and post-writing activities (Casanave, 2003; Hyland, 2003) Flower (1985) emphasizes that the thinking stage is crucial for students to recognize rhetorical challenges, devise solutions, and reach appropriate conclusions, typically following a specific sequence.
Generate ideas ->Select ideas -> Group ideas - -> Order ideas
According to Hedge (1990), the writing process consists of several key stages, including motivation to write, idea generation, planning and outlining, note-taking, drafting, revising and redrafting, editing, and finally preparing for publication.
Effective writing instruction, as highlighted by Williams (1989), emphasizes the importance of the writing process rather than just the final product, guiding students through overlapping stages of composition (p 8) A significant challenge for writers is crafting a first draft that can be refined through constructive feedback from teachers and peers Hyland (2003) further emphasizes that in a process-oriented pedagogy, writing is learned rather than taught, with the teacher acting as a facilitator to support learners in expressing their ideas.
Overview and summary of the thesis
The study aimed to enhance students' attitudes toward writing and improve their writing performances through journal writing, addressing the research question: "How effective is journal writing in improving students' attitudes and their writing performances?" Conducted at a high school in Yen Bai province from April to December 2017, the research involved eleventh-grade students, English teachers, the researcher, and a collaborator, utilizing action research over two cycles Unlike previous studies that allowed free writing, this research provided concrete guidelines and regular feedback on specific topics Data were collected through semi-structured interviews, observation checklists, and field notes, revealing that students faced challenges such as a lack of practice, low writing attitudes, limited ideas, and grammatical errors However, after implementing journal writing, students showed increased motivation and improvement in generating ideas, despite ongoing difficulties with vocabulary and grammar To address these weaknesses, a grammar review strategy was introduced, leading to more positive attitudes toward writing and the development of consistent writing habits among students.
The current study supports previous research indicating that journal writing enhances students' attitudes and writing performance Notably, guided journal writing can significantly improve learning outcomes, making writing easier and fostering a supportive study environment However, a major drawback is the time-consuming nature of journal writing, which can hinder the feedback process and discourage student engagement in corrections Additionally, overcoming the perception of journal writing as a "girly" activity may require substantial effort to shift students' mindsets As a contemporary solution, utilizing emails or social networks like Facebook could help students combat misconceptions about journal writing and develop a consistent writing habit.
Limitations of study
Due to the limitation of time, references and ability, in the study, there are some unavoidable limitations
This study addresses significant issues faced by a high school in Yen Bai province Due to the limited number of participants, the findings may not be applicable to all students and teachers in other high schools across Vietnam Instead, the results should be viewed as reference information for high schools with students and teachers who share similar characteristics to those involved in this research.
Secondly, there are still many other barriers related to students‟ writing in learning writing process have not been explored in this study
In addition, culture and students' characteristics are also resulted in problems in students' learning writing, but they have not been presented
Finally, journal writing is only one of various methods to support students in learning writing process It may not the most suitable to help students to mitigate writing problems
Implications
This study highlights the potential of journal writing as an effective tool for improving students' writing skills Educators and students alike can benefit from incorporating journal writing into their practice, as it encourages creativity, self-expression, and reflective thinking By regularly engaging in this form of writing, students can enhance their writing proficiency and develop a more personal connection to their work Implementing journal writing in educational settings can lead to significant advancements in students' overall writing abilities.
Journal writing is a valuable tool for teachers to enhance not only writing skills but also reading, speaking, and listening abilities, ultimately improving students' overall proficiency in learning English.
Journal writing serves as an engaging alternative activity in the classroom, suitable for various educational levels This practice enhances students' writing flow, boosts their enthusiasm, and fosters greater autonomy in the writing process.
Lastly, it can encourage other researchers to conduct similar studies dealing with improving students' writing ability in writing recount text by using journal writing
1 Atkinson, D (2003a) L2 writing in the post-process era: Introduction Journal of Second Language Writing, 12, (1), 3-15
2 Atkinson, D (2003b) Writing and culture in the post-process era Journal of Second Language Writing, 12, (1), 49-63
3 Bean, J C (1996) Engaging ideas: The professor‟s guide in integrating writing, critical thinking, and active learning in the classroom San Francisco: Jossey-Bass
4 Bromley, K (1995) Buddy journals for ESL and native-English-speaking students
5 Byrne, D (1979) Teaching writing skills London: Longman Group Ltd
6 Byrne D (1988).Teaching Writing Skill Longman London
7 Casanave, C P (2003) Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship: (But should it be called “post-process”?)
Journal of Second Language Writing, 12, (1), 85-102
8 Cohen, A D (1994) Assessing Language Ability in the classroom (2nd ed)
9 Cohen, L.& Manion, L (1994 ) Research Methods in Education (4th ed) London and New York: Routledge (P 297-313)
10 Cresswell, J (1998) Qualitative inquiry and research design SAGE Publications
11 Creswell J W (2005) Educational research, planning,conducting and evaluating quantitative and qualitative research Prentice Hall: New Jersey
12 Diane, B (2007) Genre and second language writing United States of America:
The University of Michigan Press
13 Elbow, P (1998a) Writing with power: Techniques for mastering the writing process (2nd ed.) Oxford: Oxford University Press
14 Flower, L (1985) Problem Solving Strategies for Writing ( 2nd ed) San Diego:
15 Gerot, L & Wignell, P.(1994) Making Sense of Functional Grammar Sydney:
16 Grabe, W & Caplan, R (1996) Theory and Practice of writing: An applied linguistic perspective NY: Addison Wesley Longman, Limited
17 Greenwood, S C (1989) Journal writing for middle school students The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 63(4), 184-187
18 Hacker, D (2004) Rules for writers (5th ed.) Boston: MA: Bedford/St Martin‟s
19 Harmer, J (2004) How to teach writing Essex: Pearson Education Limited
20 Hayland, K (2002) Teaching and Researching Writing Great Britain: Pearson Education
21 Hedge.T (1990) Resource books for teachers Hong Kong: Oxford University
22 Herrero, A H (2007) Journals: A tool to improve students‟ writing skills
23 Hyland, K (2003) Genre-based pedagogies: A social response to process Journal of Second Language Writing, 12, (1),
24 Kemmis S & Mc Taggart R (1988) The action research planner (3rd ed.)
25 Knapp P & Watkins M (2005) Genre, Text and Grammar Sidney: University of New South Wales
26 Lagan, J (2000) College Writing Skills London: Longman
27 Lewis, M (2002) Giving feedback in language classes Singapore: SEAMEO
28 Maguire, M H., & Graves, B (2001) Speaking personalities in primary school children‟s L2 writing TESOL Quarterly, 35(4), 561-593
29 Maxwell, R J (1996) Writing across the curriculum in middle and high schools
30 Mc Donough, J & Mc Donough, S (1997) Research methods for English language teachers Arnold Delh
31 McDonough, J & S McDonough (1997) Research Methods for English Language
32 Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press
33 Nunan D (2001) Research methods in language learning (9th ed) Cambridge
University Press, The United States
34 Ngoh, T.J (2002) From Journals to Weekly Papers Guidelines, Vol 24, June
35 Raimes, A (1983) Techniques in teaching writing Oxford: Oxford University
36 Richard, J C & Rodgers, T S (2001) Approaches and methods in language teaching (2nd ed.) Cambridge: Cambridge University Press
37 Richard-Amato, P A (2003) Making it happen: from interactive to participatory language teaching: Theory and practice (3rd ed) NJ: Pearson Education, Inc
38 Spack, R & Sadow, C (1983) Student-teacher working journals in ESL freshman composition TESOL Quarterly, 17(4), 575-593
39 Spaventa, S (2000) Essay Writing Cambridge: Cambridge University Press
40 Tompkins, G (2004) Teaching writing: Balancing process and product (4th ed.)
41 Tuan, L T (2010) Enhancing EFL learners‟ writing skill via journal writing
42 Ur, P.(1996) A Course in Language Teaching Cambridge: Cambridge University
43 Vietnamese Government (2008) The government: No.1400/QĐ-TTg Decision on the approval of theproject entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020”
44 Weigle, S (2002) Assessing Writing Cambridge: Cambridge University Press
45 White, R & Arndt, V (1991) Process Writing London: Longman
46 Williams, J (2005) Teaching writing in second and foreign language classrooms
Boston: Mc Grow Hill Companies, Inc
47 Williams, J D (1989) Preparing to teach writing Belmont, CA: Wadsworth, Inc
48 Wolcott, W & Legg, S M (1998) An Overview of Writing Assessment:
Theory,Research, and Practice Urbana, ILL: National Council of Teachers of
49 Yancey, K (1999) Looking back as we look forward: Historicizing writing assessment College Composition and Communication, 50, (3), 483-503
50 Zamel, V (1982) „The Process of Discovering Meaning‟ TESOL Quarterly 16/2: 195- 209
CÂU HỎI PHỎNG VẤN SINH VIÊN ( Trước vòng 1)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với em? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Em đã học các thể loại văn viết nào ?
2 Hãy kể cách thức viết một vài loại văn bản mà em học?
3 Khi em viết văn ( ví dụ văn trần thuật ), em bắt đầu thế nào? Sau đó? Kết thúc?
4 Với em, khó nhất là vấn đề gì khi viết? Cách giải quyết của em khi gặp khó khăn là gì?
5 Thông thường, em luyện viết văn thế nào? Hàng ngày, thỉnh thoảng hay chỉ trên lớp?
6 Trên lớp, em mất bao nhiêu phút để hoàn thành bài viết của mình ? Thông thường được bao nhiêu từ?
7 Trên lớp, giáo viên cho em viết bao nhiêu thời gian? Em cần bao nhiêu thời gian dành cho việc viết trên lớp ?
8 Khi viết, em hỏi giáo viên hay em bè nếu em gặp khó khăn bao nhiêu lần? em hỏi thế nào ?
9 Em luôn hài lòng với bài viết của mình? Nếu hài lòng em hài lòng ở điểm gì? Nếu không, điểm nào em không hài lòng nhất?
Các câu hỏi gợi ý khác:
- Em mong đợi giáo viên của mình làm gì để tạo hứng thú cho em trong các giờ học viết?
- Các hoạt động nào em thích nhất trong giờ học viết ?
- Em nên làm gì để tạo hứng thú cho chính mình trong giờ học viết ?
(Thank the individual for participating in this interview Assure him or her of confidentiality of responses and potential future interviews.)
CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vòng 1)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với bạn? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Theo em, hoạt động dạy viết dùng nhật ký ghi chép so với các hoạt động khác em từng học thế nào ?
2 Em hãy kể lại cách em viết bài trên lớp ví dụ như trong buổi học gần đây nhất ?
3 Trong bài em dùng thì gì? Tại sao dùng nó?
4 Mất bao lâu để em hình thành và triển khai ý tưởng?
5 Những khó khăn em gặp phải trong viết nhật kí trong các buổi học là gì?
6 Với khó khăn như vậy, theo em làm thế nào để giải quyết nó?
7 Em tham gia trả lời các câu hỏi do giáo viên đặt ra bao nhiêu lần? Với em cái nào hiệu quả hơn, làm việc một mình, theo cặp, hay nhóm?
8 Theo em, giáo viên nên thêm hoặc bớt phần gì khi dạy? Tại sao em có ý tưởng như vậy?
9 Em đã đạt được những gì trong các bài văn viết tiếng Anh trong lớp học này?
CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vòng 2)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với em? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Em cảm thấy thế nào khi học viết văn kể sử dụng nhật ký ghi chép?
2 Em có cảm thấy rằng việc sử dụng viết nhật ký ghi chép có thể cải thiện khả năng viết văn kể của em không?
3 Theo em, những tiến bộ nào em đạt được và mặt nào em chưa đạt trong quá trình thực hiện viết văn bằng cách sử dụng nhật ký ?
4 Khó khăn lớn nhất mà em phải đối mặt trong quá trình viết nhật ký ghi chép ?
5 Em nghĩ phản ứng của giáo viên đối với bài viết của em ra sao khi em viết nhật ký ?
6 Theo em, muốn tiến bộ trong viết, chúng ta phải làm gì? Em có đề nghị gì nhằm cải thiện kỹ năng viết của mình liên quan đến giáo viên, cơ sở vật chất, về môi trường học, về bản thân và về bạn bè xung quanh?
Length of period: 45 minutes Date: Wednesday, 14th,September 2017
Place: Classroom 11A1 Content: writing: Personal experience
Some feel sad, some are sleepy
Students' actions in the writing period
Students are noisy and not ready to get to pre-teaching stage
Students work in group of four but they are noisy and just some of them work, the others talk and do their private things
-Some students do not take notes
- Students are excited in teamwork or group work
Students' voice Students work in group of four but they are noisy and just some of them work, the others talk and do their private things
- Class is noisy as some students discuss about content of lesson, some only chat
In a recent classroom activity, only three students successfully wrote sentences detailing their name, age, and sex, highlighting a general struggle among the majority to recall the correct writing format Additionally, the teacher remained stationary near the table instead of engaging with students throughout the classroom, which may have contributed to the lack of participation and understanding.
-Students begin to write -Students write attentively and hard
- Teacher needs to get more attention from students
Teacher's activities - Explain the order of the lesson
T asks other Ss to comment on their friends' answers and gives his/ her own feedback
- Speak in Vietnamese 3/4 total of 45 minutes
Teacher seemed not to pay attention to students' comments
Writing Topic : embarrassi ng experience
- put up questions for teacher
- begin to write at once when being asked
- attempt to get teacher's attention
- interrupt neighbour' work with unconcerning questions
- show the anxiety on the face
Items to be assessed Guideline
1 Content a Do you understand the story?
( Em hiểu câu chuyện không? ) b Does the recount text have 5W+1H questions?
( Bài văn có trả lời cho câu hỏi cái gì, ở đâu, khi nào, ai , tai sao và thế nào không? )
(What, Where, When, Who, Why, and How) c Does the writer use enough linking words or sequential words
( Người viết có sử dụng đủ từ nối hay từ chỉ số thứ tự không? )
(first, next, them, after that, finally, etc)?
( Nếu không, ta nên làm gì? )
where he or she should put sequential work
( Nếu không, cho bạn vài gợi ý )
Has he/she used the correct tenses (verb) in his/her recount text?
( Cô ấy/ Anh ấy có dùng đúng thì trong bài văn không )
( Nếu không , đề cập đến lỗi và sửa chúng)
Has he/she used the appropriate and correct vocabularies?
( Cô ấy/ Anh ấy có dùng từ vựng phù hợp không? )
( Nếu không , nhận xét và gợi ý )
E ( Excellent), G ( Good), A ( Average), P ( Poor), VP ( Very Poor)
