Research questions
In order to achieve the research objective, the study was designed to find out the answers to the following questions:
1 Does teacher’s self-reflection have any effect on the English writing achievement of students at Wider World Language Center?
2 To what extend does the application of teacher’s self-reflection improve students’ English writing achievement at the center?
Scope of the study
A study involving 15 students at WWLC focused on examining the impact of teacher self-reflection on students' English writing skills Due to the limitations of a minor thesis, the research did not explore other facets of English learning.
This research explores the connection between teachers' self-reflection and young students' English writing achievement at a center in Hanoi The findings aim to inform pedagogical innovations in teaching practices at this center While the study is limited in scope, it contributes to the broader context of language teaching in the post-method era and serves as a foundation for future research.
Significance of the research
The quote, "if you always do what you always did, then you always get what you always got," emphasizes the importance of evolving one's practice in any field Practitioners should actively seek ways to improve their skills and adopt effective strategies observed in others Additionally, they must be open to feedback regarding their own methods to make necessary corrections and enhance their effectiveness.
This paper contributes as introducing the use of reflection as a practical means of improving the quality of teacher’s teaching and contributing to their future professional lives
In Vietnam, research on teaching methods for young learners remains limited This study aims to address this gap, particularly within the context of English language centers.
This study utilizes an action research methodology, incorporating various data collection tools such as students' English writing tests, a teacher's diary, students' journals, and portfolios Action research is deemed the most effective approach for enhancing students' writing skills within a specific context By employing a combination of these instruments, the research aims to gather reliable data and provide valuable insights into the challenges faced by students in their writing abilities.
Data were gathered through two English writing tests conducted before and after the intervention, along with a teacher's diary The comparison of pre-test and post-test results revealed the impact of self-reflection on students' English writing achievements Additional insights were obtained from students' writing portfolios, the teacher's diary, and student journals after each lesson, which helped assess changes in students' attitudes following the intervention.
The study is divided into three parts: the Introduction, the Development, and the Conclusion
Part A provides a comprehensive overview of the study, detailing the rationale behind the research, its aims and objectives, and the key research questions It highlights the significance of the study while narrowing its scope and presenting the research methods employed Additionally, this section outlines the overall content of the study, setting the stage for the subsequent analysis.
Part B is the Development which is divided into 3 chapters:
Chapter I presents the literature review relevant to the study including theoretical background of writing and reflective teaching
Chapter II describes in details the research methods used in the study with the necessary components before supplying information about the procedures of collecting the data
Chapter III presents the results, discusses the findings of the collected data and provides some pedagogical implications
Part C is the conclusion, summarizes the key issues in the study, points out the limitations and provides some suggestions for further study
In this chapter, a brief overview of the study is presented The next chapter will review the literature that is relevant to the study
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter gives an overview of relevant literature and researches that deal with teaching writing skill and reflection
1.1 An overview of teaching writing
1.1.1 Role of writing and teaching writing
According to Byrne (1988), writing transcends the mere creation of graphic symbols, similar to how speech goes beyond simply producing sounds It involves the systematic arrangement of symbols to create words, the organization of words into sentences, and the coherent linking of sentences to form a unified text.
According to Candlin and Hyland (1999), writing is fundamentally a social process that involves the creation of texts designed to engage and persuade others This process encompasses various methodologies, arguments, and rhetorical strategies aimed at convincing colleagues of the validity of the claims presented.
Writing is a crucial macro-language skill, alongside speaking, listening, and reading, that learners must master for effective communication It serves as a foundational element for academic success, professional advancement, and participation in the global economy.
In today's fast-paced world, the significance of students mastering writing skills is paramount Therefore, prioritizing effective writing instruction should be a fundamental goal of any quality education system.
Raimes (1983, p.3) thinks there is “….an additional and very important reason: writing helps our students learn.” She shows three ways in which teaching writing can help students in their learning:
- First, writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students
- Second, when our students write, they also have a chance to be adventurous with the language, to go beyond that they have just learned to say, to take risks
Engaging in writing fosters a deep connection with the new language, as the process of articulating thoughts requires significant effort and the simultaneous coordination of visual, manual, and cognitive skills This immersive experience serves as a powerful reinforcement of language learning.
Writing is a vital productive skill that allows students to actively use language while enhancing their communication abilities Engaging in writing helps students identify their strengths and areas for improvement, ultimately guiding them toward becoming more proficient and effective writers.
With all the roles mentioned above, writing really becomes an integral part in almost every language syllabus from elementary to tertiary level
There are several approaches to teaching writing in the classroom, as outlined by Raimes (1983) The three principal methods include focusing on form, the writer, and the reader The form-focused approach, often associated with traditional, text-based methods, emphasizes the imitation of authoritative texts and views errors as something to be corrected (Tribble, 1996) In contrast, the process approach encourages writers to be independent producers of text, moving away from strict adherence to form Lastly, the genre approach is socially oriented, positing that effective communication relies on the reader's ability to recognize the purpose of a text.
Each writing approach has its unique strengths and weaknesses, particularly for students at WWLC The teacher effectively employed all three methods to enhance writing skills among 10 and 11-year-olds, who are beginners in writing The product approach was particularly beneficial, as these young learners require guidance to produce quality writing Additionally, the researcher utilized the process approach, emphasizing the writing process to help students develop their skills The genre approach further aided students in becoming familiar with various writing tasks tailored to different audiences.
John Dewey is often recognized as the pioneer of the concept of reflection, defining it as the "active, persistent, and careful consideration" of beliefs and knowledge in relation to their supporting grounds and implications (1933, p 9, cited in Jay and Johnson, 2002, p 74) He posits that teachers can respond to teaching situations in either routine or reflective manners While routine teachers accept circumstances without question, reflective teachers engage with their practices based on reasoned principles These reflective educators critically analyze the challenges they face and consider how these issues connect to broader educational and social contexts.
Reflection is a systematic practice that involves a carefully planned set of experiences aimed at fostering sensitivity to previously unarticulated beliefs about teaching (Hoover, 1994; Farrell, 2001) This process allows individuals to learn from their past experiences and engage in thoughtful consideration of their beliefs and practices (Gebhard, 2005).