Rationale of the study
In today's global landscape, English has emerged as an essential international language, utilized by people worldwide According to Flanegin and Rudd (2000), proficiency in English is crucial across various fields, highlighting its significance in the modern world Mastery of the language encompasses four key skills: listening, speaking, reading, and writing, with writing often regarded as the most challenging aspect of learning English.
Writing serves as a vital means of expressing emotions, thoughts, desires, and plans (Akkaya & Kirmiz, 2010) According to Rita Rani Mandal (2009), it is an essential tool that facilitates communication among individuals in various ways.
Writing is not only a mandatory subject in schools but also a crucial skill for real-life applications, enhancing students' language abilities and supporting skills like reading and speaking It serves as a vital tool for exploring various fields, including literature and technology, making it essential for students Despite its importance, many secondary students fail to recognize its value, leading to frequent mistakes in their writing Grade 6 students, in particular, struggle with writing paragraphs correctly, resulting in low marks in writing examinations and negatively impacting their overall learning outcomes Consequently, teaching English creatively and fostering independent learning through innovative techniques presents a significant challenge for educators This research aims to identify the writing difficulties faced by grade 6 students and propose effective strategies to improve their writing skills.
At secondary school X, significant investments have been made in the English subject, including specialized classrooms and foreign teachers The student body consists of those who previously attended primary school X and those from other primary institutions Throughout the teaching and learning process, it became evident that nearly all students faced writing difficulties Both groups tend to make similar mistakes when writing paragraphs, with the primary difference being the frequency of these errors Consequently, it is essential to identify the specific writing challenges and propose recommendations to enhance students' writing skills.
Aims and objectives of the study
The aim of the study is to identify difficulties grade 6 students often have in learning writing in order to suggest ideas which can minimize these weaknesses
This study aims to identify the challenges faced by sixth-grade students in learning English writing and to propose effective solutions to improve their writing skills.
Research questions
- From the grade 6 students‟ perspective, what are the writing difficulties in their learning process?
Scope of the study
This article addresses the challenges faced by sixth-grade students in learning writing, despite the various difficulties present in all four main English skills It highlights specific writing difficulties and offers practical suggestions to help overcome these obstacles.
The research employed a qualitative approach, beginning with the collection of 50 written artifacts Analyzing these student writing samples allowed for the identification of common writing challenges faced by sixth-grade students.
A questionnaire was administered to 50 Grade 6 students to gather insights into their challenges in writing Subsequently, personal interviews were conducted, allowing me to understand their perspectives, identify specific difficulties, and explore strategies to reduce writing errors.
Finally, recommendations for the solutions to the students‟ English writing difficulties were proposed based on the collected data
In Vietnam, the new English language curriculum, Project 2020, is garnering attention from students, parents, and teachers alike This curriculum emphasizes the development of four essential skills: Listening, Speaking, Reading, and Writing Among these, writing is often regarded as the most challenging skill for secondary students to master Therefore, it is crucial to examine the writing challenges faced by students at the secondary level to enhance their learning experience.
Many Grade 6 students find writing to be a challenging task, with only a few able to construct a proper paragraph Their proficiency in academic English writing can be affected by various factors, including their literacy background in their native language Understanding the writing difficulties these students face through self-awareness is crucial for enhancing their learning abilities and improving their writing skills.
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the study encompasses three chapters: Chapter 1 offers a literature review that establishes a theoretical framework by examining previous research and discussing key concepts related to writing, including definitions and types of writing relevant to Grade 6 students Chapter 2 details the methodology, outlining the research setting, participants, research type, data collection methods, and overall research procedure Chapter 3 provides insights into data analysis and interpretation, includes discussions, and offers pedagogical recommendations Finally, part three concludes the research by summarizing key findings, addressing study limitations, and suggesting directions for future research.
The article concludes with a comprehensive list of references and appendices, featuring contributions from various authors, psychologists, and researchers The appendices include essential materials such as the survey, a compilation of interview questions, the six-trait scoring rubrics based on the NWREL Model, the secondary writing guide from the Northern Nevada Writing Project, a table of general paragraph rubrics, and examples of written work from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most significant inventions in human evolution, as it allows individuals to share their knowledge, opinions, and feelings According to third-year students at the National University of Singapore, writing is a creative process that involves reaching out for and discovering one's thoughts, ultimately serving as a means of meaning-making.
Writing is best understood within the context of society rather than through the lens of an individual According to Nunan (1991), one of the greatest challenges in language learning is the ability to create a coherent and fluent extended piece of writing, a task that proves even more difficult for those learning a second language.
In English language education, students develop all four language skills, with writing often being a primary concern This research focuses on the challenges students face during the writing process, which can include difficulties with grammar, vocabulary usage, and time management.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration a Description
Descriptive writing is a form of writing where students illustrate a person, place, or thing by focusing on detailed characteristics This type of writing engages the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to fully experience the world around them Consequently, the significance of descriptive writing extends beyond educational settings, playing a vital role in real-life situations as well.
Exposition is a writing style aimed at defining, explaining, or illuminating a topic in a clear and logical manner It is structured around a specific subject and follows a coherent pattern or combination of patterns The primary objective of expository writing is to convey information, analyze concepts, or explain a particular topic effectively.
Letter writing is a fundamental communication skill that serves various purposes, including complaints, gratitude, requests, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills, fostering good social practices such as expressing thanks and making polite inquiries.
Narrative writing serves to tell a story, incorporating essential details that enhance the experience It can depict real events or be entirely fictional, featuring characters and dialogues that engage the reader A factual narrative is grounded in reality, allowing for verification and observation, while a fictional narrative is a product of the writer's imagination Whether in fiction, non-fiction, or poetry, narrative writing shares personal experiences, fostering empathy and understanding in readers about the world around them.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory in the early 1980s, is an analytical framework that evaluates key aspects of writing: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas form the core content of writing, requiring clarity, focus, and engagement, supported by relevant details Organization pertains to the structure, ensuring a logical flow from beginning to end for reader comprehension Voice reflects the writer's unique style and personal experiences, making it essential for authenticity Word choice involves using vivid and precise language to create imagery and evoke emotions, making it a crucial element of effective writing Sentence fluency focuses on the rhythm and flow of sentences, enhancing the auditory appeal and readability of the text Conventions encompass the essential rules of writing, including spelling, punctuation, and grammar, which ensure clear communication Finally, presentation addresses the visual aspect of writing, emphasizing the importance of layout and formatting for an aesthetically pleasing appearance.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
Significance of the study
In Vietnam, the implementation of the new English language curriculum, known as Project 2020, has sparked interest among students, parents, and educators This curriculum emphasizes the development of four essential skills: Listening, Speaking, Reading, and Writing Among these, writing is often perceived as the most challenging skill for secondary students to master Therefore, it is crucial to examine the writing instruction at the secondary level and address the specific difficulties that students face when learning this skill.
Learning to write can be particularly challenging for Grade 6 students, with many struggling to construct a paragraph correctly Their proficiency in academic English writing is often affected by various factors, including their literacy background in their native language Understanding the writing difficulties these students face through self-awareness is crucial for enhancing their writing skills and overall learning capabilities.
Design of the study
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the study is divided into three chapters: Chapter 1 offers a literature review that establishes a theoretical framework by examining prior research and outlining key concepts related to writing, including definitions and types of writing relevant to Grade 6 students Chapter 2 details the methodology, covering the research setting, participant demographics, research type, data collection methods, and procedural steps Chapter 3 focuses on data analysis and interpretation, discussions, and pedagogical recommendations Finally, part three summarizes the research findings, discusses the study's limitations, and provides suggestions for future research.
The article concludes with a comprehensive list of references and appendices, featuring contributions from various authors, psychologists, and researchers The appendices include essential materials such as the survey, a compilation of interview questions, six-trait scoring rubrics based on the NWREL Model, the Northern Nevada Writing Project’s secondary writing guide, a table of general paragraph rubrics, and samples of written work from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most significant inventions in human evolution, as noted by 1990 scholars Third-year students at the National University of Singapore in 1994 described writing as a creative process that involves reaching out for and discovering one’s thoughts, emphasizing its role in meaning-making This essential skill enables individuals to share knowledge, opinions, and emotions effectively However, Burke (2010) highlighted certain challenges associated with this process.
Writing should be viewed through the lens of society rather than through the experiences of an individual, as highlighted by Nunan (1991) He pointed out that producing a coherent and fluent extended piece of writing is one of the most challenging tasks in language learning, particularly for those learning a second language.
In English language education, students develop four key skills, with writing often being a significant concern This research focuses on the challenges students face during the writing process, which may include difficulties with grammar, limited vocabulary, and issues related to time management.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration a Description
Descriptive writing is a crucial skill that involves portraying a person, place, or object by focusing on vivid details It emphasizes the use of the five human senses—sight, sound, smell, taste, and touch—to create an immersive experience for both writers and readers This form of writing is essential not only in educational contexts but also in everyday life, as it enhances our ability to convey and understand experiences.
Exposition is a writing style aimed at defining, explaining, or clarifying a topic in a clear and logical sequence It is structured around a central theme and follows specific patterns to effectively develop the subject matter The primary objective of exposition is to inform readers, offer analyses, or provide detailed explanations on particular topics.
Letter writing is a fundamental communication skill with various purposes, including complaints, gratitude, requests, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills Additionally, it fosters good social skills, teaching the importance of expressing thanks and making polite inquiries.
Narrative writing aims to tell a story by incorporating relevant details, whether based on real events or imagined scenarios crafted by the writer It typically features characters and dialogues, distinguishing between factual stories, which are verifiable and observable, and fictional stories, which are entirely created by the author This form of writing spans across fiction, non-fiction, and poetry, sharing personal experiences that enable readers to develop empathy and sympathy for diverse perspectives in the world.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory in the early 1980s, is an analytical framework that evaluates essential writing traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas serve as the foundation of writing, requiring clarity and focus to engage readers effectively Organization pertains to the logical structure of a piece, encompassing a clear beginning, middle, and end for easy comprehension Voice reflects the writer's unique style and personal experiences, making it essential for authenticity Word choice involves using vivid and precise language to create imagery and evoke emotions, ensuring that language is both specific and memorable Sentence fluency relates to the rhythm and flow of writing, emphasizing the importance of varied sentence lengths and structures for a smooth reading experience Conventions encompass the grammatical rules that writers must adhere to, including spelling and punctuation, to maintain clarity and correctness Finally, presentation refers to the visual appeal of the writing, highlighting the importance of layout and formatting for reader engagement.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
Research by Al-Khsawneh (2010) identifies that students' weaknesses in English stem primarily from ineffective teaching methods and unsupportive learning environments This lack of proficiency is often linked to insufficient student motivation and teacher engagement Additionally, Rabab'ah (2003) highlights that students frequently struggle with limited vocabulary, leading to repetitive language use and difficulty in expressing their thoughts clearly Many students also lack the ability to self-assess their writing, making it challenging for them to identify errors Furthermore, inadequate feedback and insufficient practice time contribute significantly to their struggles in writing proficiency.
1.3 Review of previous related studies
Writing skills have historically been recognized as crucial, with studies indicating that many students struggle in this area, often feeling overwhelmed and making numerous errors in grammar, vocabulary, and organization (Abdul Haq, 1982) However, recent research has explored the effectiveness of blended learning, a flexible teaching method that combines classroom instruction with online courses, allowing students to engage with their peers' writing and revisit lectures (Graham, C., 2006) This approach has garnered positive feedback from students and has been shown to enhance their writing scores (Boyle, 2003; Dowling, 2003; Dziuban, 2004) Despite these advancements, writing remains a complex skill that many find challenging to master (Graham, Harris & Mason).
Previous studies have consistently identified common writing mistakes and their underlying causes This research aims to uncover additional writing challenges and propose effective solutions to enhance students' writing skills.
1.4 The importance of writing skills to Grade 6 students
In secondary schools, writing is a crucial English skill that significantly enhances students' learning processes It involves strategic approaches such as outlining and brainstorming, enabling students to articulate opinions on real-life issues Furthermore, writing necessitates a long-term commitment, serving as a powerful tool for deepening knowledge and understanding of various subjects As highlighted by researchers, effective writing is essential for communicating thoughts and ideas, making it a fundamental skill for success in high school and beyond.
This section presents a review of previous studies and the theoretical framework that underpins the research, serving as the foundation for developing the survey and interview questions The analysis focuses on identifying writing difficulties and exploring potential solutions to these challenges.