English is now the most commonly used language in international business At addition, I am the one who is most frequently taught foreign languages in Vietnamese Tiếng anh hiện nay đang trở nên phổ biến trên toàn thế giới đặc biệt trong lĩnh vực kinh doanh.
OVERVIEW OF STUDY
Rationale
Writing accurately on paper may seem simple, but crafting a coherent sentence and paragraph poses greater challenges Paragraph writing is a crucial skill in academic contexts, serving as the foundation for various forms of writing, including cover letters, essays, theses, and dissertations A well-structured paragraph demonstrates coherence, cohesion, and unity, which are essential for effective communication The length of a paragraph can vary from a single sentence to an entire page, but merely starting with a few sentences is insufficient To excel in writing, one must ensure that each paragraph is thoughtfully organized and maintains a clear focus.
The writing skills of Vietnamese students are currently inadequate, as evidenced by Vietnam's ranking of 65 out of 100 countries in the EF English Proficiency Index in November 2020 This ranking highlights the challenges in the quality of English education in the country Additionally, the 2021 High School Graduation Exam Phase 1 revealed a concerning average score of 5.84 in English, with over 40% of candidates scoring below 5 Strong writing skills are essential for students, serving as a crucial foundation for their academic progression As a first-year student at Thuongmai University, I am committed to enhancing the quality of my writing abilities.
Therefore, both teachers and students must identify the fundamental causes of hurdles when studying Writing to discover solutions to those problems As a result, I chose the following topic:
“A study on difficulties in writing skill of first-year English-majored students at English Faculty, Thuongmai University, and suggested solutions”
This not only highlights the obstacles that students face when studying writing, but it also suggests ways to help students gain confidence and write better.
Previous studies
The author conducted a study on the challenges faced by first-year English majors at Thuongmai University in developing their writing skills, while also proposing potential solutions Through a review of existing literature, the author identified various relevant studies by both foreign and Vietnamese researchers, which informed her understanding of the topic and guided her research focus.
“ESL Learners’ Writing Skills: Problems, Factors, and Suggestions”(2016) - Muhammad Fareed, Almas Ashraf & Muhammad Bilal
The study investigates the challenges faced by Pakistani undergraduate ESL learners in their writing, identifying key issues such as insufficient linguistic proficiency, writing anxiety, a lack of ideas, reliance on their first language, and poor structural organization Contributing factors include untrained teachers, ineffective teaching methods, large class sizes, and low motivation To enhance the writing skills of these students, the research suggests remedial strategies such as increased reading, focused vocabulary instruction, regular writing practice, qualified educators, improvements in the examination system, and the introduction of writing competitions.
In their 2020 study, "Difficulties of Writing in English Encountered by Iraqi EFL Learners at University Level," Awham Rasheed Mohammad, Khaladoon Waleed Husam Al-Moft, and Juma'a Qadir Hussein from the University of Anbar identify key challenges faced by Iraqi university EFL students in their writing The research highlights that the foremost obstacle is the "incorrectness in employing mechanics of writing," followed by a "lack of evaluation rubrics and marking scheme instruments." Additionally, students struggle with a "lack of ideas," which ranks third, while "Grammar Difficulties" comes in fourth The authors propose strategies to help students overcome these writing challenges.
The study identified that issues such as insufficient teacher support, inadequate consulting materials, ineffective writing teaching methods, inappropriate topics, and time constraints received similar rankings To address these writing challenges, the research proposed a range of suggestions and solutions aimed at helping students improve their writing skills.
“Students’ Difficulties in Writing English”- Kristy dwi pratiwi, Bengkulu University (2011-2012)
This study reveals that writing difficulties impact student performance differently, with linguistic challenges—related to language use and vocabulary—being the most significant In contrast, cognitive difficulties, which pertain to organization and mechanics, and physiological challenges, focusing on content, are comparatively less challenging for students.
Chu Thi Hanh with the study “Some problems on training effective English essay writing skills for students majoring in English at Hai Phong University” (2018)
Research indicates that mastering the four essential language skills—Listening, Speaking, Reading, and Writing—is crucial for students learning foreign languages, particularly English.
Many students begin their English studies with limited knowledge of essay writing, despite its significance for language majors It is crucial to equip students at Hai Phong University with foundational essay writing skills to enhance their learning experience This introduction not only aims to improve the quality of their essays but also fosters a passion for writing, ultimately helping to develop their essay writing abilities.
Recent studies emphasize the importance of foundational writing skills, particularly for freshmen, who require a deeper understanding of theoretical concepts related to paragraph structure This focus is essential for developing their ability to write effective essays and academic texts.
Aims and Objectives
This study aims to identify the challenges faced by first-year English Department students at the University of Commerce during the writing process, explore the underlying causes of these issues, and propose effective solutions Additionally, the research offers valuable insights for educators to enhance their teaching methods Ultimately, the findings contribute to the development of strategies that improve students' writing skills, preparing them for future professional demands that require strong writing abilities.
To achieve the research purpose, the author needs to set specific research tasks as follows:
This article presents an overview of the methods used to assess the challenges and theoretical framework in examining the factors influencing the writing skills of first-year English language students at Thuongmai University.
Second, analyze the difficulties that first-year students face when writing through student surveys to find out the reasons
To enhance students' writing skills, it is essential to offer tailored strategies that address their specific needs Additionally, this topic serves to equip teachers with effective solutions for collaborating with students, ultimately improving both teaching and learning outcomes.
Subject and scope of the study
This research examines the challenges faced by first-year English language students at the University of Commerce in their writing skills The study aims to identify and analyze the specific issues encountered by these students, serving as the focal point for the investigation The primary subjects of this research are the first-year students enrolled in the English Department at Thuongmai University Due to time constraints, the researchers are unable to survey all students, which limits the scope of the study.
This study focuses on first-year English majors at TMU as a representative sample for the research.
This research centers on the writing skills curriculum for first-year students, aiming to identify the challenges they face in the learning process By analyzing these difficulties, the study seeks to uncover the underlying causes and propose effective solutions, ultimately helping students build a strong foundation for advancing their writing skills.
The scope of this space research focuses on a study conducted at the Faculty of English at Thuongmai University, where the author completed their academic studies.
The research study is scheduled to take place from November 1, 2021, to December 24, 2021, beginning with a thorough investigation and material gathering following a meeting with the instructor Primary data collection occurred through a survey conducted between December 6 and December 9, 2021 Additionally, the research topic utilizes secondary data sources from 1990 to 2020, with a focus on updated information from the last 30 years to ensure optimal results.
Research question
This study aims to identify the challenges first-year students face in writing skills at TA and TMU Asking questions is a crucial technique for pinpointing the research problem, and once identified, further questions help in exploring potential solutions Research questions are vital as they form the foundation of any research endeavor The author presents the following research questions to guide the study.
First, what theory is employed in the research of writing difficulties? This question directs the topic's attention to laying a sound theoretical foundation before embarking on practical investigation
Second, what actual challenges do freshmen writers face? In the study design process, questions that generate practical thinking aid in the resolution of problems related with reality
The root causes of writing difficulties among first-year students are crucial to understand After identifying writing errors, it is essential to assess how significantly these factors impact their writing processes This inquiry lays the groundwork for a more precise exploration of the subsequent question.
To enhance students' English writing skills, it is crucial to provide targeted recommendations that focus on the scientific principles and practical applications of the study topic Teachers should utilize these insights as a guiding reference for effective training and instructional strategies.
Research methodology
The author provides a comprehensive overview of the topic by integrating both qualitative and quantitative methodologies A preliminary qualitative study lays the groundwork for the primary quantitative research, which serves as the main method for exploring the topic.
The author begins by identifying the research problem and clarifying relevant concepts and definitions, referencing existing theories and models while consulting with instructors to refine the topic's direction Utilizing this theoretical foundation, the author constructs a suitable research model and modifies the IELTS TASK 1 Writing band descriptors for easier respondent comprehension Feedback from instructors is incorporated to enhance the scale and questionnaire During the official research phase, an online survey is conducted to gather data from participants with internet access, leading to the analysis of the collected results.
After coding and cleaning the data, 130 valid samples were retained by eliminating unreliable entries due to duplicate questions The author utilized SPSS 20.0 for data analysis, presenting and interpreting the results derived from this analysis Conclusions were drawn based on the findings, and the author also highlighted the limitations of the research model while suggesting directions for future studies.
In terms of data gathering methodologies, the author acquires and uses secondary data from credible sources for research objectives as follows:
To begin, the data is derived from official language websites, statistics from recognized language groups, the General Statistics Office, and so on
Second, for reference, international references are mostly available on Google Scholar's websites Domestic materials, such as prior scientific articles, are obtained through university official websites
Third, the remaining data are primarily derived from publications written by authorities on the English language and Vietnamese students learning to write in English
Finally, scientific research have been published in both domestic and international scientific publications, and the thesis presented is related to students' English writing abilities
The author conducted in-depth interviews with five students from the Faculty of English at TMU to explore the challenges they encounter when composing English paragraphs To create an effective questionnaire, the author sought guidance from an instructor and utilized the Writing Task 1 scale provided by the British Council.
Primary data was collected from first-year students at the Faculty of English, TMU, regarding their writing skills through a survey interview questionnaire distributed online Due to the complexities of the Covid-19 pandemic, the author opted against using paper questionnaires Instead, a combination of in-depth interviews and fully online questionnaires was employed to broaden the range of survey participants and enhance the sample size for effective data analysis.
The questionnaire in this topic is divided into 3 parts
Part I: includes screening questions (5 questions) – Appendix
Part II: includes research questions about writing difficulties (5 parts of questions to choose the level of agreement with 23 corresponding small questions) measured by Likert scale - Appendix
Part III: includes some questions related to causes and measures - Appendix
In this research paper, the author utilized a combination of interview methods and distributed a questionnaire online, resulting in the collection of 143 responses After data cleaning, 130 valid samples were retained for analysis.
The study focuses on first-year students of course K57, academic year 2021-2025, at the English Faculty of TMU, who have successfully passed the National Entrance Examination and primarily took the English entrance exam in 2021 With their English proficiency ranging from intermediate to upper-intermediate, these students have a background of at least three years of high school English and one year at university, reflected in their first-year scores Class sizes average between 45 to 50 students, providing them with the opportunity to adapt to new university methodologies This initial year is crucial for students to enhance their writing skills and accurately respond to survey and interview questions, as they identify their limitations and engage in academic English writing activities.
After coding and cleaning the data, formal analysis will be conducted using the SPSS 20.0 application This includes descriptive statistical analysis to summarize sample characteristics, such as gender ratios and administrative classifications The analysis will also examine existing writing challenges, pinpointing key issues that need to be addressed, and offering suitable solutions for students.
Data collected for the study were processed using SPSS 20.0 software, following a systematic approach that included initial encryption and pre-cleaning via Google Sheets and Google Forms The data underwent a second screening in Excel before being analyzed through descriptive statistics This analysis revealed key characteristics of the sample, such as gender and class distribution, and the results were presented in ratios reflecting student demographics Additionally, the descriptive statistics highlighted the maximum, minimum, mean, and standard deviation for each scale within the sample.
The study employs factor analysis to categorize observed variables into a limited number of meaningful factors, with each factor encapsulating the primary significance of the seas associated with it.
This method is employed to identify the number of concepts that can effectively explain the model while simultaneously categorizing the observed variables into smaller, coherent groups that still convey the same underlying concept.
This article explores five key theoretical concepts: (1) Grammatical Range and Accuracy, (2) Lexical Resource, (3) Coherence and Cohesion, (4) Task Achievement, and (5) additional factors that contribute to difficulty analysis These observed variables will be grouped into distinct factors, allowing for a comprehensive understanding of their interrelationships and impacts.
Organnization of the study
In addition to the introduction and conclusion, the list of references and appendices is composed of 5 chapters
Chapter I: Overview of study introduces the research topic
Chapter II: Literature review provides a theoretical framework for the study, as well as a review of the literature in the subject of higher education writing and definitions of terms
Chapter III: Research findings presents research findings and discusses causes
LITERATURE REVIEW
Definition of Writing
Writing is a multifaceted process defined by various linguists, with Berninger (2002) describing it as an active creation of text that encompasses both lower-order skills like handwriting, punctuation, and spelling, and higher-order cognitive processes such as planning, sequencing, and effective communication Authors must skillfully convey their subject matter while considering the essential characteristics of writing that enhance reader comprehension.
According to Nunan (2003), writing is both a physical and mental activity that encompasses the discovery of ideas, their expression, and the development of coherent statements and paragraphs for readers It serves a dual purpose: to express thoughts and to impress the audience Writers must choose the most suitable medium for their work, as each type presents varying levels of difficulty based on its objectives Writing is not only a process involving conceptualization, planning, drafting, revising, editing, and publishing, but it also results in a tangible product that the audience engages with.
Writing is a complex cognitive activity that requires significant intellectual effort, as highlighted by White and Arndt (1991) It involves various essential steps, including idea development, planning, goal setting, monitoring progress, and evaluating both the writing process and the final product Furthermore, effective writing demands precise language use to convey clear meanings, underscoring the multifaceted nature of the writing process that writers must navigate to communicate effectively.
According to Henry Rogers in "Writing Systems: A Linguistic Approach" (Blackwell, 2005), writing is distinct from language; while language is a complex cognitive system enabling us to produce and understand spoken utterances, writing serves to make these utterances visible.
Writing is a crucial method of learning, as highlighted by Hesse (2010), who emphasizes its strong connection to educational activities Yakhontova (2003) adds that writing is a complex cognitive process, further illustrating the multifaceted nature of writing Additionally, Wen (2007) describes writing as a process that articulates a writer's thoughts in language Overall, these diverse definitions underscore the significant role of writing in human communication.
Writing is an endeavor to articulate the writer's thoughts, emotions, or ideas in a written format, taking into account various writing aspects and stages to ensure clarity for the readers.
Importance of writing skills
Writing is one of the most crucial English skills Writing not only increases a person's writing abilities and knowledge, but also supports other key English skills
Writing has become increasingly significant in English, as noted by Wen (2007) Yakhontova (2003) emphasizes that English academic writing is characterized by its formality and utility, serving various purposes for its audience Key aspects of academic writing include a cautious approach and a preference for more formal word choices across different parts of speech.
Feldmann and Usoff (2001) highlight the necessity of enhancing students' understanding of the significance of writing, which is crucial for improving their writing skills This foundational step is essential for helping English as a foreign language learners achieve success in their writing endeavors.
Paragraph writing
This study aims to enhance communication through effective paragraph writing and structure, which are essential for composing various forms of written work, including letters, reports, and college essays (Hart & Reinking).
O'Donnell and Paiva (1993) outlined essential elements of effective paragraph writing, including a clear topic sentence, supporting details, and a logical flow of ideas Utilizing transition words is crucial for illustrating the relationships between concepts, whether they are chronological or causal Additionally, maintaining unity and coherence throughout the paragraph ensures that all ideas are presented in a structured and organized manner, culminating in a strong concluding sentence.
A concluding sentence effectively restates the main point of a paragraph, as defined by Reid (1994), by summarizing content, offering solutions, forecasting conditions, making recommendations, or announcing conclusions Unity and coherence are essential for a well-structured paragraph, ensuring that ideas flow smoothly Even with strong support for the topic sentence, a paragraph may feel choppy without coherence strategies Coherence, meaning "to stick together," allows for seamless transitions between ideas, which can be achieved through the use of transition words and phrases (Wyrick, 1999) Therefore, students should focus on organizing their writing by selecting an appropriate topic sentence to enhance clarity and flow.
identifying general and specific statements
arranging sentences in order and
inserting or deleting some sentences and ending with a concluding sentence.
The fundamental component of academic writing in English is the paragraph, which is essential for students aspiring to attend college or university Mastering paragraph writing is crucial, as it serves as the foundation for various forms of academic writing, including essays, reports, compositions, and research papers Academic paragraphs adhere to a specific organizational structure that enhances clarity for readers This structure typically includes a topic sentence, supporting sentences, and a concluding sentence, making it easier to convey ideas effectively (Boardman & Frydenberg, 2008).
Kinds of Paragraph
When crafting a descriptive paragraph, your goal is to convey vivid imagery or emotions through words This involves detailing how something appears, sounds, smells, feels, or tastes For instance, if you describe a new film actress as beautiful, your readers will likely want to know more about her physical appearance.
A descriptive paragraph aims to create a vivid mental image for the reader, allowing them to visualize the scene being portrayed (Amiri, 2008).
An explanation paragraph is essential for clarifying concepts, objects, or scenarios, as noted by Rosenwasser and Stephen (1997) By providing examples, we effectively demonstrate our points, allowing readers to understand and visualize our claims Illustrating with specific instances not only supports our assertions but also enhances comprehension, making complex ideas more accessible.
You'll notice that illustration paragraphs frequently address questions like
"what," "how," and "in what way"—questions that require or beg for explanation, instances, cases, and specifics to demonstrate how something is true
Process analysis serves two key purposes: it outlines "how to do something" and "how something works" (Anker, 2010) This combination of explanation and narrative is commonly found in artworks and written content Essentially, process analysis focuses on these fundamental aspects to convey information effectively.
• It informs readers about the process you want them to understand and makes a statement about it:
To effectively convey your process, begin with a clear topic sentence that outlines the specific procedure and your viewpoint on it Supporting details should be structured like a recipe, guiding the reader through essential stages necessary for comprehending your perspective as introduced in the topic sentence.
• It goes into great depth on the steps: how much detail you need depends on the topic and space constraints
• It arranges the steps logically (usually time order)
According to Alice Savage and Masoud Shafiei (2007), an opinion paragraph involves the writer expressing a viewpoint and attempting to persuade readers of its validity The goal is to encourage readers to align with the writer's perspective.
A narrative paragraph, as defined by Boardman (2008), is a basic form of storytelling focused on past events It adheres to a structured format that includes a topic sentence, supporting sentences, and a concluding sentence To effectively write a narrative paragraph, one must utilize specific transitions that provide a chronological flow to the supporting details It is important to remember that each transition should be followed by a comma for clarity and coherence.
Sentences
According to Sarah Andersen, San José State University Writing Center, a sentence is a complete set of words that conveys meaning A sentence can communicate
an exclamation (Ex: I’m so excited!)
a question (Ex: What time is it?)
One or more clauses make up a sentence A clause has a subject and a verb A sentence has at least one independent clause and one or more dependent clauses
• A complete notion is an independent clause (or main clause) It can stand on its own
• A dependent clause (also known as a subordinate clause) is an unfinished thought It cannot stand on its own
A dependent clause can be identified by finding the subordinating conjunction
A subordinating conjunction creates a dependent clause that relies on the main clause for its meaning Examples of subordinating conjunctions include after, as, before, if, though, while, unless, although, because, even though, since, when, until, and whereas.
Simple sentences, compound sentences, complex sentences, and compound- complex sentences are the four types of sentences
A simple sentence is made up of one independent clause
A compound sentence consists of two independent clauses connected by a coordinating conjunction, such as for, and, nor, but, or, yet, or so These conjunctions are typically preceded by a comma, ensuring clarity and coherence in the sentence structure.
One independent clause and one or more dependent clauses make up a complex
A compound-complex sentence combines the forms of a complex sentence and a compound sentence One or more independent clauses and one or more dependent clauses make up a compound-complex sentence.
IELTS TASK 1 Writing band descriptors
Table 2.1 IELTS TASK 1 Writing band descriptors
Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
fully satisfies all the requirements of the task
cleary presents a fully developed response
uses cohension in such a way that it attracts no attention
uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
uses a wide range of structures with full flexibilty and accuracy, rare minor errors occur only as 'slips’
covers all requirements of the task sufficiently
presents, highlights and illustrates key features/bullet points clearly and appropriately
sequences information and ideas logically
manages all aspects of cohesion well
uses paragraphing sufficiently and appropriately
uses a wide range of vocabulary fluently and flexibly to convey precise meanings
skifully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
produces rare errors in spelling and/or word fomation
uses a wide range of structures
the majority of sentences are error- free
makes only very occasional errors or inappropriacies
covers the requirements of the task
(Academic) presents a clear overview of main
logically organises information and ideas; there is clear progression throughout
uses a sufficient range of vocabulary to allow some flexibility and precision
uses less common lexical items with some
uses a variety of complex structures
produces frequent error-free sentences
(General Training) presents a clear purpose, with the tone consistent and appropriate
The article effectively highlights key features and bullet points, although there is room for further elaboration While it appropriately utilizes various devices, there are instances of under- and over-use Additionally, the awareness of style and collocation may lead to occasional errors in word choice, spelling, and grammar, as well as punctuation mistakes.
addresses the requirements of the task
(Academic) presents an overview with information appropriately selected
(General Training) presents purpose that is generally clear, there may be inconsistencies in tone
presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate
arranges information and ideas coherently and there is a clear overall progression
uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
may not always use referencing clearly or appropriately
uses an adequate range of vocabulary for the task
attempts to use less common vocabulary but with some inaccuracy
makes some errors in spelling and/or word formation, but they do not impede communication
uses a mix of simple and complex sentence forms
makes some errors in grammar and punctuation but they rarely reduce communication
generally addresses the task the format may be
(Academic) recounts detail mechanically with no clear overview, there may be no data to support the description
presents information with some organization but there may be a lack of overall progression
makes inadequate, inaccurate or over-use of cohesive devices
may be repetitive because of lack of
uses a limited range of vocabulary, but this is minimally adequate for the task
may make noticeable errors in spelling andior word formation that may cause some difficulty for
use only a limited range of structures
attempts complex sentences but these tend to be les accurate than simple sentences
may make frequent grammatical times, the tone may be variable and sometimes inappropriate
presents, but inadequately covers, key features/bullet points; there may be a tendency to focus on detail cause some dificulty for the reader
attempts to address the task but does not cover all key features/bullet points the format may be inappropriate
(General Training) fails to clearly explain the purpose of the letter, the tone may be inappropriate
may confuse key features/bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate
presents information and ideas but these are not arranged coherently and there is no clear progression in the response
uses some basic cohesive devices but these may be inaccurate or respective
uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
has limited control of word formation and/or spelling
errors may cause strain for the reader
uses only a very imited range of structures with only rare use of subordinate clauses
some structures are accurate but errors predominate, and punctuation is often faulty
fails to address the task, which may have been completely misunderstood
presents limited ideas which may be largely irrelevant/repetitive
does not organise ideas logically
may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
errors may severely distort the message
attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2 answer is barely related to the task
has very little control of organisational features
uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
cannot use sentence forms except in memorised phrases
1 answer is completely unrelated to the task
fails to communicate any message
can only use a few isolated words
cannot use sentence forms at all
RESEARCH FINDINGS
Questionares
Here are five questions asked to test students' background knowledge to make sure they don't influence research results
1 In your opinion, what is a simple sentence?
2 In your opinion, what is a complex sentence?
3 In your opinion, what is a compound sentence?
4 How many parts does the paragraph have?
5 What types of paragraphs are there? What do they write about?
All 130 students who completed the questionnaire provided accurate responses regarding their understanding of the Writing curriculum This indicates a solid grasp of the theory, allowing the author to advance to the next phase of the research.
Chart 3.1 First year writing skill
In a recent survey, students expressed that writing in their first year was a challenging skill, with 32% categorizing it as "Very Difficult." Notably, no students considered writing to be an easy skill, highlighting the overall struggle faced by first-year students in mastering this essential ability.
A significant 61% of students self-assess their writing abilities as either "Average" or "Poor," with only 15% deeming their skills as good Additionally, 21% of students perceive their listening skills as very poor, and notably, none rated their listening abilities as excellent.
Chart 3.2 Student’s self- rating to writing skill
Among 130 students surveyed, 9% had never engaged in writing, while 25% practiced writing regularly Approximately 25% of the students consistently wrote, with the remaining participants split evenly between those who wrote sometimes and those who wrote frequently.
Very bad Bad Average Good Excellent
NeverOccasionallySometimesFrequentlyAlmost the time
First-year students often recognize the challenges of their coursework and take the time to assess and enhance their writing skills Despite dedicating significant effort to their writing, they may still question its effectiveness The following section will address the specific obstacles these students face in their writing journey.
GRA1 You often use simple sentences 2.68 0.891
GRA2 You use complex and compound sentences, but are often less precise than using simple sentences
GRA3 You are missing a comma or separating word (and) in a sentence with 2 main clauses( run-on)
GRA4 You use the wrong tense 3.45 1.135
GRA5 You write missing parts in the sentence (fragments) 3.68 0.981
Table 3.1 Descriptive statistics of grammartical range and accuracy
Table 3.2 reveals that the GRA5 variable has the highest mean score of 3.68, whereas the GRA1 variable has the lowest mean score of 2.68 This indicates a common occurrence of incomplete sentences, known as sentence fragments These fragments consist of phrases or words that resemble sentences but lack the completeness necessary to convey a full idea or message, unlike complete sentences.
GRA4 exhibits a standard deviation exceeding one among the five variables, indicating significant variability in responder numbers This suggests that students demonstrate inconsistent use of tense in their sentences In contrast, the other four variables show standard deviations less than one, yet the frequency of tense-related issues remains notably higher than in GRA4.
Deviation LEX1 You do not have enough vocabulary to describe the object
LEX2 You only use simple words, do not use specialized/specialized adjectives with the object to be described
LEX3 You often make spelling mistakes 3.49 0.974 LEX4 You try to use rare words but not exactly 3.73 0.979
Table 3.2 Descriptive statistics of lexical resource
Table 3.3 presents four vocabulary-related variables, all averaging above 3, with LEX4 leading at 3.79 and LEX1 following at 3.69 This indicates that first-year students face challenges with basic language, as they aspire to incorporate more advanced vocabulary, complicating their writing process Notably, spelling errors have the lowest average at 3.49, suggesting room for improvement, yet this figure is still significant As students progress through university, it is expected that this number will decrease as their writing skills and vocabulary expand The standard deviations for all variables are close to one, reflecting that these language challenges are common among freshmen.
Deviation COH1 You have the main idea but don't know how to reinforce it with details, examples, steps or concepts…
COH2 You use very few linking words, ordinal or transitional words, which do not show the connection between ideas
(especially in the paragraph describing the process)
COH3 You state the main idea in a general way, or the topic sentence is not clear
Table 3.3 Descriptive statistics coherence and cohesion
Many students face challenges in linking components when producing articles, particularly freshmen who struggle with gist elucidation, as indicated by the high mean value of the COH3 variable The low standard deviation of COH1 suggests that students' responses lack diversity, highlighting a common issue among pupils Conversely, COH2 exhibits the largest standard deviation, indicating that the difficulties vary among students However, as students advance in their writing skills, this linking issue remains significant.
Deviation TA1 You have not covered enough parts of a paragraph: topic sentence, explanation sentences for topic sentence, concluding sentence
TA2 You have not met the correct length of a paragraph
(too short or too long)
TA3 You arrange the steps in the paragraph describing the process is not scientific
TA4 You have not given a compelling reason in the paragraph expressing your opinion
TA5 You have not included the emotional element in the narrative paragraph, making the paragraph dry
TA6 You answered less relevant or off topic 3.81 1.012
TA7 You use inappropriate style 2.99 1.023
Table 3.4 Descriptive statistics of task achievement
The data reveals that TA7 has the lowest mean score of 2.99, which is expected since first-year writing programs primarily focus on paragraph writing, limiting students' exposure to academic texts Consequently, writing is not their primary challenge; rather, the most significant difficulty lies in TA6, where students struggle to align their writing with the topic requirements.
Deviation OT1 You divide your time into uneven parts 4.08 0.881 OT2 You do not specify the requirements of the topic
(the topic has new words, the scope is too wide )
OT3 You lack practical knowledge of the subject or thing to be described
OT4 You have a negative mentality (stress, anxiety, etc.) 3.90 1.180 OT5 The scope of the topic is too broad 3.79 1.256 OT6 Distracting space (noise, things outside ) 3.85 1.277
Table 3.5 Descriptive statistics of other problems
The analysis reveals that time management is the primary challenge faced by freshmen in their writing endeavors, with the OT1 variable averaging 4.08, the highest score in the survey This variable also exhibits a low standard deviation, indicating that many students struggle with this issue Other variables, while all scoring above 3, present varied difficulties that differ among students Notably, the standard deviation exceeding 1 for variables OT2, OT3, OT4, and OT5 suggests a significant range of experiences related to these challenges.
1.The theory cannot be applied in the textbook
2 Don't practice often 126 9 Vietnamese influence 84
4.Social knowledge is still limited
11 Effects of learning English at high school
5 Don't make an outline before writing
12 Teaching materials are no longer relevant
6 Not being careful during and after writing 130
13 Lack of feedback after submitting the article 107
7 Abuse of automatic translation tools 73
The data reveals that respondents attribute their writing challenges primarily to a lack of a defined outline and carelessness Additional factors contributing to these difficulties include insufficient practice, limited vocabulary, time constraints, poor writing skills, and inadequate feedback, all of which received over 100 mentions Conversely, interactions with teachers and outdated curriculum were noted as the least significant issues This information will aid the author in developing effective solutions for students facing these writing obstacles.
Measure 1.Practice writing with a variety of topics, different writing styles 126
2 Improve article structure: practice outline, mindmap 130
3.Read more books, learn more social knowledge 100
4.Translate Vietnamese to English and vice versa 69
5.Get feedback from your teacher and correct your writing 104
6.Proofreading and correcting after each writing 130
Table 3.7 Statistical table of measures
The primary concerns highlighted in the table revolve around enhancing the exam structure, as well as the importance of reading and proofreading Notably, the compilation measure appears to be of lesser concern Detailed recommendations for addressing these issues will be discussed in Chapter 4.
The Interview
In a recent study, authors conducted interviews to gather supplementary data for their questionnaire Respondents were also provided with an additional passage to identify and correct errors, successfully addressing 85% of the grammar mistakes The remaining errors primarily consisted of improper word usage, run-on sentences, and incorrect semi-colon placement.
RECOMMENDATIONS AND SUGGESTIONS
Solutions for students
An outline is a useful tool for organizing Outlines provide a visual structure for work and are used to demonstrate linkages and hierarchies within information
To create an effective outline, the writer should develop a structured plan that clearly presents the main ideas and their connections throughout the paper The outline serves as the framework for the article, ensuring that the writer includes detailed analysis and explanations that demonstrate how both major and minor elements reinforce the thesis.
Learning vocabulary is an essential aspect of improving one's writing skills There are numerous methods for expanding one's vocabulary
To effectively expand vocabulary, a writer should prioritize learning words that are relevant to their studies, frequently encountered in reading or conversation, and essential for their writing It's important to focus on commonly used terms while avoiding obscure or rarely used words to ensure practical application and retention.
To effectively learn new vocabulary, students should engage with words actively and in context Reading is the most powerful method to enhance vocabulary, and developing a strong reading habit is essential Start with simpler materials and gradually progress to more complex texts across various topics, ensuring they match your reading level Exposure to vocabulary through books and magazines allows learners to infer meanings from context, which is often sufficient for understanding Pay close attention to unfamiliar words while reading, attempt to deduce their meanings, and then verify them using a dictionary for deeper comprehension.
To effectively remember the meanings of words, students should engage in diverse and regular practice methods Writing words in a notebook or on flashcards with their translations or definitions allows for easy review Organizing words into groups using graphic organizers can enhance retention Utilizing an electronic dictionary helps with pronunciation, and repeating the words multiple times aids memorization Additionally, forming associations with previously learned words can strengthen understanding and recall of new vocabulary.
Grammar serves as the foundation of any language, and many students find it challenging to apply the correct grammatical structures in English to effectively communicate their ideas To enhance their English grammar skills, students should engage in regular grammar activities Consulting style guides and grammar manuals can be beneficial, as these resources provide insights into various aspects of spelling, syntax, and style, while also clarifying the principles of grammar and highlighting areas of flexibility and rigidity within the language.
Practicing grammar exercises from books or online resources can significantly enhance students' translation skills Regular practice is essential for improving English grammar, and students do not necessarily need a tutor to achieve this With just a few clicks, learners can access numerous websites offering exercises on various topics, allowing them to practice English grammar conveniently and effectively.
To enhance academic writing, it is essential to vary sentence length, incorporating a mix of short, medium, and long sentences This diversity helps avoid monotony, emphasizes key points, and clarifies connections between ideas When sentences become overly lengthy, they should be broken into smaller, more digestible parts Conversely, if the text consists of numerous short sentences in succession, consider combining them for better flow By balancing sentence structure, writers can create a more engaging and comprehensible narrative.
Vary sentence types and structures
To engage readers effectively, incorporate a mix of sentence types, including questions and commands Blend simple, compound, and complex structures to maintain interest and avoid monotony Begin one sentence with an introductory clause and another with a straightforward subject to enhance variety Additionally, use simple sentences strategically to break up lengthy compound or complex ones, ensuring your prose remains lively and captivating.
4.1.2 Rewriting and checking errors after writing
Rewriting is an effective method for students to minimize errors and integrate new ideas that may have been overlooked in their original drafts By having teachers identify both strengths and weaknesses in their work, students can more easily address specific issues This process of revising and enhancing their writing in terms of grammar and content not only fosters the development of their writing skills but also boosts their confidence for future writing endeavors.
Students often overlook errors like misspellings during the writing process, but these mistakes become evident upon re-reading Therefore, it is essential for students to proofread their work after completion They should read their text from start to finish, focusing on each complete sentence to catch potential pitfalls Errors that may have gone unnoticed initially can be identified when the entire sentence is reviewed To effectively find mistakes, students should analyze each option individually, paying particular attention to verbs and pronouns, as these are common sources of errors By adopting this practice, students can significantly improve the accuracy of their writing.
Every piece of reading material enriches students with valuable knowledge, often revealing its usefulness in unexpected moments By continuously learning, they equip themselves to tackle various challenges effectively In times of crisis, it's essential to remember that while they may lose their job, possessions, or health, the knowledge they've gained remains an invaluable asset that can never be taken away.
Exposure to diverse terminology enhances students' vocabulary, integrating new words into their everyday language Being articulate and confident in communication is beneficial across all professions, significantly boosting self-esteem when interacting with superiors Additionally, reading books plays a crucial role in language acquisition for non-native speakers, as it provides contextual examples that enhance writing fluency.
The essence of the writing process lies in translation, where individuals convert their thoughts into written symbols, enabling effective communication This evolution spans from early cave dwellers to professional writers and contemporary writers who are also avid readers A translator's main role is to write, necessitating that students familiarize themselves with diverse writing styles, strategies, and the editing and punctuation conventions of both the source and target languages.
Transitional word lists are crucial for students as they learn to write and translate effectively These words help connect paragraphs, sentences, and ideas, enhancing the overall clarity of the writing By utilizing verbs, adverbs, conjunctions, and prepositional phrases, students can create smoother transitions and improve their communication skills.
Teachers play a crucial role in helping students identify and correct their writing errors After receiving feedback, students should rewrite their work to fully grasp their mistakes and prevent future occurrences This constructive feedback is essential for enhancing writing skills and is closely tied to students' objectives, as it provides insight into their progress and areas for improvement It is important for students to thoroughly review all feedback, prioritizing comments that clarify their ideas and enhance reader comprehension during the revision process.
Solutions to teachers
To achieve optimal results and sustain motivation in the classroom, it is crucial to address the diverse needs of learners in each session Teachers play a vital role in fulfilling these needs while clearly defining the course's aims and objectives, ultimately enhancing the quality of teaching and learning Therefore, I propose several suggestions for educators to better empathize with and support their students' academic journeys.
4.2.1 Create a free atmosphere when teaching
Teachers' attitudes significantly influence the quality of learning in the classroom A friendly and relaxed atmosphere fosters a strong desire to learn, allowing students to ask questions and share their opinions freely By providing useful knowledge and enthusiastically addressing student inquiries, teachers can enhance both teaching and learning experiences While each teacher has their own teaching style, a strict approach may lead to student disengagement and hinder creativity, as students may feel reluctant to express their thoughts or contribute to discussions This lack of open communication can be detrimental to the overall classroom experience.
4.2.2 Explain the difference between English - Vietnamese
Teachers should examine the structural and semantic differences between English and Vietnamese to aid students in their language learning It's crucial for students to refrain from applying Vietnamese language patterns to English, as this can lead to unexpected outcomes By understanding these distinctions, students can minimize errors in their writing Additionally, incorporating translation exercises can reinforce these concepts, enabling students to learn new vocabulary and structures, which will enhance their English essays.
4.2.3 Using flexible error correction methods
Teachers promote collaborative group work among students to enhance their sentence writing and speaking skills This approach allows students to practice English together, facilitating peer correction and feedback Additionally, teachers can introduce error analysis exercises to help students better recognize complete sentences By working in pairs to edit each other's work, students become more engaged in the learning process, fostering a deeper understanding of grammar and sentence structure.
Limitations of the study and suggestions for further studies
Despite the researcher's dedication and the supervisor's enthusiastic support, this study has notable limitations Due to time constraints, several relevant books, documents, and studies could not be included Additionally, the small number of interviewers limits the applicability of the results to the broader population.
To enhance understanding of listening strategies, the researcher suggests conducting interviews with a diverse group of students from various backgrounds and achievement levels in future studies Additionally, gaining insights into listening challenges and effective methods could be achieved by observing listening lessons and interviewing teachers.
A study was conducted to identify the common writing difficulties faced by first-year English majors at Thuongmai University's Faculty of English The research aimed to uncover the underlying causes of these writing errors and propose effective solutions to enhance students' writing skills.
My research revealed that freshmen at Thuongmai University's English Faculty frequently struggle with writing, particularly in areas such as vocabulary, syntax, and word usage I identified the sources of these common errors and offered suggestions to enhance students' writing skills I believe this study will help students overcome challenges and improve their overall writing abilities.
1 Alice Savege, Masoud Shafiei, “Efective Academic Writing 1”, Graphic Art
2 Andersen, S (2014) Sentence types and functions San Jose State University Writing Center
3 Anker, S (2010) Real writing with readings: Paragraphs and essays for college, work and everyday life Boston:St Martin’s
4 Hart, A.W & Reinking, J.A (1990) Writing for College and Career (4th ed.) Massachusetts: Heinle & Heinle Publishers
5 Nunan, D (2003) Language Teaching Methodology – A textbook for teachers, Prentice Hall International Ltd, Great Britain
6 O’Donnell, T.D & Paiva, J.L (1993) Independent Writing (2nd ed.)
7 Reid, J.M (1994) The Process of Paragraph Writing New Jersey: Prentice
8 Rosenwasser, David, and Jill Stephen “What is Analytical Writing?” Writing
Analytically Fort Worth: Harcourt Brace, 1997 Print
9 Wali, O., & Madani, A Q (2020) The Importance of Paragraph Writing:
10 White, R and Arndt, V (1991) Process Writing Essex: Addison Wesley
11 Wyrick, J (1999) Steps to Writing Well Florida: Harcout Brace & Company
APPENDIX 1 Assessment of the basic knowledge of writing skills of first-year students
1 In your opinion, what is a simple sentence?
2 In your opinion, what is a complex sentence?
3 In your opinion, what is a compound sentence?
4 How many parts does the paragraph have?
5 What types of paragraphs are there? What do they write about?
1 How do you feel about your first year English writing skills?
A Very easy B Easy C Average D Dificult E.Very dificult
2 How often do you practice this skill?
A Never B.Occasionally C Somtimes D Frequently E Almost the time
3 How would you rate your current level of English writing?
A Very bad B Bad C Average D Good E Excellent
The table below discusses some of the most common problems that first-year students face in the writing process Rate these difficulties according to the scale below:
Disagree Neutral Agree Totally agree
1 You often use simple sentences
2 You use complex and compound sentences, but are often less precise than using simple sentences
3 You are missing a comma or separating word (and) in a sentence with 2 main clauses( run-on)
4 You use the wrong tense
5 You write missing parts in the sentence (fragments)
6 You do not have enough vocabulary to describe the object
7 You only use simple words, do not use specialized/specialized adjectives with the object to be described
8 You often make spelling mistakes
9 You try to use rare words but not exactly
10 You have the main idea but don't know how to reinforce it with details, examples, steps or concepts…
11 You use very few linking words,
(especially in the paragraph describing the process)
12 You state the main idea in a general way, or the topic sentence is not clear
13 You have not covered enough parts of a paragraph: topic sentence, explanation sentences for topic sentence, concluding sentence
14 You have not met the correct length of a paragraph (too short or too long)
15 You arrange the steps in the paragraph describing the process is not scientific
16 You have not given a compelling reason in the paragraph expressing your opinion
17 You have not included the emotional element in the narrative paragraph, making the paragraph dry
18 You answered less relevant or off topic
20 You divide your time into uneven parts
21 You do not specify the requirements of the topic (the topic has new words, the scope is too wide )
22 You lack practical knowledge of the subject or thing to be described
23 You have a negative mentality (stress, anxiety, etc.)
24 The scope of the topic is too broad
25 Distracting space (noise, things outside )
The table below outlines the causes of difficulties encountered by first-year English majors You often experience the following causes:
1.The theory cannot be applied in the textbook
3 Not regularly replenishing vocabulary 4.Social knowledge is still limited
5 Don't make an outline before writing
6 Not being careful during and after writing
7 Abuse of automatic translation tools
Objective 10 Time and space pressure
11 Effects of learning English at high school
12 Teaching materials are no longer relevant
In your opinion, which of the following methods do you often use to improve your English writing skills:
1.Practice writing with a variety of topics, different writing styles
2.Improve article structure: practice outline, mindmap
3.Read more books, learn more social knowledge
4.Translate Vietnamese to English and vice versa
5.Get feedback from your teacher and correct your writing
6.Proofreading and correcting after each writing
1 How much time do you spend on your writing per day/week ?
2 Do you have difficulty with any chapter in the writing curriculum?
3 What kinds of topic do you often write ?
4 What kind of paragraphs are you good at?
5 How have you improved your paragraph writing skills?
Last week at the beach was filled with fun and adventure, as we enjoyed the sand and water while exploring the beautiful coast Despite unexpected rain at the end of our vacation, the highlights included sightseeing and relaxation, making it a memorable trip.
With the kids back in school, I feel a sense of relief as my worries diminish While summer offers countless fun activities, by August, I often find myself out of ideas I've come to terms with the need to brainstorm fresh and creative activities for next summer, and I'm eager to gather some inspiration soon.
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