Rationale
Writing plays a crucial role in the language learning process, serving as a practical tool for learners to apply their language skills (Harmer, 2007) However, it is often a challenging skill for many second or foreign language learners to master Writing is not an innate ability but a developmental capacity that requires individuals to articulate their thoughts and ideas clearly (Grabe and Kaplan, 1996) This complex process involves refining and expanding initial ideas, making writing a unique and personal expression (Matsuda, 2003; Westwood, 2004; Shaughnessy, 1977).
Students at Huu Lung Upper Secondary School, particularly in the eleventh grade, often struggle with writing tasks such as paragraphs, descriptions, narratives, and letters They tend to focus on solving grammar and vocabulary issues while passively imitating fixed organizational patterns, rather than actively analyzing or developing their ideas This approach results in inadequate writing skills, contributing to burnout and low grades in writing assignments.
An old Chinese proverb states, “Teachers open doors, but you must enter by yourself,” highlighting the importance of both teachers and learners in the educational process In language teaching, this means that while teachers provide valuable opportunities for knowledge acquisition, learners must take the initiative to apply what they've learned for greater success However, many learners often overlook effective writing strategies despite guidance from their teachers Research by Wenden and Rubin (1987) indicates that learners who utilize learning strategies more effectively tend to achieve greater success Additionally, Oxford (1990) emphasizes the significance of employing these strategies in the learning process.
Implementing effective learning strategies can enhance proficiency and boost self-confidence in learners By increasing awareness of these strategies, students can achieve better outcomes in their educational pursuits.
Writing strategies have been identified by various researchers in both second and foreign language contexts ( Petric & Czarl 2003; Pham Thu Hien, 2004; Chen ,
2011, Maarof & Murat, 2013) Yet, there has not been any practical strategy study conducted to uncover and clarify what strategies HLUSS students actually use in writing
The researcher aims to examine the writing strategies employed by 11th grade students at HLUSS, with the goal of reformulating the techniques utilized by the "successful writers" within the group This investigation seeks to enhance writing skills by applying these effective strategies in training sessions.
“unsuccessful writers” to help improve their writing skill.
Aims of the study
Research aims to enhance English writing skills among students by examining the writing strategies employed by eleventh graders at HLUSS The study focuses on identifying the most commonly used strategies in their writing tasks and explores the differences in these strategies between successful and unsuccessful students.
Research question…
The current study attempts to address the following research questions:
1 What writing strategies are most frequently used by eleventh graders at Huu Lung Upper Secondary School?
2 Are there any differences in the use of writing strategies between successful and unsuccessful students?
Method of the study
The research objectives were met through a study that utilized both a questionnaire and interviews for data collection The questionnaire served as the primary tool, while interviews were conducted to validate the reliability of the survey data Additionally, SPSS software was used for the analysis of the collected data.
Scope of the study
This study focuses on the writing strategies employed by eleventh graders at HLUSS in Lang Son Province, examining their application across various writing tasks, including paragraphs, descriptions, narratives, and letters.
Significance of the study
This study is important for several reasons: it investigates the writing strategies employed by eleventh graders at HLUSS, clarifies the application of these strategies, and discusses significant implications The findings aim to enhance learners' awareness of effective writing tactics, assist them in utilizing these strategies as valuable language learning tools, and provide teachers with insights into their students' strategy use Additionally, it encourages the sharing of strategies among learners and prompts teachers to reflect on their future writing instruction methods.
This thesis consists of three parts, namely introduction, development and conclusion
This study offers a comprehensive overview, detailing its rationale, objectives, methods, scope, significance, and design The development section is structured into three distinct chapters, each contributing to the overall analysis and findings of the research.
Chapter 1, Literature Review, reviews theoretical background on which the whole study is based concluding terminological definitions and taxonomies of language learning strategies, writing strategy and approaches to teaching writing
Chapter 2, Methodology, briefly presents the methodological framework of the study It covers features of the participants, setting of the study, instruments and data collection procedure
Chapter 3, findings and discussion, presents findings and discusses the findings, which gives comprehensive answers to the two research questions
Part C, Conclusion, summarizes significant findings, suggest implications for writing strategy instructions at HLUSS, addresses notable limitations, and puts forward practical suggestions for future research
This chapter explores the foundational theories and research related to five key areas pertinent to the study It begins with a comprehensive overview of theoretical issues concerning the definitions and classification systems of language learning strategies Next, it presents various writing strategies along with a writing strategy questionnaire The chapter then discusses different approaches to teaching writing Following this, it reviews previous studies on language learning strategies and writing strategies Finally, the chapter concludes with a summary of the main points discussed.
This section puts forward relevant issues of language learning strategies (LLSs) in terms of definition and classification
1.1.1 Definition of language learning strategies
There are various definitions on language learning strategies given by various researchers and scholars, but this thesis only focuses on definitions by Rubin
Learning strategies are, as Rubin (1975:43) defined, “the techniques or devices which a learner may use to acquire knowledge”
Tarone (1983) defines a learning strategy as an effort to “develop linguistic and sociolinguistic competence in the target language - to incorporate these into one's interlanguage competence" (cited in O'Malley and Chamot, 1990:47)
Language learning strategies, as defined by Oxford (1990:8), are specific actions that learners employ to enhance their learning experience These strategies aim to make the process easier, faster, and more enjoyable, while also promoting self-direction, effectiveness, and the ability to transfer skills to new situations.
Learning strategies, often referred to as LLSs, encompass the actions students take to enhance their learning experience (Bremner, 1999:8) Researchers utilize various terms to describe these strategies, tailoring their terminology to meet specific objectives (Bremner, 1999:8).
Griffiths (2004:2) states that Rubin is one of the pioneers in the realm of doing research of learning strategies, Rubin’s definition, hence, is too broad to cover
In Tarone’s definition, although it may contribute to the language learning process to a certain extent, learner autonomy, cultural understanding, or other aspects of language learning are not underlined (Lan, 2005:16)
Oxford's definition is regarded as one of the most comprehensive, incorporating an affective factor that enhances learner enjoyment, a feature not present in other definitions (Lan, 2005:15; Alhaisoni, 2012:116).
For the purpose of the study, Oxford’s definition acts as a guideline for the present research because of its clearness, concrete and easy comprehension
1.1.2 Classification of language learning strategies
Various perspectives exist regarding the classification of Language Learning Strategies (LLSs) in second and foreign language acquisition This study aims to identify an appropriate classification of LLSs, drawing on the widely recognized frameworks established by Naiman et al.
(1978), Rubin (1981), and Oxford (1990) are presented in this study
Naiman et al (1978) introduced a classification of five key language learning strategies: (i) an active task approach, (ii) understanding language as a system, (iii) recognizing language as a tool for communication and interaction, (iv) managing affective demands, and (v) monitoring second language performance The authors highlight the unique strategies employed by effective language learners.
The study aims to explore the use of language learning strategies (LLSs) in writing among both good and poor learners Gass & Selinker (2008) highlight that research excluding poor learners cannot accurately claim that they employ the same strategies as successful learners Therefore, this classification is not applicable to the current investigation.
Rubin (1981) categorizes language learning strategies (LLSs) into two main groups comprising eight sets, including clarification/verification, monitoring, memorization, guessing/inductive reasoning, deductive reasoning, and practice This classification significantly impacts learning, as noted by O’Malley and Chamot (1990), and outlines key strategies employed by effective language learners (Lan, 2005) However, Gass and Selinker (2008) highlight limitations in Rubin's model, arguing that it is primarily based on observations of successful learners and does not adequately address the strategies of both successful and unsuccessful language learners.
A significant drawback in the classification methods proposed by Rubin and Naiman et al is their neglect of the theoretical underpinnings of second language acquisition and cognition This oversight complicates the identification of the fundamental principles essential for effective learning (O’Malley and Chamot, 1990: 7).
While the existing taxonomies offer initial insights into language learning strategies, their limitations become apparent and prove inadequate for the current research Consequently, this study requires the development of a more suitable classification system To address this, a specific classification proposed by Oxford (1990) will be introduced.
Taxonomy proposed by Oxford (1990:37) divides the language learning strategies into two major classes, direct and indirect with 62 question items Each class is
8 composed of three groups: memory, cognitive and compensation under the direct class; metacognitive, affective, and social under the indirect one
Direct strategies in language learning focus on the primary purpose of communication and are divided into three subcategories: memory strategies, which help learners store and retrieve essential information; cognitive strategies, which enable learners to understand and generate new language through various methods; and compensation strategies, designed to help learners overcome their limitations in language use.
Indirect learning strategies, as classified by Oxford (1990), support language acquisition without direct engagement with the target language and are divided into three categories: metacognitive, affective, and social strategies Metacognitive strategies enable learners to manage their own learning processes effectively Affective strategies help learners regulate their motivation and attitudes, which significantly impact their success or failure in learning Lastly, social strategies facilitate learning through interaction among students Oxford highlights that these indirect strategies are beneficial for the development of all language skills.
Oxford's (1990) exclusive taxonomy of learning strategies is considered the most comprehensive to date (Ellis, 1994:539) and introduces two additional strategy types: compensatory and memory strategies, which were previously unrecognized (Ghee et al, 2010:51) Furthermore, she distinguishes social and affective strategies as separate categories, emphasizing their role in "language learner self-regulation" (Oxford, 2003:112) According to Oxford (1990:37), these six strategy categories work synergistically to enhance learners' overall achievement.
9 their own learning and these strategies with 62 question items can be applied to 4 language skills with some changes for appropriateness of each