Rationale for the research
Writing is a crucial skill included in high school English curricula, yet many students struggle to develop their writing competence, leading to frustration among both learners and educators.
In a mountainous high school setting, the question arises: how can teachers enhance students' writing skills? Upon reviewing existing literature, I found the genre-based approach to writing particularly compelling However, it became evident that this method has been underexplored in Vietnamese high schools Consequently, I chose to implement this approach in my own classroom to assess its effectiveness The goal of my action research is to determine whether a genre-based writing strategy can significantly benefit my students.
Aims and objectives of the research
This research explores students' attitudes towards the unfamiliar genre-based approach and evaluates its effectiveness in enhancing their writing performance.
In order to achieve these aims, the following objectives were set out for the study:
1 To gain understanding of what students like and dislike about the genre-based approach to teaching writing;
2 To identify the extent to which this new approach to teaching writing helped the students to improve their writing performance
The research focused only on the students‘ difficulties in learning the writing skill and the impact of genre-based approach to their writing performance at
Tuyen Quang Gifted High School, Tuyen Quang, Vietnam The research lasted for
5 weeks and the treatment was applied to all students in a classroom The research mainly focused on 11 th form students majored in Mathematics.
The research questions
In order to achieve the aims and objectives of the study as presented in section 2, the following research questions were raised:
1 What are the students’attitudes towards learning to write in English with the genre-based approach?
2 To what extent does the use of the genre-based approach help to improve my students’ writing performance?
Method of the research
This action research employed quantitative methods, utilizing a questionnaire as the primary data collection instrument The responses were analyzed through descriptive statistics to gauge students' attitudes and opinions regarding the genre-based approach implemented by their teacher, who is also the researcher Additionally, students' writings were collected and evaluated during the treatment period to assess their progress in writing performance.
Structure of the thesis
This thesis is divided into three main parts:
Part I is the INTRODUCTION In this part, the rationale of the research, the aims, objectives, research questions, methods of the research, and also its design
Part II of the study focuses on DEVELOPMENT and is divided into three chapters Chapter I provides essential theoretical background relevant to the study's objectives Chapter II outlines the research context, detailing the participants involved and the writing tasks included in the textbook used for the research.
Chapter III focuses on the research design and teaching cycle utilized in the study, detailing the data collection methods and procedures It presents significant findings regarding the impact of a genre-based approach on the writing performance of 11th-grade students, making it the most prominent chapter of the research.
Part III is the CONCLUSION which includes the major findings, concluding remarks and plan for the next research cycle
APPENDICES and REFERENCES are presented in the last pages of the research
Approaches to teach writing
Writing is often regarded as the most challenging skill for ESL learners to master, despite years of practice This complexity makes it a significant challenge for teachers to help students improve their writing abilities Various teaching approaches have been developed to enhance writing instruction, with three prominent methods being the product approach, the process approach, and the genre-based approach Each of these approaches has its own strengths and weaknesses, making them suitable for different educational contexts This action research will primarily examine the genre-based approach and its effectiveness in teaching writing to high school students.
The product approach to teaching writing emphasizes the importance of the final written product, such as paragraphs, letters, or essays Educators who adopt this method focus on evaluating the finished work based on criteria like vocabulary usage, grammar, spelling, punctuation, content, and organization This traditional approach prioritizes the form and structure of writing, ensuring that students meet specific standards in their written communication.
In 2003, it was noted that writing instruction often focused on meeting teacher expectations rather than fostering a productive writing process for students Many educators did not see it as their responsibility to guide students in developing effective writing strategies, leaving learners to navigate the writing journey independently.
A model for such an approach is outlined below:
Stage 1: Analyzing the features of the model written text For instance, if studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques
Stage 2: The controlled practiced of the highlighted features, usually in isolation
Stage 3: Organization of ideas Those who are in favour of this approach believe that the organization of ideas is more crucial than the ideas and as crucial as the control of language
Stage 4: The end of the learning process, students choose from a choice of comparable writing tasks Individually, they use the skills, structures and vocabulary they have been taught to produce the product to show what they can do as fluent and competent users of the language
The product approach has faced significant criticism for its emphasis on finished products According to Trible (1996, p.37), this approach primarily serves to instill notions of correctness in students.
Pincas (1982a:24) defines learning as assisted imitation, emphasizing the use of various techniques where students react to teacher-provided stimuli She highlights that during the free writing stage (stage 4), students should experience a sense of ownership over their creations.
Product approaches in education have notable weaknesses, including the limited emphasis on essential process skills like text planning and the undervaluation of learners' existing knowledge and skills However, they also possess strengths, such as acknowledging the importance of providing linguistic knowledge about texts and recognizing that imitation plays a significant role in the learning process.
The product-based approach to writing emphasizes the importance of understanding language structure, viewing writing development primarily as a process of imitating texts provided by the teacher.
The process approach to writing, which emerged in the 1960s, emphasizes a series of writing activities that guide learners from idea generation and data collection to the publication of a finished text (Trible, 1996).
The concept of writing as a process was first introduced at the 1963 Conference on College Composition and Communication, marking the beginning of a new research area focused on understanding the writing and learning processes This approach emphasized that "writing is a process, not a product," and received enthusiastic support from researchers who subsequently developed various methods and techniques for teaching writing.
The process approach to writing focuses primarily on developing linguistic skills, including planning and drafting, while placing less importance on linguistic knowledge, such as grammar and text structure.
Writers typically navigate four key stages in the writing process: prewriting, drafting, revising, and editing Prewriting involves techniques that help students engage with their topics, while drafting encourages them to produce multiple versions of their work After receiving feedback, students revise their drafts, emphasizing that rewriting and revision are crucial to effective writing Editing is viewed as an ongoing, multi-level process In this approach, the writer, content, purpose, and multiple drafts are central to the classroom dynamic, with the teacher acting as a facilitator Writing is learned through practice rather than direct instruction, as the teacher's role is to support the development of students' writing skills and unlock their potential.
In recent years, the process approach to writing has faced significant scrutiny, as it tends to adopt a monolithic perspective on writing, according to Badger and White (2000) They argue that this approach overlooks the diversity of writing processes and the specific contexts that shape text production, providing inadequate linguistic knowledge for successful writing Additionally, Atkinson (2003) notes that the process approach is overly focused on classroom skills and processes, neglecting the social and cultural factors that influence various writing types.
Review of the related studies
In a study observing two Indonesian teachers, TIASARI discovered that they lacked understanding in effectively implementing the literacy approach for teaching recount text to first-grade senior high school students Despite utilizing the "English for a Better Life" textbook, the teachers struggled to fully leverage their cognitive and affective skills, leading to confusion in applying the literacy approach in their classrooms.
To enhance students' writing skills, particularly in crafting recount texts, Setyani (2008) implemented a classroom action research project utilizing headline news Students can source headline news from newspapers, magazines, or television, allowing them to create news articles in English This approach not only aids in their understanding of news writing but also significantly supports their ability to write recount texts effectively.
15 problems of the students in writing recount text can be solved Finally, the students can write recount text grammatically and have competence in making English news
Thi Kim Anh Dang (2002) has applied a genre-based approach in teaching the writing of English discussion genre to Vietnamese EFL students at the tertiary level
In her thesis, she highlighted that nearly all students found the model discussion texts and their construction beneficial for their writing, providing positive feedback on the teaching cycle stages They demonstrated awareness of the program's objective, which aimed to help them gain independent control over the discussion genre and understand the purpose of each stage The students exhibited a strong grasp of the genre's schematic structure, indicating their ability to navigate the texts effectively However, success varied among students and across different language uses Findings from questionnaires, evaluations, and interviews revealed that students appreciated the SFL genre approach within the teaching cycle She recommended that the implementation of these stages be flexible, tailored to the specific needs and language levels of different student groups Additionally, teachers should understand their students' language needs and consider methods for addressing writing errors before implementation.
In a study conducted by Nghi Nguyen, Phan (2012) at Tuyen Quang Gifted School, the researcher aimed to enhance the personal recount writing skills of 10th-grade students The findings revealed that many students struggled with writing due to a lack of vocabulary, structural understanding, language features, and ideas However, following the intervention, students demonstrated increased motivation and confidence in their writing abilities and English usage.
METHODOLOGY
Rationale of the using action research
This action research aimed to enhance my students' writing skills, conducted by me as a teacher-researcher within an intact classroom setting Given these circumstances, I determined that an action research design was the most suitable approach for achieving my objectives (Nunan, 1992).
Research setting
Tuyen Quang Gifted High School, situated in the mountainous province of Tuyen Quang in northeast Vietnam, employs approximately 75 teachers and serves around 755 students across various subjects, including Mathematics, Literature, and English All English instructors are graduates from the prestigious Vietnam National University, University of Languages and International Studies Admission to the school is competitive, with most students required to pass an entrance examination held in late June each year While students typically possess pre-intermediate English skills, there is a notable disparity in their proficiency levels.
2.2.2 Writing tasks in the textbook Tieng Anh 11
The textbook Tieng Anh 11 designed by Ministry of Education was used This set of textbook was firstly applied in the school year 2006-2007 under the
The Ministry of Education and Training has introduced a new English curriculum that utilizes theme-based and task-based approaches, comprising 16 units spread across 105 periods over two terms Students will have three English classes each week, with each unit consisting of five 45-minute sessions focused on reading, speaking, listening, writing, and language skills Writing, in particular, is allocated one period per unit, but many students struggle to complete writing tasks within the allotted class time, resulting in lower marks for this skill For further details on the writing tasks in Tieng Anh 11, please refer to Appendix 1.
Over a span of five weeks, an experiment was conducted focusing on three units (Unit 14, 15, and 16) during the second semester Out of these, only Units 14 and 16 were selected to implement a genre-based approach to enhance writing skills, specifically utilizing the recount genre.
15 taught with biography would not be mentioned
A total of 28 grade 11 students from Tuyen Quang Gifted High School were selected for this research due to my three years of teaching experience with pre-intermediate level students The group comprised 20 girls and 8 boys, all aged 16, who demonstrated a strong interest in learning English and a desire to achieve fluency and effective communication skills These students were part of an intact class that I was teaching.
After selecting participants, I implemented a cycle where I, as the sole educator familiar with the genre-based approach, utilized this methodology to teach them English writing skills.
The Research Design
The research was conducted in two phases: initially, a questionnaire was administered to students to identify the challenges they faced with writing tasks in their textbook In the second phase, a genre-based approach was implemented to enhance their writing skills After the experiment, I analyzed the results to assess the effectiveness of this teaching method.
A questionnaire was administered to students to assess their views on the effectiveness and relevance of the genre-based approach in enhancing their writing skills Alongside the questionnaire, an analysis of the students' writing was conducted to evaluate any progress made during the experiment.
The teaching cycle used in this study
The teaching cycle lasted 5 weeks from 15 th April to 18 th May 2013, and consisted of 5 sessions
In the initial session, students were introduced to the concept of "genre" to enhance their understanding of a new teaching approach The recount genre was specifically discussed, highlighting its social purpose and structure, which is used to share personal experiences For example, recounting activities from the weekend or exciting holiday events falls under this genre Essentially, a recount is a text that narrates past events in chronological order.
Aspects of SFL relevant to the recount genre were then introduced explicitly to the students These aspects are follows:
Proper nouns to identify those in the text
Descriptive words to give details about who, what, where, when and how The use of the past tense to retell the events
Words that show the order of events
All of these aspects were taught based on the two model texts chosen to the sample recount texts (see Appendix 2)
This stage was done to give students ideas about what to write This included these following activities (This can be seen in the Appendix 3)
+ Adding details: to help students express ideas correctly and familiarize students with the subject matter
The teacher provided a model text to illustrate the structure of recount texts, guiding students to identify and write down the words that indicate order This exercise aimed to enhance students' understanding of the mechanics involved in crafting coherent recount narratives.
Teacher in this stage provided a detailed scaffold for the recount:
-Explicitly introduce the model text
-Ask students to find out the steps of constructing a recount and language features
-Require students to rewrite the model to change its tone by adding emotive words, putting 1 st person conversation into a 3 rd person observation (See Appendix
Students collaborated in groups of four to create a recount text, focusing on their trip to Ponagar Cham Tower and sharing their most memorable experiences from the visit.
In the initial phase of the lesson, the teacher engaged the class by prompting students to share their existing knowledge about the Ponagar Cham Towers Following this discussion, students collaborated in groups to brainstorm and identify key details to include in their work They then created outlines that covered essential aspects such as the time, location, participants, and activities related to the Ponagar Cham Towers.
In the second topic, students reflected on their most unforgettable experiences, following a structured approach similar to the first topic They outlined key elements such as the specific experience, the timing of the event, the individuals involved, the circumstances surrounding it, the outcome, and their feelings afterward.
Methods of data collection and analysis
The data for this research were collected over a 5 week period in 2013 (from
From April 15 to May 18, data was collected through various methods to assess the challenges students faced in prior writing lessons Key sources included questionnaires designed to identify these difficulties, along with writing samples gathered throughout the teaching cycle and assessments at the end of the cycle.
20 evaluation, questionnaire on the feeling of students about the appropriateness of the genre-based approach in teaching writing to 11 th Mathematics students
Details accounts of the major data gathering and analysis procedures will be provided in the order below
*Questionnaire about the students’ difficulties in previous writing lessons
A short questionnaire was administered prior to the teaching cycle mainly establish the profile of the students (see Appendix 5 for a copy of the questionnaire)
The study utilized a questionnaire comprising five key items: two focused on the students' learning backgrounds, two assessed their writing skill levels and the challenges they faced in developing these skills, and one explored their expectations regarding a new teaching approach This approach aimed to aid the teacher/researcher in designing relevant classroom activities The questionnaire was straightforward, allowing students to respond in Vietnamese, and the insights gained were crucial for identifying factors influencing students' writing performance.
*Collection of writing samples throughout the program
This analysis focuses on two selected writing samples from students, evaluating their writing abilities both mid-course and post-experiment The assessment criteria include linguistic accuracy, organization, and overall quality, providing insights into the students' performance (Refer to appendices 6 and 7 for details.)
*End of teaching cycle evaluation
To evaluate the second research question, a written test was conducted to assess the teaching cycle, yielding data that serves as a basis for future recommendations on the application of the genre-based approach (refer to Appendix 8).
At the conclusion of the treatment, students completed a post-treatment questionnaire to assess their attitudes towards learning to write using the genre-based approach For further details, refer to Appendix 9 for a copy of the questionnaire.
This was done to investigate the effect of new writing methods on students The questionnaire included 5 items, the first one covering the strengths and
This article explores 21 weaknesses of the genre-based approach in teaching writing, examining whether it alleviated previous challenges faced by students It also highlights the learning opportunities this approach offers in writing skills and assesses students' interest in continuing with this method in the next semester Finally, it emphasizes the essential conditions needed for students to improve their writing abilities.
In this action research, data was collected through a questionnaire, which was subsequently analyzed using descriptive statistics The primary objective of this research method was to gather insights into students' attitudes and opinions regarding the genre-based approach implemented by their teacher, who is also the researcher.
To assess students' writing progress, writing samples were collected and analyzed according to a specific marking scheme Additionally, an error analysis method was utilized to track the frequency of linguistic errors throughout the treatment period.
FINDINGS AND DISCUSSION
The results of phase I
As stated in section 2.4.1, the aims of giving questionnaire are to investigate the difficulties students faced up during writing lessons before they learnt with new approach
3.1.1 Analysis of students’ general information
Chart 1- Students’ duration of studying English
The pie chart shows students‘ durations of studying English, ranging from 6 to
A significant 78.6% of students have been studying English for 11 years, while 21.4% have learned the language for 6 to 9 years Interestingly, despite the varying lengths of study, there is little difference in language proficiency among the students.
Chart 2- Students’ perceived difficulty of writing in comparison with other language skills
A recent survey revealed that 71.4% of students find listening to be the most challenging skill in learning English, largely due to the lack of emphasis on listening exercises in high school examinations, except for top-performing students Many struggle to grasp words and phrases while listening Additionally, 18.9% of respondents identified writing as the second most difficult skill, often feeling unable to articulate their thoughts Only 10.7% of participants reported speaking as the hardest skill, while a small percentage found writing to be particularly challenging.
Chart 3- Students’ self assessment of their writing competence
The pie chart presents students‘ self-assessment of their English writing levels
The survey revealed that none of the respondents considered their writing skills to be very good or good, with 39.3% rating their abilities as average—almost ten percent lower than the 46.4% who assessed their skills negatively Additionally, 14.3% of students rated their writing as very bad This self-evaluation indicates a homogeneous level of English writing proficiency among the students, with more than half expressing dissatisfaction with their writing performance, despite a few finding the task challenging.
3.1.2 Analysis of the difficulties students had encountered
The questionnaire data revealed that students faced varying difficulties in writing lessons, with a significant number identifying a lack of vocabulary and incorrect verb tense usage as primary challenges This trend is particularly common among students who do not major in English at our school.
Despite the teacher's efforts to explain grammar patterns and provide vocabulary exercises, students struggled with tense usage and correct word forms in English Additionally, 20 participants reported difficulties in presenting their ideas coherently, indicating limited discourse competence Many students tended to write their thoughts as they came, often without proper organization, leading to challenges in completing their writing tasks Incorrect use of structures further complicated their writing A notable issue was the influence of their mother tongue (Vietnamese) on their thought processes, affecting about 10 students at the pre-intermediate level Only one student identified connectors as a barrier to effective writing.
It would be complex for teachers to deal with this variety if they used the single textbook and practice exercise for all students
Chart 4- Students’ difficulties to encounter
3.1.3 Analysis of students’ expectation of new teaching approach
The study aimed to explore students' expectations when learning through a genre-based approach As illustrated in the accompanying chart, a significant majority of participants expressed a desire to improve their writing skills and correctly use verb tenses, which they identified as challenging aspects of their writing lessons Specifically, 71.4% of respondents hoped to expand their vocabulary through this new teaching method, recognizing its importance in enhancing their English writing abilities Additionally, 57.1% of students sought to learn more about different writing forms, finding familiarity with these structures beneficial Notably, 18 students aspired to write grammatically correct sentences after engaging with the genre-based approach.
Chart 5- Students’ expectation of the new approach
The results of phase II
3.2.1 The results of the students’ writing test
The analysis of writing scores from 28 participating students revealed that 5 students achieved over 90 points, indicating excellent writing skills Additionally, 9 students scored in the good range, representing 32.1% of the cohort Meanwhile, 4 students attained scores between 70-79, reflecting an average level of writing, while 10 students, or 35.7%, demonstrated poor writing abilities Overall, the results suggest that the genre-based approach effectively enhanced students' writing skills.
Scores (points) Level frequency percentage
Table 1- The overall results of students’ writing tests
An analysis of the students‘ performance in detail based on the five main characteristics was given below
3.2.1.1 The performance of students in the content of the writing test
The writing test results revealed significant variability in student performance, with 28.6% achieving very good to excellent scores Conversely, 25% of students fell into the poor to fair range, and notably, 3 out of 28 students received very poor scores.
10.7% This meant that not all students were satisfied with their writing tests
Students' performance in the content
Excellent to very good Good to average Fair to poor Very poor
Chart 6- Students’ performance in the content
3.2.1.2 The performance of students in the organization of the writing test
The table illustrates how students organized their writing, revealing that only 28.6% achieved very good to excellent scores Conversely, 17.9% of respondents fell into the poor to fair and very poor categories, with each group comprising 5 out of 28 students, totaling 35.8% overall This indicates that many students struggled with logically ordering their ideas.
Table 2- Students’ performance in the organization of the writing tests
3.2.1.3 The performance of students in using the vocabulary of the writing test
Let‘s see whether there is any difference in the vocabulary using of the students
In a recent study, only 14.3% of the 28 students achieved very good to excellent scores in their vocabulary selection and understanding of collocations Notably, half of the participants demonstrated an average to good level of vocabulary usage, while 25% of the class 11 Mathematics students struggled with vocabulary application Overall, the genre-based approach proved beneficial in enhancing students' vocabulary in writing.
Students' performance in using vocabulary
Excellent to very good Good to average Fair to poor Very poor
Chart 7- Students’ performance in using the vocabulary
3.2.1.4 The performance of students in using the language
As mentioned in the section 3.1.2, using the correct verb tenses, the word forms or good structures was the main problem to the students experienced in this
After implementing a genre-based approach in teaching, it was observed that some students showed minimal improvement in their writing skills According to the pie chart, 35.7% of the students performed at a very poor or poor level in language use, while only 7.2% (2 out of 28 students) achieved very good to excellent scores This indicates that the genre-based approach had limited effectiveness in enhancing students' correct language usage in writing.
The performance of students in using languages
Excellent to very good Good to average Fair to poor Very poor
Chart 8- Students’ performance in using the language
3.2.1.5 The performance of students in using the mechanics
A genre-based approach significantly aids students in applying the correct mechanics in their writing In a recent assessment, 17.8% of students scored at a poor level, while an impressive 53.6% demonstrated strong proficiency in writing mechanics.
Students' performance in using the mechanics
Excellent to very good Good to average Fair to poor
Chart 9- Students’ performance in using the mechanics
3.2.2 The results of the writing samples
The analysis focused on two texts produced by a single student at different stages: during the experiment and at the conclusion of the treatment These texts were selected because they exemplified personal recounts, enabling a comparison of the student's performance before and after completing the program This comparison aimed to determine the effectiveness of the course in enhancing the student's writing skills (Refer to appendices 6 and 7 for writing samples.)
In term of linguistic accuracy, in the first writing text, student had some mistakes in choosing the right word form to express the idea, incorrect structure
The student struggled with verb tense consistency, resulting in a confusing blend of present perfect, simple present, and past tenses in her writing.
The student's writing lacked effective use of connectors, resulting in unclear expression of ideas and poor organization.
Therefore the overall quality of the first writing test was not good The score the student got only 43 points
The analysis of the student's second writing reveals significant improvements, particularly in the correct use of verb tenses and vocabulary selection The student demonstrated a clear understanding of the recount text format, enhancing readability and coherence Additionally, the organization of ideas was logical and well-structured, contributing to the overall clarity of the writing In summary, the quality of the second writing sample surpassed that of the first, showcasing notable progress.
3.2.3 The results of the questionnaire for students after the teaching cycle
To analyze the appropriateness of genre-based approach in the teaching of writing, the questionnaire was given to 28 students after the teaching treatment
3.2.3.1 The strengths and weakness of this genre-based approach
In this study, participants' responses to the Likert-scale items were analyzed and summarized, with columns displaying the percentage of students for each questionnaire statement Learners rated their agreement on a five-point scale, where 1 represents "strongly agree" and 5 indicates "strongly disagree." To enhance clarity, positive responses ("strongly agree" and "agree") were combined with negative responses ("strongly disagree" and "disagree"), ensuring that the data remains accurate while presenting findings in a concise format.
Chart 10- Students’ responses on the strengths and weaknesses of new approach
A recent study on a new teaching method revealed that 96.4% of students felt it enhanced their grammar and vocabulary practice, with only one student expressing a negative view Additionally, 85.7% reported that the genre-based approach improved their ability to express ideas, while 3.6% remained unconvinced Among the participants, 78.6% acknowledged the method's effectiveness in enhancing writing skills, and 75% found value in learning from models, with no students outright disagreeing However, 14.3% maintained a neutral stance Regarding the method's impact on other skills, 64.3% supported its effectiveness, while 10.7% opposed it and 25% were uncertain When asked about time investment, 60.7% disagreed that the method was time-consuming, whereas 21.4% supported this notion, and 17.9% remained neutral.
A study revealed that 34% of learners struggle with English, while 35.7% disagreed with this notion, and 25% expressed strong agreement Additionally, 39.3% maintained a neutral stance Despite these varied opinions, the findings suggest that a genre-based approach can effectively enhance students' writing skills, grammar, and vocabulary.
3.2.3.2 Students’ self-report on their reduced difficulties
Table 3- Students’ self report on their reduced difficulties
The data reveals that 92.9% of students, totaling twenty-six individuals, reported that the approach significantly alleviated their difficulties in writing In contrast, two students felt that the method was ineffective and did not provide any assistance in their writing skills.
3.2.3.3 The things they have learned from this approach in writing
Chart 11- Students’ responses on the things they gained from new approach
Students reported significant benefits from the new teaching method, with 25 participants noting it enhanced their ability to express ideas logically and write grammatically correct sentences While three students were uncertain about its effectiveness, many indicated an enrichment of their vocabulary Additionally, 19 participants acknowledged improved understanding of connector usage Overall, the strengths of the new writing method included enhanced grammar and vocabulary practice, as well as better collaboration among students.
In short, almost all students benefited from the project in some ways
3.2.3.4 If they want to continue this genre-based approach in writing in the next semester
Table 4-Students’ responses on their wanting to continue with new approach
Summary of major findings
Basing on the results of questionnaires, writing test, writing sample, the major findings about the impact of the genre-based approach to the students‘ writing performance are as follows:
Many students struggled with using correct verb tenses and lacked a diverse vocabulary, leading to poorly constructed sentences and inadequate word choices They faced challenges in effectively expressing their ideas due to their limited understanding of English structures, which was further complicated by their tendency to think in Vietnamese The students expressed a desire for a new teaching approach that would enhance their writing skills and improve their use of verb tenses Additionally, they sought to learn more about different writing forms and genres, hoping to expand their vocabulary through a genre-based approach.
The new writing method enables students to effectively learn vocabulary and apply grammar correctly by encouraging them to select appropriate words for specific contexts This approach goes beyond textbook vocabulary, as students engage with grammar concepts that extend beyond previous lessons They understand the importance of presenting events in a logical order and using past tenses to accurately convey actions that have occurred Furthermore, students value the enhanced collaboration with their teachers and peers, which fosters a supportive learning environment.
Thirty-eight students engaged in constructive writing activities, benefiting from support provided by teachers and peers Sharing ideas with classmates proved invaluable for their future growth The innovative approach was highly motivating due to the engaging nature of the tasks and the associated benefits, prompting students to work diligently on vocabulary enhancement and writing revisions.
The effectiveness of the new writing method differed among students, with some reporting no improvement in their writing performance Additionally, these students felt that the new teaching approach was a waste of time.
The findings indicate that a genre-based approach significantly benefits individuals with a foundational understanding of verb tenses and logical idea expression Additionally, the willingness to collaborate with peers and engage with the teacher in completing assigned tasks plays a crucial role in this learning process.
Concluding remarks
The study reveals that a genre-based approach significantly enhances students' writing performance and fosters positive attitudes towards learning This method is deemed suitable for gifted high school students in Vietnam, although it's important to note that not all students may benefit equally Effective implementation of the genre-based approach requires students to possess foundational knowledge of English grammar and vocabulary Therefore, in classrooms with diverse English proficiency levels, this approach should be supplemented with additional strategies or adapted to meet the needs of mixed-ability learners.
Below are some suggestions for how the genre-based approach might be used in teaching writing at a high school for gifted students:
Teachers have a variety of activities at their disposal to effectively demonstrate lessons; however, it's crucial to choose those that align with students' proficiency levels Therefore, educators should carefully select and consistently train on the most appropriate activities for their classroom.
The stages of the teaching cycle must be adaptable to meet the unique needs and language proficiency levels of different student groups It is essential for teachers to thoroughly understand their students' language requirements prior to implementing the teaching cycle.
Thirdly, building the field is very important to the teaching any genre to prepare students in terms of knowledge and vocabulary for the writing tasks
In the final stage of joint construction, students can collaboratively create texts in small groups instead of relying on the teacher and the entire class to produce a single piece together.
Finally, writing tasks, relevant to students‘ social and cultural background and level should also be considered Ideally, teachers should move from easy to challenging tasks
Limitations of this action research:
1 The number of participants was small, only 28 students from 11 th Mathematics students at Tuyen Quang Gifted High School Therefore, generations cannot be made
2 The research was somehow affected by the existing writing program, which is said to include text-based instruction Therefore, the author did not have the total control in the experiment in terms of testing devices
3 The scope of the research was not large enough to carry a detailed comparison of genre-based approach and the traditional approach in terms of the costs and gains
4 There is no approach suitable to students of all levels Therefore the genre- based approach can be done well with students who are well-informed of the approach.
Plan for the next research cycle
In this cycle, I aimed to evaluate students' self-reports on the effectiveness of a genre-based approach for teaching writing While the initial results were positive, it remains unclear if this method genuinely enhances writing skills, as data collected during the experiment suggests To achieve a more reliable conclusion, a quasi-experimental design will be implemented in the next cycle Additionally, I plan to focus on increasing students' vocabulary through more reading activities, fostering collaboration among peers, and utilizing coaching and peer conferencing By incorporating jigsaw reading and exercises on sentence rearrangement, I hope to help students articulate their ideas more logically Furthermore, I will provide targeted exercises to improve their use of connectors in writing.
As educators, we have the power to effect meaningful change in our students' lives when we are intentional and motivated With support from decision-makers, passionate teachers can transform schools into leaders of positive change.
The focus of my action research was to identify effective strategies for enhancing students' writing skills I believe the insights gained from this research will serve as a valuable resource for driving change By situating my research question within a broader context, I aimed to understand how similar challenges have been addressed in existing literature.
1 Anderson, M., & Anderson, K (1996) Text types in English 1 Australia:
Macmillan Education Australia PTY LTD
2 Atkinson, D 2003 Writing and culture in the post-process era Journal of Second Language Writing, 12: 49-63
3 Badger, R & White, G (2000) Product, process and genre: Approaches to writing in EAP ELT Journal Oxford University Press in association with the
4 Badger, R & G White 2000 A process genre approach to teaching writing
5 Chandricka, G ( 2001), Teaching the recount genre using the genre-based approach, SEAMEO Regional Language Centre
6 Clark,I.L (2003) Concepts in composition: Theory and practice in the teaching of writing London: Lawrence Erlbaum Associates Publishers
7 Collerson, J (1998) Writing for life New South Wales, Australia
8 Cope, B &Katlantzis, M (1993) The power of Literacy: A genre Approach to teach Writing, London : Flamer Press
9 Derewianka, B (1992) Exploring how texts work Sydney: PETA
10 Halliday, M.A.K and Hasan, R (1985) Language, Context and Text: Aspects of
Language in Social-Semiotic Perspective Geelong: Deakin University press
11 Hamond,J (1987) An overview of Genre-Based Approach to the teaching of Writing in Australia, Australian Review of Applied Linguistics, 10/2, 163-81
12 Hoang, V and Hoang, H et al (2006) Tieng Anh 11 Hanoi: Education
13 Hoey, M (2001) Textual interaction: An introduction to written text analysis
14 Hyland, K 2003a Genre-based pedagogies: A social response to process
Journal of Second Language Writing, 12: 16-29
15 Johns, A M 1995 Genre and pedagogical purposes Journal of Second Language Writing, 4(1): 181-89
16 Koh, G H (1999) The genre approach – Implementing the Curriculum Cycle in the classroom TELL Journal, Vol 15 (1), 7—9
17 Luky Tiasari, 2007 The Use of Literacy Approach to Teach Recount Text to The
First Grade of SMA N 1 BAE KUDUS (In The Academic Year of 2006-2007)
18 Nghi Nguyen, Phan (2012) The use of genre-based approach to help 10 th students in Tuyen Quang Gifted High school to write better personal recount”
Unpublished thesis, ULIS, Hanoi, Vietnam
19 Martin J R 1993 ‗A contextual theory of language‘ in B Cope and M Kalantzis (eds.) The Powers of Literacy: A Genre Approach to Teaching Writing London: Falmer Press
20 Paltridge, B 2001 Genre, text type and the English for Academic Purposes (EAP) classroom In A M Johns (Ed.), Genre in the Classroom, pp.73-90 Mahwah: Erlbaum
21 Pincas, A 1982a Teaching English Writing London: Macmillan
22 Trowbridge, L., & Bybee, R (1990) Becoming a secondary school science teacher (5th Ed.) Columbus, OH: Merrill Publishing Company
23 Swales, J.M (1990) Genre Analysis: English in academic and research settings Cambridge, UK: Cambridge University Press
24 Teo, S K (1999) A sample writing lesson plan using the genre approach
25 Thi Kim Anh, Dang (2002) Applying a genre-based approach in teaching the writing of the English Discussion Genre to Vietnamese EFL students at the tertiary level, Thesis University of Melbourne, Australia
26 Trible, C.1996 Writing Oxford: Oxford University Press
27 Vyotsky, L 1978 Mind in Society: The Development of Higher Psychological Processes Cambridge: Harvard University Press
28 Wang, S Y (2000) Improving children’s writing skills through the teaching of text types Unpublished thesis, RELC, Singapore
29 Wray, D., & Lewis, M (1997) Extending literacy: Children reading and writing nonfiction London: Routledge
APPENDIX 1 THE WRITING TASKS IN TEXTBOOK TIENG ANH 11
2 PERSONAL EXPERIENCES Writing a personal letter to describe a past experience
3 A PARTY Writing an informal letter of invitation
4 VOLUNTEER WORK Writing a formal letter expressing gratitude
5 ILLITERACY Describing information in a table
6 COMPETITIONS Writing a letter of reply
7 WORLD POPULATION Interpreting statistics on population from a chart
9 THE POST OFFICE Writing a formal letter to express satisfaction or dissatisfaction
10 NATURE IN DANGER Describing a location
11 SOURCES OF ENERGY Describing information from a chart
12 THE ASIAN GAMES Describing the preparations for the coming Asian Games
Writing a report on a man-made place
APPENDIX 2 MODEL TEXT S TO TEACH THE ASPECTS OF A RECOUNT
We are having a great holiday here on the Gold Coast Yesterday we went to Movie World
We woke up to a morning that seemed rainy, but as the clouds cleared, the sun emerged, prompting us to head to Movie World for a day of fun.
My first thrilling experience was on the Lethal Weapon ride, followed by an entertaining Police Academy show After satisfying my hunger with lunch, my mum and Kelly were in line for the exciting Batman ride.
About one o’clock we got a light shower of rain but it cleared up soon after
We then went on all the other rides followed by the studio tour
It was a top day See you when we get back
One morning, I woke up with a strong sense that the day ahead would be unfortunate, and my instincts proved correct when I realized it was already 6:15 a.m.
I rushed into the bedroom I did not see a piece of soap lying on the floor I stepped on it and slipped, almost breaking my back in process
I hurried into the dining room for breakfast, quickly gulping down my tea without noticing its heat, which burned my tongue The pain prevented me from eating anything, so I got dressed and rushed to the bus stop.
Unfortunately, I just missed the bus My hurt sank and I knew that I would be late for school
When I reached school, my name was taken down by the teacher The teacher scolded me for being late To my humiliation, I was made to stand outside the class I was so upset by the incidents that I could not study properly Bur worse was to come
After school, I was struck on the head by a bag of fish bones that someone had carelessly thrown out of a window Although I was furious, there was nothing I could do about it, and thankfully, it only caused a small bump on my head.
I managed to reach home safe and sound, and did not dare to go out again for the rest of the day
APPENDIX 3 ACTIVITIES TO BUILD THE FIELD Activity 1 Adding details
Adding detail – why? Because it was hungry
Adding detail – how? As loudly as it could
Detail sentence: The baby cried as loudly as it could because it was hungry
Adding detail – why……….……… Adding detail – how……….… ……… Adding detail – when……… Detail sentence: ……… ………
3 The girl walked to the phone
Adding detail – why……….……… Adding detail – how………
Activity 2: Fill in the missing words a About 10 a.m……… I saw this blue car b ……….……….I saw this man
V c I ……… ……….………walked up to the door d ……….……… ……… the robber had everyone in the bank e ……… ……….………I hurried to the telephone box
Activity 3: Read the letter and write the words showing order
We are having a wonderful holiday Yesterday was great as we went to Movie World
When we got up in the morning it looked like rain After a while the clouds disappeared and it became a sunny day We then decided to go to Movie World
The first ride I went on was Lethal Weapon Next I saw the Police Academy Show
Feeling hungry, I enjoyed a milkshake and hot dog before taking a rest Meanwhile, Mum and Kelly waited in line for the Batman ride and finally got their turn.
It rained about lunchtime but soon after it was fine again We then went on all the other rides and lastly did the studio tour
It was fun See you soon
Activity 1 Read the model and then, find out about the structure and language features
On Thursday 4 Feb our class went to the Science Centre We went there in our school bus
Upon our arrival at the Centre, we promptly went to the Education Room, where Miss Tan, a staff member, introduced herself and presented an informative slideshow about the Centre.
Our visit to the eco-garden was an enjoyable experience as we identified various plants we had studied in our Science lessons Additionally, we had the opportunity to interact with a playful hamster and some adorable white mice, making the trip even more memorable.
During our visit to the Centre, we explored various exhibits, spending extra time at the clapping tree Several interactive stations allowed us to conduct experiments and learn about different scientific principles Our teacher emphasized the importance of handling the equipment with care.
Two hours later, we met our form teacher, Mr Goh, at the entrance, and boarded our school bus to return to the school
Last weekend, our class went to Ba Vi for a two-day camping holiday
The bus left the school at 5a.m When we arrived at the campsite, first we put up the umbrella tent, next we went round to watch wildlife in the forest
Some went fishing and swimming in the lake, then we went back to our tent and prepared lunch, we cooked our favourite food over an open fire
In the evening we sang and danced around the action verbs in past tense
Use of proper nouns, pronouns conjunctions & connectives
Use of proper nouns, pronouns conjunctions
Reorientation campfire The next day we played games and we left the campsite at 4 p.m
Although the trip made us tired, we felt very happy because we had a good time to live together
Activity 2: Rewrite the model to change its tone by adding emotive words
Activity 3: Complete the telephone conversation below It is a friend asking about what you did last weekend Then, put 1 st person conversation into a 3 rd person observation
Mary: Hi, what did you do last weekend?
Peter: Well, first of all, on Saturday morning, I……… After that……….then………
Mary: Yeah, did you watch anything on TV Saturday night?
Mary: What did you do on Sunday?
Mary expressed that she had a rather dull weekend and mentioned she would share more details at school She noted that she needed to leave because her mother wanted to use the phone, bidding farewell as she exited.