Rationale
Over the past two decades, foreign language education policy in Vietnam has become essential for national development and individual advancement Social changes have led to shifts in language preferences and attitudes toward employment, with English emerging as a dominant choice This has significantly impacted the education system, particularly higher education, and continues to influence society Currently, English is integrated into the lower secondary curriculum starting from grade 3 and is a mandatory component of the national examinations for the general education diploma.
The widespread use of foreign languages, particularly English, in education and daily life has been reinforced by a government Order from August 15, 1994, mandating that officials study foreign languages, especially English Despite the new textbooks aiming to enhance all four language skills, many Vietnamese students face significant challenges in written expression, often due to limited writing experience and anxiety about essay assignments Observations indicate that English language students show a lack of enthusiasm for essay writing, resulting in unsatisfactory performance in writing tests This prompts the need for research to understand the underlying reasons for these issues.
State of the problem
Nurturing and training talented students is a primary mission of specialized schools across the nation, requiring a distinct educational approach for language specialization Since 2006, the Ministry of Education and Training (MOET) has revamped English textbooks, implementing "Tieng Anh 10, 11, 12 nang cao" to cater specifically to these students Rather than standardizing curricula, MOET offers a flexible framework of content and skills, allowing teachers, particularly at Le Hong Phong specialized secondary school, to curate materials that enhance their teaching Additionally, since 2000, national tests for language students have been structured to align with the curriculum, incorporating essay writing as a mandatory component, which poses challenges for students This aspect of writing is often perceived as difficult and tedious, requiring significant time and effort for improvement Effective teaching strategies for essay writing, essential for Vietnamese learners, emphasize three key factors: Motivation, Rhetorical Patterns, and Coherence A successful approach focuses on guiding students in developing rhetorical ideas, encouraging independence in expanding supporting arguments and using examples to enhance persuasiveness.
The researcher aims to investigate the essay writing process and teachers' roles during writing lessons to understand students' opinions and attitudes towards essay writing This research seeks to provide valuable insights for writing instructors and students, helping them discover effective methods and techniques for improving essay composition.
Aims of the study
This study is aimed to:
(1) Examine kinds of approach of the teaching of essay writing used by teachers of writing at Le Hong Phong specialized secondary school
(2) Explore common activities used by teachers at Le Hong Phong specialized secondary school to develop students’ essay writing skill and students’ attitudes towards those activities.
Research questions
The study was carried out in order to find out the answers to 3 research questions
(1) What are the common activities do teachers use to develop students’ essay writing skills?
(2) What are the students’ perceptions of the usefulness of those activities to their writing proficiency?
(3) To what extent do those activities satisfy the students’ expectations?
Scope of the study
This study specifically examines 11th-grade students enrolled in an English language specialization class at Le Hong Phong Specialized Secondary School, as it marks their first official instruction in essay writing However, the findings may not be applicable to all Vietnamese students Therefore, the recommendations for teaching and learning essay writing are likely to be most effective for groups of language specialization students in secondary education.
Method of the study
This study employs a mixed-methods approach, combining quantitative and qualitative research to enhance the reliability and validity of the findings Data collection involved survey questionnaires, classroom observations, and interviews The research focuses on English language students' perceptions of classroom activities, assessing their usefulness and aligning with their learning needs and expectations Additionally, questionnaires and post-classroom observation interviews with writing teachers were conducted to examine common activities that support students' essay writing skills and to understand the perceived value of these instructional methods.
Design of the study
Academic writing and essay writing
Academic writing, as defined by Oshima and Hogue (1991), is a specific form of writing required in college and university settings, distinguishing itself from personal, literary, journalistic, and business writing The unique characteristics of academic writing are influenced by its intended audience, formal tone, and specific purpose, which collectively shape its style and approach.
Oshima and Hogue clarify the definition of academic writing by highlighting key differences, emphasizing the significance of the audience in effective communication The intended audience shapes the writer's ability to convey their message clearly Additionally, the tone of academic writing, which reflects the writer's attitude towards the subject, is influenced more by the audience than by the topic itself Furthermore, the primary purpose of academic writing is often to explain, though it can also aim to persuade or convince readers of the writer's perspective on specific issues Ultimately, the chosen organizational form and style of writing are determined by the intended purpose.
Writing transforms thoughts into visible insights, allowing us to share ideas about natural and cultural phenomena This process of ordering our observations enables meaningful exchanges that contribute to the ongoing conversation of civilization Academic essays blend logic and creativity, requiring writers to master a unique skill set distinct from everyday language use An effective essay communicates precise information, develops a clear thesis, supports it with evidence, addresses potential counter-arguments, and sustains a sense of discovery throughout the narrative.
Place of writing in foreign language programs
Writing is a vital communication skill not only for daily life but also for students preparing for university, as it is essential for academic literacy For students studying English as a foreign language (EFL), academic writing presents unique challenges due to the complexity of the skills required and the cultural differences in structure and rhetoric As noted by Casanave (2002), the implicit rules of academic writing can make it a “clueless” challenge Among these rules, textual competence, defined by Bachman (1990) as the ability to effectively develop and organize ideas in a persuasive academic format, is the most significant hurdle for students Based on our teaching experiences in Vietnam, we align with Hayashi’s observations on these challenges.
(2005) observation that EFL students’ writings more often than not end up lacking a clear logical flow and unity, not to mention a persuasive linear argument
Teaching students to produce writing that meets academic standards poses challenges for both students and teachers Students often struggle with varying levels of English proficiency and come from diverse cultural and academic backgrounds, making it essential for educators to develop flexible writing skills in their pupils A writing task that is engaging and achievable for some may be overwhelming for others, leading to frustrations in the classroom Consequently, many high school teachers express that writing is the most difficult skill to teach effectively.
It is obvious that writing is a difficult skill because it requires many characteristics which are not necessary for speaking such as formality, well- planned, accuracy and time
Writing involves various strategies and is deeply connected to communicative purposes within social and occupational contexts (Candlin & Hyland, 1999) Each writing act shapes the reality it portrays, reinforcing specific communication modes and the social relationships they entail Consequently, writing serves as both a personal expression and a socio-cultural act of identity, allowing writers to demonstrate their membership in diverse communities of practice while also showcasing their unique creative individuality.
Writing plays a crucial role in enhancing student learning by reinforcing grammatical structures, idioms, and vocabulary (Raimes, 1983) It encourages students to explore the language creatively and take risks beyond their current knowledge Engaging in writing allows students to immerse themselves in the new language, as the process of expressing ideas actively involves their eyes, hands, and minds, thereby strengthening their overall learning experience.
Teaching academic writing is essential for students learning English as a foreign language (EFL) because it typically necessitates structured instruction Unlike other skills, writing is not easily acquired through mere exposure, making guided teaching crucial for effective learning (Tribble, 1996:11).
Major approaches to teaching writing
The product approach
The product approach to writing emphasizes the analysis of a model text, which serves as a foundation for creating a similar or parallel piece This method focuses on the characteristics of the final text that writers are expected to produce, following a specific sequence to guide the writing process.
Model text -> Comprehension / analysis/ manipulation -> new input -> Parallel text
(Robinson, 1991 cited in Evan and St John, 1998)
The product approach to writing emphasizes linguistic knowledge, focusing on vocabulary, syntax, and cohesive devices In English as a Foreign Language (EFL) contexts, it is based on Behaviourist theory, where learners imitate fixed patterns Advocates of this approach view the writing process as linear, comprising four stages that align with the Present, Practice, and Produce teaching structure introduced around the same period.
Stage 1: Familiarization-this makes students aware of certain features of a particular text
Stages 2 and 3: Controlled and Guided writing- these stages aim at giving learners guided practice with increasing freedom to help them practice
Stage 4: Free writing-This is where the learners are finally given a free reign and can produce a piece of writing by imitating the sample text
This effective approach to teaching writing for beginners emphasizes gradual progress through imitation and repetition of model texts While not all learners will write proficiently from the start, they can develop their skills step by step Additionally, educators can enhance students' understanding of writing theory by covering essential elements such as grammatical structures, word choices, cohesive devices, content variation, and essay organization.
While this approach has its benefits, it also has notable drawbacks Students often become passive learners, relying heavily on their teachers, textbooks, or model texts for writing skills This reliance can result in simplistic copying of model texts, where only a few words are changed, stifling creativity and motivation Additionally, correcting mistakes during the writing process can discourage students, as many are anxious about common beginner errors.
The product approach is beneficial for beginner writers as it establishes a solid foundation for their writing practice However, relying solely on the teacher and model texts can lead to passivity among students, leaving them unprepared and often surprised when faced with new topics or types of essays in official writing tests.
The process approach
The Process approach to writing emphasizes the cyclical nature of writing rather than adhering to a fixed linear method like the Product approach This approach aligns closely with communicative-task based instruction, which is prevalent in contemporary communicative pedagogy Unlike the Product approach, which prioritizes the final written product, the Process approach concentrates on the cognitive processes involved in writing According to Flower (1985), the thinking stage enables students to recognize the rhetorical problem, devise potential solutions, and reach a suitable conclusion.
Generate ideas -> select ideas -> Group ideas - -> Order ideas
According to Hedge (1990), the writing process involves several stages, including motivation to write, idea generation, planning and outlining, note-taking, drafting, revising, and preparing for publication Similarly, Oshima and Hogue (1991) outline the writing process in three main steps: pre-writing, planning (or outlining), and writing, followed by revising drafts through self-review or feedback from peers and teachers.
The process approach itself helps organize the writer’s thoughts White and Arndt
(1991, p.12) argue this is because there is a close link between writing and thinking
The process approach to writing emphasizes the importance of the writing journey, prioritizing the methods used to create a text as much as the final product Writers often begin with only a general idea, which is then refined and developed through multiple drafts, highlighting the transformative nature of the writing process.
Main features of the process approach
The process approach emphasizes individual fluency and expression in writing, shifting away from the traditional view that regarded written language as secondary to spoken language This method focuses on empowering learners, allowing them to make informed decisions about their writing direction (Jordan, 1997) Clenton (2003) reinforces this idea by stating that teachers should act as facilitators, providing formative feedback rather than presenting a perfect model This approach encourages students to take greater responsibility for their improvements, moving beyond merely imitating a predetermined example.
The process approach to writing presents several challenges for both learners and teachers Many students struggle with writing in their native language due to a lack of practice, making it difficult for them to express their thoughts clearly Additionally, students often find it hard to generate relevant ideas related to assigned topics, which highlights the importance of considering their diverse life experiences and interests when selecting subjects Furthermore, assessing the effectiveness of this approach across different educational settings remains a complex issue As noted by Johns (1990), the focus of this approach is on the writer as the creator of written text, emphasizing that the writing process itself is the most critical element in developing effective discourse.
The process approach to writing fosters student engagement and motivation by promoting a learner-centered environment where students take an active role, while teachers serve as observers Although beginners require guidance and support from instructors, this method is effective for classroom practice Students are encouraged to write independently and seek feedback from their teachers to correct mistakes, enhancing their writing skills.
Essay writing as a form of Academic writing
Academic essays encompass a wide range of subjects and require a thoughtful discussion of relevant issues A strong argument is crucial in academic writing, as it transforms thoughts into visible expressions Insights gained from observing natural and cultural phenomena must be organized effectively to facilitate understanding and engagement The conventions of academic essays blend logic and creativity, differing across disciplines while maintaining core elements A well-crafted essay should demonstrate a clear thesis, provide supporting evidence, address potential counterarguments, and sustain a sense of discovery throughout the writing process.
Essays are formal documents that require a consistent and appropriate academic style, distinguishing them from informal writing They must have a clear purpose beyond simply meeting an assignment deadline; the goal is to present a compelling argument for an original idea developed through thorough research This process may involve extensive reading, experimentation, or careful observation, rather than merely transferring information or demonstrating mastery of material, which would contribute to an overload of meaningless content.
Challenges of teaching and learning essay writing
Writing is a vital communication skill, especially for students preparing for university, and it poses unique challenges for those studying English as a foreign language (EFL) The complexity of academic writing skills, combined with cultural differences in structure and rhetoric, often leads to difficulties in meeting the conventions of academic English A key challenge is developing textual competence, which involves organizing ideas cohesively and persuasively Based on our experiences as teachers in Vietnam, we concur with Hayashi (2005) that EFL students frequently struggle with maintaining logical flow and unity in their writing, resulting in arguments that lack clarity and persuasiveness.
In academic settings, students often struggle to meet writing standards, while teachers face the challenge of guiding students with diverse English proficiency levels and cultural backgrounds to become adaptable writers This diversity means that a writing task that is engaging for some may be overwhelming for others Consequently, EFL teachers must find ways to engage all students in writing assignments, maintain motivation among stronger students, and ensure that weaker students have the support they need to succeed By fostering collaboration in the classroom, teachers can help all students make progress and enhance their writing skills.
Conclusions
This chapter provides a comprehensive review of key issues related to the study, focusing on academic and essay writing, teaching methodologies, and the challenges faced in teaching essay writing within the EFL context The upcoming chapter will outline the study's context, methodology, and the procedures for data collection and analysis.
The context of the study
Le Hong Phong Specialized Secondary School, established in 1920 and renamed in 1993, is a prominent institution in Nam Dinh province, recognized for its significant contributions to education With a remarkable record of 166 national and 24 international awards from 1994 to 2009, it stands out as one of the leading schools in Vietnam for quality education The dedicated faculty, known for their expertise and creativity, utilize modern teaching tools, including overhead projectors, whiteboards, and computers, to enhance learning Each division is equipped with resource-rich rooms containing books, newspapers, and internet-connected computers, while classrooms feature advanced teaching aids Additionally, the school boasts two informatics technology rooms, providing students with ample access to computers and the internet.
According to the Department of Upper School Education Regulations for Specialized Schools, provinces can establish specialized schools to cultivate national talent Le Hong Phong Specialized School annually forms 33 classes across 11 disciplines, including mathematics, informatics, and languages The school has the privilege of selecting students based on their academic performance, requiring a minimum standard and an 8.0 score in language subjects from ninth grade Applicants must take three compulsory subjects—Math, Literature, and English—along with a specialized subject, which receives double weighting in the evaluation As a result, students in the language specialization possess a strong foundation in English, enabling teachers to effectively nurture and develop their talents.
Target training significantly benefits English language students, particularly girls, who demonstrate a strong interest and dedication to their studies Their exposure to diverse foreign cultures enhances their confidence and engagement, making them more active participants in the learning process This keen interest and cultural familiarity greatly facilitate effective teaching and learning outcomes.
Methodology
Participants
The subject of this study was drawn from two sources divided into two groups:
A study was conducted with 30 eleventh-grade English language specialization students at Le Hong Phong Specialized Secondary School in Nam Dinh, comprising 10% male students These learners, who have studied English for a minimum of five years, possess an intermediate level of proficiency and are enthusiastic about the language They effectively use English for communication in the classroom with their peers and teachers Currently, they utilize secondary textbooks designed for social science and humanities disciplines, specifically Tieng Anh 10, 11, and 12 nâng cao, as their primary learning resources.
The reason for selecting eleventh English language specializing students but 10 th or
In 12th grade, students only began learning how to write essays in 11th grade, which provided them with the opportunity to be selected for the national combined group, consisting of both 11th and 12th graders.
The study involved six experienced English teachers specializing in writing skills for English language students, each with at least two years of teaching experience The participants, aged from their mid-twenties to over fifty, included a notable majority of female teachers, with a ratio of one male to five female educators.
The reason for choosing these six teachers was that they had experience in teaching English language specializing students, especially teaching essay-writing skills.
Instruments
Four main instruments were used to obtain the information for the study will be mentioned as follows:
Instrument one: A survey questionnaire completed by 30 eleventh English language specializing students
The questionnaire comprised two main sections: the first gathered general information about students, including their gender, age, years of English study, and essay writing frequency The second section featured six questions—three closed and three open-ended—aimed at assessing students' perceptions of the usefulness of classroom activities and how well these activities met their expectations Adapted from Kanji Kumar's Research Methodology (1996), the questionnaire was conducted in English, with students encouraged to respond to open-ended questions in either Vietnamese or English For more details, refer to Appendix A.
Instrument two: A questionnaire with 2 sections completed by teachers of English at school where the study was conducted Refer to Appendix B
The article begins by detailing the teachers' general information, including their gender, age, and years of experience in teaching English and writing skills It then explores the frequency of classroom activities, the teachers' perceived value of these activities, the challenges they encounter while teaching essay writing, and the solutions they propose to overcome these challenges.
Instrument three: Semi- structured interview to students
An informal one-on-one interview was conducted with 11 randomly selected eleventh-grade English language students following classroom observations The interviews, lasting 10 minutes each, were held in Vietnamese and included a mix of 13 structured and non-structured questions The interview protocol was adapted from John W Creswell's "Qualitative Inquiry and Research Design: Choosing Among Five Traditions."
The study employed a non-participant observation method, where the researcher observed and documented activities in a real classroom setting This observation took place over three periods, totaling 135 minutes, in an eleventh-grade English specialized class.
The observation protocol was adapted from Qualitative Inquiry and research Design Choosing among Five Traditions which was written by John W Cressell (1997) (Refer to Appendix D)
Data collection procedures
During the initial two weeks, the classroom performance of two teachers in an eleventh-grade English language specialization class was closely observed Prior to the observation, necessary permissions were secured from the headmaster, the head of the English department, and the teachers themselves Detailed notes were taken during the observation, which were later analyzed to draw meaningful findings and conclusions.
The following week, a questionnaire was distributed to 30 eleventh-grade English language students, who were given 15-20 minutes to complete it in either Vietnamese or English To ensure clarity and understanding, the researcher obtained permission from the teacher to personally explain the study's purpose and significance to the students, addressing any questions they had Additionally, a survey was administered to six English teachers, who were allotted three days to complete it.
Ten students from the 11th-grade English language specialization class were randomly selected for one-on-one interviews held in a quiet room during the fifth period on the second and third Saturdays of May Prior to the interviews, the researcher outlined the research's nature, the interview's purpose, and the expected duration of the discussions The researcher welcomed any questions from the students and informed them that the conversations would be recorded and explained how the data would be utilized in the future.
The study analyzed data to assess students' perceptions of teachers' classroom activities, focusing on their usefulness and the degree to which these activities met students' expectations Additionally, it compared the opinions of two distinct groups regarding these activities.
The collected data were thoroughly reviewed to gain a comprehensive understanding, while observation notes were meticulously rewritten and interview transcriptions recorded The findings were then presented using tables, figures, and charts for clarity and visual representation.
This section will provide a comprehensive overview of the data analysis and findings based on the results obtained from the study Initially, it will present general information about the participants, which include 30 students and 6 teachers, along with the methodology, instruments, and procedures used for data collection.
The study involved 30 students, comprising 27 females and 3 males, all of whom were 11th-grade students specializing in English Approximately 93% of the participants had over 5 years of English learning experience, while 7% had less than 5 years The research included 6 teachers, with only one male, aged between 27 and 54, and their teaching experience ranged from 3 to 30 years During the 2009-2010 school year, these teachers were responsible for instructing specialized English classes, focusing on writing skills and essay composition for English language specializing students.
Chart 1 below shows the frequency of writing essay by students
10% very often often sometimes rarely/ never
The chart indicates that students typically wrote essays at least once or twice a week, with 10% demonstrating a strong interest in essay writing by completing three to four essays weekly.
Research question 1: What are the common activities do teachers use to develop students’ essay writing skills?
Classroom observations and teacher interviews reveal that teachers frequently incorporate pre-writing activities in their writing lessons, with 83% providing structures and vocabulary to support students This approach addresses students' uncertainty in using new language elements, particularly due to the pressures of university entrance exams Additionally, the same percentage of teachers encourages students to collaborate in pairs or groups to create outlines before writing Outlining enhances writing skills by helping students organize their ideas, ensuring relevance and logical order, and allowing for quicker writing as they follow a structured plan Ultimately, this practice also improves grammar, as students can focus on language mechanics rather than generating ideas.
Table 1: The frequency of using classroom activities by teachers in writing lessons
Classroom activities very often often sometimes rarely never a Giving structures and vocabulary related to given topic
Effective writing instruction can be enhanced through various strategies Group brainstorming sessions can generate diverse ideas, while collaborative outlining in pairs or small groups fosters organization Teaching students to use cohesive devices improves the flow of their writing Analyzing model essays provides valuable insights into structure and style Incorporating aids such as pictures, maps, music, and reading texts can stimulate creativity Encouraging students to craft their own thesis statements and write topic sentences for each paragraph strengthens their focus Writing drafts allows for refinement, and setting time-limited writing tasks encourages efficiency Providing constructive feedback, both from the teacher and peers, is essential for student improvement.
Starting can be challenging for students, which is why they are often organized into groups to collaborate In these groups, they brainstorm and jot down their ideas related to the assigned topic, capturing their thoughts in note form or in a random sequence.
Approximately 50% of the study participants frequently instructed students on the use of cohesive devices, encouraged them to formulate their own thesis statements, and assigned writing tasks within a specified timeframe.
Teachers reported that providing feedback and corrections after classroom observations was time-consuming and challenging due to limited class time As a result, they typically reviewed only two or three students' papers in front of the class, focusing on common grammar errors, word choice, and expression The remaining work was left for self-correction and peer correction, where students exchanged drafts and suggested improvements such as better organization, paragraph division, sentence variety, and word choice Acting as each other's editors, students benefited from positive feedback, which helped build their confidence and foster a positive atmosphere for future writing classes Despite this, teachers noted that students still preferred feedback on grammatical and lexical accuracy in their work.
Visual aids, including games, music, pictures, and maps, can significantly reduce classroom stress and enhance the learning environment However, only 33% of teachers utilize these tools, with one-third never incorporating them at all This reluctance stems from two main reasons: first, traditional essay formats often prioritize argumentation and explanation over visual illustration, making visual aids seem unnecessary Secondly, due to time constraints, many teachers opt to assign reading materials for students to explore at home, limiting the use of interactive or visual resources in the classroom.
Only 33% of teachers preferred using and analyzing model essays, while a significant portion of the sample, 23% and 17% respectively, rarely or never provided them Teachers typically offered model essays and conducted analysis primarily when introducing a new essay type, helping students become familiar with the essay format, language style, and organization.