Rationale of the study
English has emerged as a global language, essential for various fields, as highlighted by Flanegin and Rudd (2000) In today's world, mastering English is crucial, encompassing four core skills: listening, speaking, reading, and writing Among these, writing is often regarded as the most challenging aspect of learning English.
The ability to express feelings, thoughts, desires, and plans in written form is crucial for effective communication As highlighted by Rita Rani Mandal (2009), writing serves as an essential tool that allows individuals to connect and interact with others in various ways.
Writing is a crucial skill not only taught in schools but also essential for real-life communication and personal development Enhancing writing skills can significantly improve students' language abilities and support their reading and speaking skills Furthermore, writing serves as a gateway to various fields, including literature and technology Despite its importance, many secondary students overlook writing's value and struggle with common mistakes in their written work This is particularly evident among grade 6 students, who often lack the knowledge to construct paragraphs correctly, leading to low scores in writing assessments and negatively impacting their overall academic performance Consequently, teaching English through creative methods and fostering independent learning presents a significant challenge for educators This research aims to identify the writing difficulties faced by grade 6 students and propose effective techniques to enhance their writing skills.
At secondary school X, significant investments have been made in English education, including specialized classrooms and foreign teachers The student body consists of those who attended primary school X and those from other primary schools Throughout the teaching process, it became evident that nearly all students face challenges with writing Both groups tend to make similar mistakes in paragraph writing, although the frequency of these errors varies Consequently, it is essential to identify the specific writing difficulties and propose recommendations to enhance students' writing skills.
Aims and objectives of the study
The aim of the study is to identify difficulties grade 6 students often have in learning writing in order to suggest ideas which can minimize these weaknesses
This study aims to identify the challenges faced by sixth-grade students in learning English writing and to propose effective solutions to improve their writing skills.
Research questions
- From the grade 6 students‟ perspective, what are the writing difficulties in their learning process?
Scope of the study
Research highlights the challenges that sixth-grade students face in developing their writing skills, emphasizing the need for targeted solutions to address these difficulties effectively.
The research employed a qualitative approach, beginning with the collection of 50 written artifacts Analyzing these student writing samples allowed for the identification of common writing challenges faced by sixth-grade students.
A questionnaire was administered to 50 Grade 6 students to gather insights into their challenges in writing Following this, personal interviews were conducted to better understand their perspectives, difficulties, and strategies for reducing writing errors.
Finally, recommendations for the solutions to the students‟ English writing difficulties were proposed based on the collected data
In Vietnam, the implementation of the new English language curriculum, Project 2020, has garnered attention from students, parents, and teachers alike This curriculum emphasizes the development of four essential skills: Listening, Speaking, Reading, and Writing Among these, writing is often perceived as the most challenging skill for secondary students to master Therefore, it is crucial to examine the writing process at the secondary level and identify the specific difficulties students face in developing their writing skills.
Many Grade 6 students find writing to be a challenging task, with only a few able to compose a paragraph correctly Their proficiency in academic English writing can be affected by various factors, including their literacy background in their native language, which plays a crucial role in developing writing skills Therefore, identifying writing difficulties through students' self-awareness is essential for enhancing their learning capabilities.
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the study is divided into three chapters: Chapter 1, the Literature Review, establishes a theoretical framework by examining previous research and defining key writing concepts relevant to Grade 6 students; Chapter 2, Methodology, outlines the research setting, participants, research type, data collection methods, and research procedures; and Chapter 3 focuses on data analysis, interpretations, discussions, and pedagogical recommendations Finally, Part three concludes the research with a summary, acknowledges the study's limitations, and offers suggestions for future research.
The article concludes with a comprehensive list of references, featuring diverse authors, psychologists, and researchers Additionally, the appendices include essential materials such as the survey, a compilation of interview questions, the six-trait scoring rubrics from the NWREL Model, the Northern Nevada Writing Project's secondary writing guide, a table of general paragraph rubrics, and written artifacts from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most important inventions in human evolution (1990), as it allows individuals to share knowledge, opinions, and emotions Third-year students at the National University of Singapore (1994) described writing as a creative process that involves reaching out to discover and express one's thoughts, highlighting its role in meaning-making However, Burke (2010) emphasizes that
Writing should be viewed through the lens of society rather than through the experiences of an individual, as highlighted by Nunan (1991) He noted that one of the greatest challenges in language learning is the ability to create a coherent, fluent, and extended piece of writing, a task that proves even more daunting for those learning a second language.
In English language education, students focus on developing all four language skills, with writing often being a significant concern This research addresses the challenges students face during the writing process, which can include issues related to grammar, vocabulary usage, and time management.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration
Descriptive writing involves detailing a person, place, or thing, emphasizing the illustration of characters, events, or locations It engages the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to vividly experience the world Consequently, the significance of descriptions extends beyond education, playing a vital role in real-life situations as well.
Exposition is a writing style aimed at defining, explaining, or clarifying a topic in a clear and logical way It is structured around a central theme and follows a specific organizational pattern The primary objective of exposition is to inform the reader, analyze a subject, or offer a detailed explanation of a particular issue.
Letter writing is a fundamental communication skill that serves various purposes, including expressing complaints, conveying gratitude, making requests, and offering suggestions Regular practice in writing letters can enhance students' communication abilities and handwriting skills Additionally, engaging in letter writing fosters good social skills by teaching individuals the importance of saying thank you and inquiring politely for information.
Narrative writing aims to tell a story, whether based on real events or fictional creations, incorporating characters and dialogues to enhance engagement Factual narratives are grounded in verifiable events, while fictional narratives are entirely the writer's imagination This form of writing, found in fiction, non-fiction, and poetry, shares personal experiences that foster empathy and sympathy in readers, helping them connect with diverse perspectives of the world.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory (NWREL) in the early 1980s, provides an analytical framework for assessing writing skills through seven key traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas serve as the foundation of writing, requiring clarity, focus, and engaging content supported by relevant details Organization pertains to the logical structure of writing, encompassing a clear beginning, middle, and end that enhances reader comprehension Voice reflects the writer's unique style, beliefs, and experiences, making it essential for authenticity Word choice involves the use of vivid and precise language that creates imagery and evokes emotions, while sentence fluency focuses on the rhythm and flow of sentences, ensuring a smooth reading experience Conventions encompass the grammatical and mechanical rules that writers must adhere to, including spelling and punctuation Lastly, presentation emphasizes the visual appeal of the writing, highlighting the importance of layout and formatting.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
Significance of the study
In Vietnam, the implementation of the new English language curriculum, Project 2020, has raised concerns among students, parents, and teachers This curriculum emphasizes the development of four essential skills: Listening, Speaking, Reading, and Writing Among these, writing is often perceived as the most challenging skill for secondary students to master Therefore, it is crucial to examine the writing instruction at the secondary level and identify the difficulties that students face in learning this skill.
For many Grade 6 students, writing poses significant challenges, with only a handful demonstrating the ability to construct a paragraph correctly Their proficiency in academic English writing can be affected by various factors, including their literacy background in their native language, which plays a crucial role in developing writing skills Therefore, identifying writing difficulties through students' self-awareness is vital for enhancing their learning capabilities.
Design of the study
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the article consists of three chapters: Chapter 1 offers a literature review that establishes a theoretical framework by examining previous studies and defining key concepts related to writing, particularly focusing on the types of writing learned by Grade 6 students Chapter 2 outlines the methodology, detailing the research setting, participants, research type, data collection methods, and the overall research procedure Chapter 3 presents the findings, including data analysis and interpretations, discussions, and pedagogical recommendations Finally, part three concludes the research by summarizing the key points, acknowledging the study's limitations, and providing suggestions for future research.
The article concludes with references and appendices that include contributions from various authors, psychologists, and researchers The appendices feature a survey, a compilation of interview questions, six-trait scoring rubrics based on the NWREL Model, the Northern Nevada Writing Project's secondary writing guide, a table of general paragraph rubrics, and written artifacts from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most significant inventions in human evolution, as it enables individuals to express their thoughts and emotions According to third-year students at the National University of Singapore in 1994, writing is a creative process that involves discovering and articulating one's ideas This ability to communicate through writing allows for the sharing of knowledge and opinions, highlighting its importance in human interaction.
Writing should be viewed through the lens of society rather than through the experiences of an individual According to Nunan (1991), one of the greatest challenges in language learning is crafting a coherent and fluent extended piece of writing, a task that becomes even more daunting for second language learners.
In English language education, students engage in all four language skills, with writing often being a significant concern This research addresses the challenges students face during the writing process, which can include issues related to grammar usage, vocabulary range, and time management.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration
Descriptive writing is a form of expression that involves detailing a person, place, or object, focusing on vivid illustrations of characters, events, or locations It engages the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to connect with the world around them This type of writing is essential not only in educational contexts but also in everyday life, enhancing our understanding and appreciation of our surroundings.
Exposition is a writing style aimed at defining, explaining, or illuminating a topic in a clear and logical way This form of writing is structured around a central theme and follows a specific pattern or combination of patterns The primary objective of exposition is to convey information, analyze, or provide a detailed explanation of a particular subject.
Letter writing is a fundamental communication skill with various purposes, including complaints, gratitude, requests, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills Additionally, it fosters good social skills, teaching the importance of expressing thanks and making polite inquiries.
Narrative writing aims to tell a story by incorporating relevant details, featuring either real events or fictional creations by the writer This form of writing typically includes characters and dialogues, distinguishing between factual stories, which are based on verifiable events, and fictional stories, which are entirely imagined Whether in fiction, non-fiction, or poetry, narrative writing shares personal experiences that foster empathy and sympathy in readers, helping them connect with the broader human experience.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, also known as the NWREL Model, is an analytic framework developed in the early 1980s by the Northwest Regional Educational Laboratory to assess key traits of writing ability The model emphasizes seven essential traits: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation Ideas are the cornerstone of effective writing, requiring clarity, focus, and engagement to enrich the topic Organization pertains to the logical structure of writing, encompassing a clear beginning, middle, and end to enhance reader comprehension Voice reflects the writer's unique style and personal experiences, making it essential for authenticity Word choice involves the strategic use of vivid and precise language to create imagery and evoke emotions Sentence fluency focuses on the rhythm and flow of writing, ensuring it is smooth and enjoyable to read aloud Conventions encompass the grammatical and mechanical rules that writers must adhere to, such as spelling and punctuation Lastly, Presentation addresses the visual appeal of the writing, emphasizing the importance of layout and formatting.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
According to Al-Khsawneh (2010), students' weaknesses in English stem from ineffective teaching methods and unsupportive learning environments This lack of proficiency is often linked to insufficient student motivation and a teacher's lack of interest Rabab’ah (2003) noted that students typically possess a limited vocabulary, leading to repetitive language use and difficulty expressing their thoughts Additionally, many students struggle to self-assess their writing, making it challenging for them to identify errors The absence of constructive feedback and inadequate practice time further contribute to their difficulties in mastering English writing skills.
1.3 Review of previous related studies
Writing skills have historically been recognized as crucial, with studies indicating that many students struggle with writing due to challenges in grammar, vocabulary, and organization (Abdul Haq, 1982) Recent research has explored the effectiveness of blended learning, a flexible teaching method that combines classroom instruction with online courses, allowing students to engage with peers' writing and revisit lectures (Graham, C., 2006) This approach has garnered positive feedback from students and has been shown to enhance their writing scores (Boyle, 2003; Dowling, 2003; Dziuban, 2004) Despite these advancements, writing remains a complex skill for many to master (Graham, Harris & Mason).
In short, all the previous studies mentioned the same writing mistakes and causes According to my expectation, this study was conducted with aims of
10 discovering more writing difficulties and proposing further solutions to help students improve their writing skills
1.4 The importance of writing skills to Grade 6 students
In secondary school, writing is a crucial English skill that significantly enhances students' learning processes It involves strategies like outlining and brainstorming, enabling students to express opinions on real-life situations effectively Moreover, writing demands a long-term commitment, serving as a powerful tool for deepening knowledge and understanding subject matter As research indicates, writing not only facilitates the transmission of thoughts and ideas but also plays a vital role in achieving academic success in high school and beyond.
This section outlines the relevant previous studies and theoretical framework that underpin the design of the survey and interview questions By analyzing this information, the research investigates the challenges faced in writing and explores potential solutions to these issues.
School X, a private institution established in 2012 in Hanoi, Vietnam, aims to deliver an exceptional education across various levels, including kindergarten, primary, and secondary school The school prioritizes an optimal learning environment, featuring modern amenities such as networked computers, projectors, and air-conditioning in all classrooms This analysis focuses specifically on the secondary level, particularly grade 6, which consists of 12 classes with a maximum of 30 students each Class placements are determined by students' performance on an entrance test that assesses their knowledge in Literature, Mathematics, and English through three minor assessments.