INTRODUCTION 1 Rationale of the study
Aims of the study
This study is carried out with the wish of achieving the two primary aims:
- To find out what the problems that teachers at HaUI experience in teaching writing to English major students are
- To suggest some solutions to the problems in teaching writing
These aims are shown clearly in addressing the following research questions:
- What are the problems that teachers at HaUI experience in teaching writing to English major students?
- What are the possible solutions to these problems as suggested by the teachers at HaUI?
Scope of the study
This study focuses on the challenges faced by teachers instructing English major students in writing at Hanoi University of Industry Additionally, it presents solutions proposed by these educators to enhance writing instruction in Vietnam based on the research findings.
Method of the study
The study is conducted based on survey research which uses observation, questionnaires and interviews to collect data
- Firstly, observation is used to find out possible problems in teaching writing to English major students at Hanoi University of Industry
A survey was conducted for teachers at Hanoi University of Industry to identify challenges in teaching writing to English major students The survey also explored potential solutions to these issues, aiming to enhance the writing skills of students.
- Finally, interviews for the teachers teaching writing to English major students at Hanoi University of Industry are carried out to get better insights into the research questions.
Contribution of the study
This study not only identifies the challenges faced in teaching writing but also offers potential solutions, reflecting the current state of writing instruction in Vietnam, specifically at Hanoi University of Industry Additionally, it aims to fill existing gaps in the literature and serve as a basis for future research on writing education.
Design of the study
This study is divided into four main parts to get better insights into different problems in teaching writing
- The first part – Introduction - introduces rationale, aims, scope, method, contribution of the study and provides an overview of the thesis design
Chapter One of the Development explores essential aspects of writing, addressing key issues in teaching the subject It includes definitions of writing, highlights its significance in communication, and outlines various approaches to teaching writing effectively Additionally, the chapter examines factors that influence both teaching and learning processes, identifies common challenges faced in writing instruction, and proposes potential solutions to enhance writing education.
Chapter Two of the Development focuses on a detailed description of the study, encompassing the research hypothesis, the justification for employing the survey method, participant information, the instruments used, the data collection procedure, and the results along with the discussion.
The conclusion of the thesis summarizes the key findings, discusses the implications and limitations of the study, and offers suggestions for future research.
DEVELOPMENT
The importance of writing
Writing is essential in society as it allows us to document our experiences, emotions, and thoughts It serves various purposes, including celebration, information sharing, explanation, entertainment, and persuasion Consequently, writing is a vital component in the teaching and learning of English White (1987) emphasized the significance of this aspect in education.
(i) Writing remains the commonest way of examining students’ performance in English (all public examinations include a composition) Consequently, ability to write remains a key to examination success
Both parents and students view writing ability as a clear indicator of language proficiency, as it provides visible evidence of learning and achievement This tangible aspect of writing contributes to its high "face validity," making it a significant measure of language skills.
(iii) In classroom, writing may be used as one of a number of techniques to help add variety and interest to lesson
Teachers can utilize writing as an assessment tool to gauge student learning and provide valuable feedback By analyzing students' written work, educators can identify areas of success, misunderstandings, and errors in comprehension.
Writing is a disciplined and concentrated activity that reflects our style, content, and logic, making it essential to approach with care According to Raimes (1983), writing plays a significant role in language teaching and learning by reinforcing grammatical structures, idioms, and vocabulary It also encourages students to take risks and explore the language beyond their current knowledge Additionally, the process of writing engages students deeply, as they must actively use their eyes, hands, and minds to express ideas, thereby reinforcing their language learning experience.
Finally, Byrne (1988) summarized all pedagogical purposes that writing served:
Incorporating various forms of writing into language learning caters to diverse learning styles, particularly benefiting those who struggle with oral practice alone For these learners, engaging in writing fosters a sense of security and aids retention, as they feel more comfortable and relaxed Additionally, written work offers tangible proof of their progress in the language, fulfilling a psychological need, even if it may not accurately reflect their overall attainment.
Writing introduces diversity to classroom activities, offering a refreshing alternative to oral tasks, which creates a calmer environment for both students and teachers Additionally, it enhances language exposure by facilitating assignments that can be completed outside of class.
Writing plays a crucial role in both formal and informal teaching environments While oral skills are ideally assessed through spoken evaluations, practical constraints such as limited time and large class sizes often necessitate the use of written tests In certain situations, written assessments can be beneficial, such as when students take notes while listening.
The significance of writing is clear from the analysis, highlighting the necessity for research in writing instruction This research is essential to provide learners with a solid foundation in writing, preparing them to become proficient writers.
Approaches to teaching writing
Teaching writing is a complex task that requires educators to make critical decisions about what, why, and how to teach Among these decisions, selecting the appropriate writing instruction approach is particularly challenging This article presents an overview of two fundamental and widely-used writing teaching methods, aiming to enhance understanding of effective writing instruction strategies in the context of an MA thesis.
The Product Approach to teaching writing is a traditional, prescriptive method that emphasizes a product-centered focus, prioritizing the final outcome of the writing process According to Nunan (1991), this approach encourages students to produce a single version of their writing tasks, favoring classroom activities that emphasize organization over creativity, and placing significant importance on grammar exercises and correctness Ultimately, it centers on the final written product of learners, shaping the way writing is taught in educational settings.
Tsui (1996) identified four key stages in the product approach to writing: idea generation, drafting, revising, and editing He argued that this approach prioritizes form over content Similarly, White (1987) highlighted that the product approach emphasizes grammatical accuracy and strict adherence to established models or guidelines.
The product approach to writing emphasizes form, which can hinder students' creativity and confidence in their writing skills However, it is beneficial for beginners as it helps them develop foundational writing abilities Additionally, the structured guidance provided by teachers within this approach offers students valuable opportunities to enhance their writing.
The process approach to writing, an innovation in a product-oriented culture (Cheung, 1999), has been seen as an improvement over the traditional method of writing instruction in recent years
According to Leki (1990), the process approach was an approach to teaching writing that placed more emphasis on the stages of the writing process than on the final product
Badger and White (2000) emphasize that process-oriented writing focuses primarily on developing linguistic skills like planning and drafting, rather than on linguistic knowledge such as grammar and text structure This approach equips students with essential strategies for each stage of writing—planning, drafting, revising, editing, and publishing—enabling them to write more freely and produce high-quality work.
Gardner and Johnson (1997) identified five key stages of the writing process: prewriting, drafting, revising, editing, and publishing Prewriting involves planning and gathering ideas, while drafting is dedicated to creating a rough draft The revising stage focuses on enhancing the content, and editing is concerned with correcting mechanical errors Finally, publishing occurs when the work is finalized and shared through various methods.
Additionally, Applebee (2000), Chenoweth and Hayes (2001); Flower and Hayes (1981), and Raimes (1991) presented some features of process writing as follows:
Firstly, it is increasingly understood that writing is a process of creating and extending meaning, rather than merely conveying pre-conceived information
Secondly, the process approach to teaching writing emphasizes the development in learners of the recursive strategies and techniques that expert writers use when composing
In the third place, learners plan an outline of what they intend to write about
Besides, “recursive” means that learners make several drafts before the final version
Finally, learners edit these drafts
The process approach emphasizes the importance of content, creative writing, and multiple drafts, requiring collaboration between teachers and students This method offers a valuable opportunity for students to enhance their creativity, independence, and confidence in writing.
1.3.3 Differences between the two approaches
Based on theoretical background of the product and the process approach, Steele (2005) distinguished the differences between them
The process approach to writing views text as a resource for comparison, promoting creativity through multiple drafts and collaborative efforts among students In contrast, the product approach emphasizes imitation, prioritizing the organization of ideas over their content, and typically relies on a single draft created individually by students.
The lack of a clear distinction between the product and process approaches to writing highlights their respective strengths and weaknesses To maximize the effectiveness of writing instruction, integrating both approaches is beneficial for teachers and students alike.
Factors affecting the teaching and learning of writing
Effective writing instruction is influenced not only by teaching methods but also by several key factors These include learners' personalities, motivation levels, their first language and cultural background, the curriculum in use, and students' communicative competence Each of these elements plays a crucial role in enhancing the overall quality of writing education.
Second language acquisition refers to the process of learning a language that is not the learner's native tongue Mastery of a foreign language depends on recognizing and addressing individual differences in learning styles Research indicates that personality factors play a significant role in the success of second language learners, as certain personality traits can either facilitate or hinder the language learning process According to Ellis (1985), various personality characteristics contribute to the development of communicative and linguistic skills in second language education.
First of all, motivation was described as “a desire or want that energizes and directs goal- oriented behavior” by Kleinginna and Kleinginna (1981) while Brown (2000) defines:
Motivation is an internal drive that compels individuals to take action in order to achieve their goals According to Woolfolk (2001), it is an internal state that energizes, directs, and sustains behavior Essentially, motivation serves as the internal force that inspires people to pursue their aspirations.
Motivation is a crucial factor in the success of learning a foreign language, as it significantly influences various aspects of the learning process According to Gardner and Lambert (1972), motivation is closely linked to the outcomes of language acquisition, while Yule (1996) highlights its importance among several characteristics of successful second language learners Oxford and Shearin (1994) emphasize that motivation affects the frequency of strategy use, interaction with native speakers, input received in the target language, performance on achievement tests, overall proficiency, and the persistence of language skills post-study Understanding students' motivations is essential for effective L2 learning.
1.4.3 The first language and culture
The role of the first language in second language acquisition is significant, as learners typically develop subconscious competence in their native language before tackling a foreign language This prior experience can either aid or hinder their ability to learn a new language, influenced by universal linguistic features While some learners struggle with foreign language control due to habits formed in their mother tongue, leading to failures in acquisition, this relationship has been supported by linguists like Lado and Fries They proposed the concepts of positive and negative transfer, where similarities between languages can enhance learning, while differences can obstruct it Despite criticisms of this theory, the influence of the first language on the success of foreign language learning remains clear.
In addition to the first language, culture is also seen as a factor affecting the quality of teaching and learning the second language, especially teaching and learning writing Kaplan
(1966) claimed that oriental cultures wrote in a circular way and western cultures write in a linearly The idea of linearity was confirmed by the studies of Houghton (1983) and Hoey
Research by Scollon and Scollon (1986) highlights the circular argumentation style prevalent in Chinese news items, which mirrors the traditional structure found in English texts by Chinese authors Various scholars, including Connor (1990, 1996) and Scollon (1991), have explored Kaplan's theory, acknowledging that distinct cultures utilize different rhetorical strategies However, they also note that individuals from similar cultural backgrounds may adopt varying rhetorical structures, leading to both similarities and differences in their writing styles (Clyne, 1980, 1987; Scollon, 1995; Kirkpatrick, 1997).
Textbooks play a crucial role in language programs, serving as a primary source of language input and practice for learners While McElroy (1934) emphasized that effective teaching is more important than the textbook itself, these resources often shape lesson content, skill balance, and language practice activities For many students, textbooks represent their main exposure to the language outside of teacher-led instruction Additionally, they can assist inexperienced teachers by offering lesson planning ideas and teaching formats, thereby acting as a valuable tool for both learners and educators.
Textbooks play a crucial role in enhancing the quality of second language teaching and learning As Rivers (1968) stated, "The importance of the textbook cannot be overestimated," highlighting that textbooks significantly influence both classroom instruction and students' learning outside the classroom.
Communicative competence, while rooted in linguistic competence, differs significantly from it Grammar ability, traditionally viewed as a reflection of linguistic competence, is crucial for language learners, particularly for mastering generative grammar, which provides rules for constructing all possible sentences in a target language However, excelling in grammar tests does not necessarily equate to conversational proficiency It is essential to distinguish between linguistic competence, described by Chomsky (1965) as the ideal speaker-hearer's intrinsic competence, and communicative competence, which Savignon defines as the ability to engage effectively in real communicative contexts, necessitating adaptability to the overall informational input.
1972, p 8) In other words, linguistic competence is about “rules of grammar”, but communicative competence is about “rules of speaking” (Cameron, 2001, p 55)
Communicative competence is deeply intertwined with sociocultural factors, emphasizing the importance of the social dimension in communication Defined as "a social interaction through messages" (Fiske, 1990), communication occurs within a social context that conveys not just information but also social values and interpersonal relationships (Thompson, 2003) Hymes (1972) highlighted that a competent language user must understand more than grammatical rules; they must also know how to use language appropriately in various contexts He argued that competence encompasses both "knowledge" and "use," necessitating the development of grammatical and contextual skills Effective communication involves various elements, including participants, settings, purposes, and modes of interaction, requiring speakers to adapt to different circumstances Thus, communicative competence is essential in the teaching and learning of second or foreign languages, functioning as both a means of language acquisition and a key objective in language education.
Problems in teaching writing
1.5.1 The interference of the first language and culture
As stated in the parts above, the first language and culture play an important role in the acquisition of English as a second/foreign language Concerning about this role, Kaplan
Language is shaped by the experiences of its speakers, as noted by 1967, while Ellis (1996) emphasized that speakers of different languages perceive the world uniquely In the context of Vietnamese immigrants learning English writing, Byleen (1986) highlighted that their first language can lead to specific interference errors Additionally, Furnham and Bochner (1986) pointed out that the directness typical of Western discourse may be perceived as rude by Vietnamese speakers Thus, it can be concluded that first language interference and cultural differences pose significant challenges in the teaching of writing.
In teaching writing, the lack of genuine motivation—both internal and external—poses significant challenges, alongside the influence of a student's first language and culture Writing becomes increasingly difficult without inspiration, as individuals struggle to excel in tasks they are not passionate about Furthermore, student writers often lack a clear purpose or audience for their writing As highlighted by Bachman & Palmer (1997), language knowledge encompasses not only organizational skills but also pragmatic and socio-linguistic understanding Without a real audience, it becomes challenging for writers to discern their communicative goals and the nuances of language use For instance, the tone and content of a scholarship application letter will vary significantly depending on whether the student knows their teacher or the scholarship board is the intended reader.
There are lots of constraints in writing Firstly, unlike in speech, people do not have a direct
Writing is a complex skill that involves understanding the perspective of the "hearer," which contributes to its difficulty One significant factor affecting students' writing efficiency is the time constraint they face Gregory (1989) raised an important question about whether functional writing proficiency can be accurately assessed through tasks that do not permit adequate time for prewriting and revision Weir (1990) further emphasized that time pressure is often an unrealistic expectation for extended writing, noting that the writing process typically requires more time and several stages before a final version is completed, especially outside of academic settings.
In addition to time, there are many factors causing constraints in writing like place, temperature, the writers’ physiological conditions and so on
Communicative competence is crucial for effective language teaching and writing, as it forms the foundation for students' ability to express their ideas Without strong communicative skills, students struggle to communicate successfully, leading to significant challenges in the teaching and learning of writing.
In the realm of writing instruction, feedback plays a crucial role in fostering successful teacher-student relationships and enhancing the quality of students' written work Despite its importance, there is a lack of comprehensive literature examining the effectiveness of feedback Murphy (1994) raises an essential question regarding whether the type of corrections and comments provided by teachers align with students' expectations, highlighting the need for more targeted research in this area.
Providing feedback on written work is a complex task for teachers It is often time-consuming to correct written assignments (Ur, 1991) Additionally, educators face challenges in determining whether to prioritize form or content in their feedback (Farthman & Whalley, 1990) Furthermore, the question of whether to address all mistakes in students' writing remains a significant concern (Ur, 1991).
Textbooks play a crucial role in teaching writing, yet their effectiveness has been debated Tomlinson (2003) noted that many English Language Teaching (ELT) materials, particularly global course books, significantly contribute to the challenges faced by numerous learners.
The significance of textbooks in English language teaching cannot be overstated, especially in contexts with a shortage of trained educators Williams (1983) highlighted that textbooks often dictate the teaching process, leading to a sense of constraint for teachers focused on syllabus coverage Similarly, Sheldon (1988) noted that while English Language Teaching (ELT) course books are viewed as essential tools, they are also regarded with skepticism, as teachers oscillate between recognizing their utility and criticizing their quality Consequently, mastering the use and adaptation of textbooks is crucial for teachers, as it plays a vital role in enhancing their professional knowledge and ultimately contributes to successful language instruction.
This chapter has explored various aspects of writing, including its definitions, significance, teaching approaches, and the challenges encountered in writing instruction While linguists and educators may have differing perspectives on writing, the necessity of effective writing education is clear The varied approaches to teaching writing contribute to the complexities and issues faced in this field Ultimately, this discussion aims to lay the groundwork for the subsequent chapter, which will delve into the study at hand, focusing on the factors influencing writing education and the problems associated with it.
CHAPTER TWO: THE STUDY 2.1 The research hypothesis
This study aims to evaluate the challenges faced by teachers instructing writing to English major students at HaUI, while also identifying potential solutions proposed by these educators Specifically, it seeks to address two key research questions regarding the difficulties encountered in the teaching process.
- What are the problems that teachers at HaUI experience in teaching writing to English major students?
- What are the possible solutions to these problems as suggested by the teachers at HaUI?
Methodology
According to Johnson’s theory (1992), a survey is defined as a study of a large group through direct examination of a subset, making survey research an effective method to investigate writing challenges faced by English teachers, particularly those in the English Department at HaUI Johnson (1991) emphasized that survey methods are valuable for studying issues affecting language learning This study aimed to identify problems in teaching writing and propose solutions for English teachers, utilizing survey research through classroom observations, questionnaires, and interviews The collected data were analyzed and interpreted both quantitatively, using means, percentages, and graphs, and qualitatively, through interactive and thematic narrative analysis that explored inductive themes.
Participants and instruments
This study involves 12 female teachers from the English Major Group at the English Department of Hanoi University of Industry, all aged between 27 and 30 Each teacher has three to four years of experience in teaching writing to English major students.
In order to get the most exact information for the study, three types of research instruments were used
Instrument 1: Classroom observation was employed to discover the reality of teaching writing to English major students at HaUI
Instrument 2: A questionnaire was designed to collect data from 12 teachers teaching writing to English major students at HaUI The questionnaire included 14 questions divided into two main parts: Problems in teaching writing and solutions to problems in teaching writing The teachers were required to circle the suitable choice and give explanations or their own answers
Instrument 3: Twelve informal interviews with 12 teachers teaching writing to English major students at HaUI were conducted to support the data collected by the questionnaire Five questions were raised in the interviews
- The first question was about important factors in teaching writing, which was asked in the questionnaire but needed more explanations
The second question in the interviews focused on the various approaches teachers used in their writing instruction This inquiry was designed to give the researcher insight into the actual practices of teaching writing and to establish a foundational context for the study.
- The third question addressed teachers’ opinions about the textbook to get more information supporting the questionnaire
- Question 4 asked teachers about motivating their students which was a fundamental issue in teaching writing
The final inquiry focused on identifying additional challenges in teaching writing, enabling the researcher to comprehensively address significant obstacles and gain a deeper understanding of these issues from the perspectives of educators.
Procedure of data collection
The collection of data was carried out through three stages
- Stage 1: The author of the study observed some writing classes at English Major Group to discover the reality of teaching writing
In Stage 2, participants were invited to collaborate in the data collection process by completing a questionnaire focused on the challenges of teaching writing to English major students at HaUI, along with their proposed solutions.
- Stage 3: After the questionnaire was analyzed, some questions for interviews were raised The subjects were invited to answer these questions.
Results and discussion
All the data collected from the classroom observation, the survey questionnaire and the interviews are carefully analyzed in this section of the thesis
2.5.1 Problems in teaching writing to English majors students at HaUI
This thesis highlights the significant challenges faced by teachers, particularly in teaching writing to English major students at HaUI To better understand these obstacles, it is essential to first examine the teachers' perspectives on writing instruction, as indicated by the initial two questions in the questionnaire.
Question 1: What do you think about teaching writing to English major students at HaUI?
Chart 1: Teachers’ opinions on teaching writing
A significant 92% of teachers believe that teaching writing is challenging, primarily because most students at HaUI come from non-English major high schools Additionally, the recent establishment of the English Department at HaUI contributes to this difficulty In contrast, one teacher noted that teaching writing to English major students is neither particularly difficult nor easy, attributing this to her students' strong work ethic and satisfactory English proficiency.
Question 2: In your opinion, which factor(s) affect(s) your teaching of writing most?
The first language and culture
Factors affecting the teaching of writing
Chart 2: Factors affecting the teaching of writing
A survey revealed that 58.3% of teachers (seven out of twelve) believe students' communicative competence significantly impacts writing instruction, while only two teachers consider textbooks important This aligns with responses to the initial interview question regarding key factors in teaching writing, where most educators emphasized the importance of helping students articulate and connect their ideas through their own communicative skills rather than relying on textbooks Consequently, textbooks play a minimal role in effective writing instruction.
According to data from questionnaires and interviews, 41.7% of teachers identified motivation, along with first language and culture, as significant factors influencing writing instruction The impact of motivation was reflected in the overall quality of writing classes, while students’ first language and cultural background were evident in their writing styles Notably, three out of twelve teachers observed that first-year students often expressed their ideas using Vietnamese sentence structures Additionally, the indirectness characteristic of Vietnamese culture was found to hinder students' writing effectiveness.
In comparing motivation to personality, it appears that students' personalities have a lesser impact on writing instruction While a quarter of teachers acknowledged that personality influences writing quality, they emphasized that the methods used to motivate students are crucial for successful teaching outcomes.
The third question in the questionnaire deals with the first problem in teaching writing – Lack of motivation
Question 3: How do students take part in your writing lessons?
At HaUI, writing classes reveal a concerning trend where teachers report that only a few students actively participate, with many remaining disengaged during lessons Classroom observations confirm this, as students often whisper among themselves or focus on unrelated activities instead of engaging with the material When posed with questions, they typically respond with silence, fixated on their books One teacher noted that motivating students is crucial, as many perceive writing as a dull subject, leading to a lack of interest and effort in learning.
2.5.1.2 The interference of the first language and culture
Chart 3: Vietnamese interference in students’ writing Question 4: “How often do you find any Vietnamese interference in the way your students write?”
The pie chart reveals that 58.3% of teachers reported experiencing Vietnamese interference in students' writing "very often," while the remainder indicated "sometimes." This suggests that Vietnamese language interference is a significant challenge for writing instructors Notably, two out of twelve teachers highlighted the impact of first language and culture, stating that students often use irrelevant words due to direct translation Additionally, the first language shapes students' thought processes, leading to vague writing Classroom observations further confirmed these findings, as students frequently used connectors like "because" and "so" inappropriately.
“although” and “but” in the same sentence
Question 5: How does time affect your teaching of writing?
The fifth question in the questionnaire addresses the one of the biggest constraints in writing: Time
With 90 minutes for a writing unit in a week, all of the teachers agreed with the fact that they did not have enough time for teaching writing Moreover, thanks to classroom observation, time was recognized as an important factor in teaching writing at HaUI For example, the textbook of first-year English major students was College Writing written by Dorothy E Zemach and Lisa A Rumisek In 90 minutes, teachers and students had to complete eight pages of tasks, including composing a paragraph or an essay In fact, as a result of limited time, students had to write at home, which was very difficult when they were not motivated enough and lacked teachers’ control
Mistakes that students make most frequently
Chart 4: Mistakes that students make most frequently
Students' communicative competence significantly impacts their writing skills, encompassing aspects such as word choice, grammar, and organization of ideas As a result, the mistakes made by students in these areas emerged as a key focus of this study.
Question 6: From your point of view, what is/ are the mistake(s) that your students make most frequently?
A significant 83.3% of teachers reported that students often confuse word usage in writing due to limited vocabulary and Vietnamese interference Eight out of twelve teachers noted that this interference also leads to disorganized ideas, as students tend to apply Vietnamese writing styles to English, resulting in a lack of cohesion and coherence Additionally, grammatical errors were identified as a major factor contributing to writing difficulties, with a common mistake being the incorrect use of "to be" before other verbs, particularly among first-year students Furthermore, two teachers highlighted that mistakes in idea expression in writing were also influenced by Vietnamese interference.
Chart 5: The frequency of teachers’ giving feedback
Question 7: How often do you give feedback to your students’ writing?
A significant 83.3% of teachers reported that they often provide feedback on students' writings, highlighting its effectiveness in identifying strengths and weaknesses, ultimately enhancing the quality of student work Furthermore, feedback serves as a motivational tool for students to engage in writing However, many teachers emphasized the importance of prioritizing key errors rather than correcting every mistake, suggesting a more focused approach to feedback that fosters student motivation.
Although feedback had great influence on teaching writing, 16.7 % of teachers still hesitated to give feedback because of some problems in giving feedback which were concerned in the eight questions
Question 8: What are your problems in giving feedback to your students?
Providing feedback to students presents several challenges, with 41.7% of educators finding written comments to be time-consuming and noting that students frequently repeat the same mistakes Additionally, 16.6% of teachers struggle to effectively express their ideas, though interestingly, none reported that students lack interest in their feedback.
Table 1: Teachers’ problems in giving feedback to students
Teachers face significant challenges in providing feedback to students, with time constraints and recurring student mistakes being the most prominent issues, each affecting 41.7% of educators These mistakes are often attributed to students' inadequate communicative competence Additionally, 16.6% of teachers struggle to convey their ideas effectively to students Despite these challenges, feedback from teachers is generally perceived positively by students, as there are no indications of disinterest in the comments provided.
While teachers acknowledged the role of textbooks in writing instruction, only 16.7% believed they significantly influenced their teaching practices This finding aligns with responses from both the questionnaire and interviews Most teachers expressed satisfaction with the illustrations, lesson organization, exercise variety, and topics provided in their writing textbooks However, three out of twelve teachers felt that the writing samples required further enhancement to better match their students' proficiency levels.
To gain insights into the challenges faced by teachers at HaUI, the tenth question in the questionnaire inquired about additional obstacles beyond those previously mentioned This topic was also addressed during interviews to gather further explanations.
Question 10: Do you have any problems in your teaching of writing? If there are any, what are they?
CONCLUSION 1 Summary of the study
Implications
Based on the findings of the study, there are some implications as follows
The effectiveness of the teaching and learning process hinges on the collaboration among teachers, learners, and educational organizations Consequently, minimizing challenges in education relies on the active participation of all these stakeholders.
This study identifies key challenges in writing instruction that primarily stem from teachers, highlighting the crucial need for educators to enhance their qualifications While the research suggests several solutions, such as adjusting teaching schedules, inviting foreign teachers, and modifying textbooks, it emphasizes that these measures require the involvement of upper management for successful implementation.
The study has offered some insightful findings, yet, like many other studies, there are still some limitations
The study's methodology has notable limitations, as data gathered from classroom observations, questionnaires, and interviews may not comprehensively capture the nuances of teaching writing to English major students at HaUI and across Vietnam Additionally, inconsistencies in participants' responses during the questionnaires and interviews raise concerns about reliability The all-female participant group further impacts the study's validity Furthermore, data collection occurred at the end of the school year, resulting in a brief observation period and a restricted selection of lessons.
The English Department at HaUI is newly established, resulting in English major students' qualifications being lower compared to those at other universities in Vietnam Therefore, the findings cannot be generalized to all universities across the country.
Teaching and learning encompass a vast range of topics, making it impossible for a single study to address every aspect of writing instruction However, this research focuses on key elements that influence writing education, including students' motivation, communicative competence, time management, the use of textbooks, and the importance of teachers' feedback.
This study on the challenges faced by female teachers in teaching writing to English major students at HaUI highlights the need for further research To enhance the reliability of findings, it is suggested that future studies include a more diverse gender representation among participants Additionally, the current research did not address other factors influencing student motivation or explore difficulties in other skills such as speaking, reading, and listening, indicating a clear opportunity for future investigations in these areas.
In addition, due to the researcher’s limited time and limited knowledge, the study employs survey research, thus using other research methods like case study is suggested
Last but not least, further studies should take these findings and suggestions into consideration to get better results in English teaching and learning
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Room 302 - A2 Hanoi University of Industry
Writing class 1 for First-year English major students
Textbook: College Writing (Dorothy E Zemach & Lisa A Rumisek)
- - - - - - Seats for Students Seats for Students
- The Teacher (T) comes in, greets the students (Ss) and asks them about their homework: Write a paragraph about traditional food – Spring rolls in Vietnam
- T raises a question about facts and opinions – “What are the differences between facts and opinions?”
- T calls some Ss to answer the questions
- The class is so quiet, and the students are rather passive
- Only some students get involved in the lesson The others talk (in Vietnamese) or fall asleep
- The teacher uses English to give lessons
- Good PowerPoint Presentation and to give examples No-one volunteers
- T reads aloud some sentences and asks Ss to define facts and opinions in the whole class
- T introduces the outline of the lesson, using PowerPoint Presentation
- T gives definitions of facts and opinions through PowerPoint Presentation, and then asks students to read the letter in the textbook to answer questions in five minutes
- After 5 minutes, T asks questions in the book T checks Ss’ answers
- T asks: “Why do writers add facts in their writing?” Some Ss raise their voice to answer T’s questions
- The teacher keeps asking and saying, but
Ss are not active to give responses
II Facts and Opinions: Practice
Exercise 1 in the textbook: Read a letter to the editor of a newspaper Answer the questions
- T asks students to open the book and do exercise 1
- T goes around the class and explains if necessary
- T asks Ss to share their answers with their partners and to explain why
- T checks Ss’ work with the whole class
After that, T asks Ss to work in group of
- Although the teacher announce only five to ten minutes for Ss to do exercises, but the real time is rather long
- Ss don’t get involved in the lesson
- Most of the time T uses English She only uses Vietnamese when there is no response from Ss
Engaging in occasional exercises, either individually or in pairs, prompts discussions on the nature of writing Participants explore whether the writing in question represents opinion-based content or factual information.
- T calls some Ss to give the answer T checks Ss’ answers and explains
Exercises 4 in the textbook: Decide whether the sentence is a fact or an opinion
- T asks Ss to do exercises 4 in the textbook in three minutes
- After three minutes, T asks Ss to work in the whole class T checks and points out some words that show opinions: “easier”,
The teacher presents an additional exercise on the projector, focusing on distinguishing between facts and opinions in various sentences Students engage in this activity as a whole class, and the teacher reviews their responses, highlighting and underlining key words or phrases that indicate whether they express factual information or personal opinions.
- T asks students to write 6 sentences of facts and opinions (10 minutes)
- T goes around, checking Ss’ work, and after 10 minutes, T calls 6 Ss to read their sentences T and the rest of the class check these sentences
- T announces the end of the lesson
Room 401 - A2 Hanoi University of Industry
Writing class 2 for First-year English major students
Textbook: College Writing (Dorothy E Zemach & Lisa A Rumisek)
- - - - - - Seats for Students Seats for Students
- T comes in, greets the students and revises the previous lesson about opinion paragraph Then she links to the lesson:
- T talks about some causal adverbs: because, since, so and talks about their uses T gives examples All of these activities are done by using PowerPoint presentation
- The teacher uses English and then translates into Vietnamese
- T only sits in front of the black board
- The teacher speaks very fast, and there is no response from students
Underline the causes Circle the results
- T asks Ss to work in pairs Immediately T calls Ss to give answers T responses and explain Ss’ answers
- T talks about the position of causal adverbs and the use of punctuation in sentences Ss note them in their notebooks
- T suggests Ss give more causal adverbs like thanks to, as a result
Exercise 13: Complete the paragraph using because, since, so, and therefore
- T requires Ss to do exercise 13 in the textbook
- T goes around the class while Ss do their task
- T calls Ss to give their answers T checks and explains their choice
- There is a disagreement between some Ss and T in using “therefore” in a sentence of the paragraph Ss suggest using “because”
T checks and gives the right answer: because
Exercise 14: Use the causal adverbs in parentheses to join the ideas
- T asks Ss about the instruction of exercise
- There is no variety in activities
- T uses English most of the time T speaks very fast
- Ss are rather passive Only some Ss get involved in the lesson
- Blackboard is used by Ss to write sentences in Supplementary Exercise 2
- Some students have troubles in using
“because” and “so” They use both of them in a sentence
- Ss are required to work in pairs
- Two minutes later, Ss are asked to give their answer T checks Ss’ work
Supplementary exercise 2: Complete the following sentences by writing the missing part of the sentences (PowerPoint Presentation)
- T explains the instructions of the exercise and new words
- T requires Ss to work in pairs
- T goes around the class and helps Ss do their exercise
- T repeats some new words to help Ss pronounce correctly
- T calls 3 Ss go to the board to write their sentences
- T and other Ss check these three Ss’ sentences
Homework: T asks Ss to write an opinion paragraph using causal adverbs
This survey aims to investigate the challenges faced by teachers in instructing English major students in writing at Hanoi University of Industry Your participation in this survey is greatly valued, and rest assured that all responses will be used exclusively for research purposes, ensuring your anonymity in any analysis of the data.
Thank you very much for your cooperation!
Bui Hong Van, M.A Candidate at Post-Graduation Department, University of Languages and International studies, Hanoi National University
The questionnaire is in two parts with 5 pages Please tick or circle the appropriate choice and give answers in the provided space (please use either English or Vietnamese)
The “writing” used in this questionnaire means “writing in English in EFL classrooms”
* How long have you been teaching English? … Year(s)
* How long have you been teaching writing to English major students at HaUI?
II Your opinions on problems in teaching writing
1 What do you think about teaching writing to English major students at HaUI? a Easy b Normal c Difficult
2 In your opinion, which factor(s) affect(s) your teaching of writing most? a Motivation b Students’ personality c The first language and culture d The textbook e Students’ communicative competence f Other factor(s): ………
3 How do students take part in your writing lessons? a Actively b Passively c Only some students work actively while the others take part in my lessons when I call them d Other ideas ………
4 How often do you find any Vietnamese interference in the way your students write? a Very often b Sometimes c Rarely d Never
Please describe that interference if there is any!
5 How does time affect your teaching of writing? a I have such limited time that I always have to teach very fast to cover all the contents of my writing lesson b Time for writing is rather long, so I often let my students write or do other activities at class c I have enough time for my teaching d Other ideas:
6 From your point of view, what is/ are the mistake(s) that your students make most frequently? a Word choice b Grammatical mistakes c Organization of ideas d Other ideas
7 How often do you give feedback to your students’ writing? a Often b Sometimes c Rarely d Never
8 What are your problems in giving feedback to your students? a Written comments are time-consuming b The students often make the same mistake again c The students are not interested in my comments d I find it difficult to express my ideas to my students e Other ideas:
9 What do you think about your writing textbook? Tick on the appropriate column
Illustration (pictures, the cover, etc.)
Very bad Bad Ok Good Very good Order of lessons
10 Do you have any problems in your teaching of writing? a Yes b No
If there are any, what are they?
III Your opinions on solutions to problems in teaching writing
1 Which of the following teaching aids have you ever used to motivate your students in writing lessons? a Pictures b Music c Language games d Other sources/ aids:
2 How do you motivate your students in writing lessons? a Create the competitive atmosphere in the class b Combine textbook and relevant materials c Give feedback regularly by marking and give comments on students’ writings d Apply reward and punishment policy e Give classroom tests f Use visual aids g Other ideas:
3 How do you reduce Vietnamese interference in your students’ writing? a Use English most of the time and ask students to use English in the class b Assign more English reading texts as students’ homework c Give more lessons about English culture and require students to write about related topics d Other ideas:
4 In your opinion, how should you use time in your teaching of writing? a Ask students to prepare lessons at home Time at class is used for writing only b Increase the speed of teaching so as to save time for students’ writing c Require students to write at home Time at class is used for teachers’ instruction d Other ideas: