Aims and research questions of the study
Aims of the study …
This study aims to explore the challenges faced by 11th-grade students at Tien Du 3 High School in their writing skills and to assess the effectiveness of various pre-writing activities designed to enhance their writing abilities.
To achieve the above purposes, the study has to follow the steps below:
- To investigate the causes of the difficulties in writing lessons from classroom observation and classroom interaction
- To devise some pre-writing activities and use them in writing lessons to solve the problem.
Research questions of the study
This study examines various pre-writing activities aimed at enhancing the writing skills of 11th-grade students at Tien Du 3 High School The researcher is motivated by the identified weaknesses in these students' writing abilities to explore how these activities can improve their performance.
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
Methods of the study
The study employed an action research method, collecting data through survey questionnaires, class observations, and student interviews Questionnaires were specifically designed to provide an objective evaluation of the pre-writing activities implemented for eleventh-grade students at Tien Du 3 High School This approach aimed to gather students' assessments, comments, and suggestions regarding these activities.
Significance of the study …
The study highlights the importance of pre-writing stage in the process of a writing lesson
It may also provide some useful ideas for teachers and help them implement the activities in the pre-writing stage more effectively
Finally yet importantly, the author of the study hopes that the suggested pre-writing activities can help students improve their writing skill in class.
Design of the study
The study consists of five chapters: Chapter 1: Introduction; Chapter 2: Literature Review; Chapter 3: Methodology; Chater 4: Data Analysis; Chapter 5: Suggestion and conclusion
Chapter 1 introduces the study by outlining its background, problem statement, objectives, significance, and design It also details the author's rationale for selecting the specific research method to achieve the study's aims.
Chapter two, the Literature Review, explores key concepts related to the research topic, including various perspectives on writing, the definition of pre-writing, and the significance of the pre-writing stage in writing instruction.
Chapter three presents the methodology used in the study The researcher attempts to improve students’ writing practice in classroom Therefore, the methodology employed in this study is action research
Chapter 4 presents a thorough analysis of the survey questionnaires and class observations, highlighting key results and incorporating students' comments This section offers an in-depth examination of the collected data, ensuring a comprehensive understanding of the findings.
Chapter 5 of this study presents significant findings on the implementation of pre-writing activities in the classroom It concludes by highlighting the key issues addressed in the research, acknowledging its limitations, and offering recommendations for future studies.
This chapter offers a theoretical foundation for the study by reviewing key concepts related to the thesis topic, including the theoretical background of writing, the stages involved in a writing lesson, and the factors that influence both teaching and learning in writing.
Theoretical background of writing
Definition of writing
Writing has been a topic of discussion for centuries, with perspectives from figures like Aristotle and Cicero to modern thinkers While opinions vary, it is widely accepted that writing transcends mere transcription of spoken language; it is a complex cognitive process that requires sustained intellectual effort Below are insights from various writers that further define the essence of writing.
In "The World’s Writing Systems," Daniels (1996, p 3) defines writing as a method of creating lasting marks that represent spoken language, allowing for accurate retrieval of the original utterance without needing the speaker's presence.
According to Donn Byrne, “Writing involves the encoding of a message of some kind: that is, we translate our thoughts into language” (1979:1)
Writing involves the use of graphic symbols, such as letters, that correspond to spoken sounds While it begins with forming these symbols on a surface, writing transcends mere sound production It requires the arrangement of symbols into words, and words into sentences, following specific conventions Typically, writing consists of a sequence of interconnected sentences organized in a coherent manner, rather than isolated statements.
Writing is a recursive process that encompasses four key steps: prewriting, drafting, revising, and editing According to the MIT Writing Process page, writers may need to revisit the prewriting phase during revision to further develop and refine their ideas.
The quotation emphasizes the importance of the writing process, which includes pre-writing, during writing, and post-writing stages It is essential for teachers to engage students by making writing lessons both interesting and beneficial.
Types of writing
Writing can be categorized into six distinct types, as outlined by scholars such as Davies and Widdowson (1974), Rivers and Temperley (1978), and Pincas (1982) The first type, personal writing, includes diaries, journals, and shopping lists, serving individual needs Study writing encompasses note-taking and summaries for personal academic use Public writing involves communication with organizations, such as letters of inquiry or applications Creative writing covers artistic expressions like poetry and stories Social writing consists of letters and messages for personal connections, while institutional writing pertains to professional documentation, including reports, contracts, and business correspondence.
Why do students need to write?
Writing is an essential skill for students to develop in the classroom Historically, writing was often overlooked in language education in Vietnam, leaving many students struggling to compose letters or essays in English However, in recent years, there has been a significant shift, with increased emphasis placed on improving writing skills among learners.
Writing is a challenging skill, particularly for students Mastering writing in their native language can be difficult, but doing so in a foreign language poses an even greater challenge Many high school students struggle with writing, often finding it to be their least developed skill, despite extensive practice.
John M Lannon (1989) emphasizes that writing goes beyond mere mechanical correctness; its primary goal is to fulfill a writer's specific purpose while addressing a reader's needs He also highlights the crucial connection between reading and writing, advocating for the promotion of active reading to enhance this relationship.
Writing skills are crucial for students as they enhance essential abilities in planning, drafting, and revising their work These skills also empower students to assess the rhetorical effectiveness of their writing, focusing on valuable content, logical organization, and clear style Additionally, writing provides students with opportunities to explore, develop, and articulate their ideas for diverse purposes.
Effective writing, unlike speech, demands a high level of organization in presenting ideas and information, ensuring clarity and precision to eliminate ambiguity It involves the use of complex grammatical structures for emphasis and focus, along with a thoughtful selection of vocabulary and sentence patterns This careful crafting of language is essential to develop a style that resonates with the subject matter and engages the intended audience.
In high school English classrooms, writing plays a crucial role in language learning by helping students consolidate new vocabulary and structures, while also providing a means to track their progress and receive teacher feedback According to Donn Byrne (1979), written work offers tangible evidence of learners' advancement, fulfilling a psychological need even if it doesn't fully reflect their true language proficiency Additionally, writing is essential for both formal and informal assessments.
Writing is an essential skill to cultivate in foreign language lessons, as it significantly enhances students' language proficiency To effectively teach writing, educators must implement engaging and effective methods in their lessons Additionally, students should dedicate ample time to practice writing both in the classroom and at home to achieve mastery.
Factors affecting written communication
Effective written communication relies on understanding the intended reader and their prior knowledge By considering factors such as the reader's background and familiarity with the topic, we can enhance clarity and reduce the risk of misunderstandings Key elements to focus on include what to convey, how to present it, and the appropriate amount of information to share.
* The relationship between the writer and the reader whether it is at a formal or intimate level
* The purpose of the activity - whether the message is conveyed for giving information, seeking permission, soliciting advice and so on
* The previous knowledge of the reader – whether the message is new to him, partly known or known from a different angle
* The type of message - whether it is simple, complex, involves technical expressions or not
* Intended response - whether the writer wants to please the reader, persuade him, threaten him or enrage him
The writer should keep all these factors in mind if he wants the reader to understand his message properly and react in the way he wants him/her to
To effectively teach writing, it is essential to analyze the nature of writing, identify the challenges in written communication, and understand the factors that influence it.
Writing process
The teaching and learning process has evolved significantly over the years, leading to a shift in the emphasis placed on various language skills This transformation has particularly impacted the importance of writing, influencing the selection of topics as well as the methods used for teaching and assessing writing skills.
The writing process in class usually consists of the following stages: Pre-writing, while-writing and post-writing
In other situations, there are different opinions about the writing process However, the main steps in the writing process are as followed:
- write a rough draft (your first try or second )
- revise (look for ways to improve your paper)
- edit (check for spelling and grammatical errors)
The writing process is crucial for all writers, as emphasized by Ron White (1980) in his discussion on "Process Writing." He asserts that teachers should actively engage students in this creative journey, fostering excitement about the development of their texts and providing insights into their writing mechanisms.
The product of writing
To achieve high-quality writing, students must develop essential skills that contribute to producing excellent final products Key skills include effective research techniques, strong organizational abilities, clear and concise communication, critical thinking, and the ability to revise and edit their work By honing these skills, students can enhance their writing and ensure their final outputs are impactful and well-crafted.
- Using the conventions of layout correctly, e.g in letters
- Using a range of sentence structures
- Linking ideas and information across sentences to develop a topic
- Developing and organizing the content clearly and convincingly.
Pre-writing stage and pre-writing activities …
Pre-writing stage
Pre-writing is the essential first stage of the writing process that lays the groundwork for effective writing It involves brainstorming, organizing ideas, and planning the structure of the piece before drafting begins Engaging in pre-writing is crucial as it helps writers clarify their thoughts, identify their audience, and establish a clear purpose for their work, ultimately leading to a more coherent and focused final product.
Webster’s Dictionary defines pre-writing as, “The formulation and organization of ideas preparatory to writing”
(http://www.merriam-webster.com/dictionary/prewritings)
Prewriting encompasses all activities undertaken prior to drafting a document, such as brainstorming, outlining, and gathering information This crucial phase involves thinking critically, taking notes, conversing with others, and conducting research, including interviews and data assessment, to ensure a well-informed writing process.
(http://web.mit.edu/writing/Resources/Writers/process.html)
“Prewriting is the first stage of the writing process, and includes all the things you do before you are ready to write out the first version of your text”
(http://www.openenglish.com/learn-english/2008/the-writing-process-prewriting/)
Pre-writing encompasses various classroom activities designed to foster idea generation, enabling students to overcome the challenge of staring at a blank page This process encourages them to brainstorm tentative ideas and collect relevant information, ultimately facilitating a smoother transition into the writing phase.
Some common pre-writing activities
Prewriting is essential preparation for writing, just as one wouldn't embark on a vacation, build a house, or cook a meal without a clear plan It is crucial to have a structured approach before starting to write, ensuring that the final piece is well-organized and coherent.
Hereunder are some common pre-writing activities used at high-school:
Brainstorming is an effective technique for generating a multitude of ideas without judgment or censorship This process allows writers to quickly produce content concepts and organizational strategies on a specific topic or problem It can be conducted individually or in groups, with classroom settings often favoring collaborative brainstorming In such settings, small groups can share ideas while one person records them, or the entire class can participate collectively Following the brainstorming session, participants can prioritize and organize the ideas to facilitate the writing process, whether individually or collaboratively.
Brainstorming can be used to:
- Identify a reason or purpose for writing
- Find an appropriate form in which to write
- Develop the organization of ideas
The brainstorming method encourages students to generate a comprehensive list of words and phrases related to a specific topic without filtering or judging their ideas For instance, when exploring the topic "Money," students can collaborate in pairs or small groups to freely write down any associated terms, allowing for a diverse range of thoughts and concepts to emerge This approach fosters creativity and ensures that all ideas, no matter how seemingly unimportant or repetitive, are captured before refining the list.
(1) traveling (2) savings (3) bribery (4) studying abroad (5) prostitution (6) beautiful clothes (7)stealing (8) loan (9)payment
Students should start by compiling a comprehensive list of items, then collaboratively review it to eliminate any that are irrelevant or repetitive Following this, they can organize the remaining items into three distinct subgroups for better clarity and categorization.
Creating lists can greatly benefit students who feel overwhelmed by the vast amount of information on a topic By organizing their thoughts into a list, students can effectively narrow down a wide range of possibilities While lists often appear unordered, arranging ideas in a specific sequence marks the beginning of a structured outline.
Rapid free writing serves as a vital warm-up exercise for students, akin to physical training before a game (Raimes, 1996) This pre-writing technique encourages students to generate a wealth of ideas on a given topic without the constraints of spelling, punctuation, grammar, or organization, fostering writing fluency While these writing elements are important, focusing on them too early can stifle creativity To practice free writing, students should begin by noting the essay topic at the top of their paper, allowing them to write continuously within a set time frame This method promotes free association, enabling one idea to lead to another, ultimately revealing a surprising abundance of thoughts and insights.
Start with a central idea and relate words, phrases, or ideas to it This activity is used to find a direction for thoughts
Example: The topic is writing about somebody’s daily life
Students can do the clustering activities as followed
Clustering is a brainstorming technique where ideas are quickly written down without judgment The process starts with a central word related to the topic, surrounded by additional words and phrases Ample white space around these entries allows the writer to easily identify connections, using circles to group similar ideas and lines to illustrate relationships Enhancing this activity with colorful felt-tip markers can make it more enjoyable and visually engaging.
To effectively generate ideas for writing, students can utilize wh-questions—who, why, what, where, when, and how—related to their topic This approach not only kickstarts the writing process but also encourages active thinking, uncovering valuable details to enhance their paragraphs By exploring these questions, students can clarify their intended message and identify unnecessary information, ultimately leading to a more focused and enriched writing experience.
(1) “What” questions: What’s the problem? What’s my opinion? What’s the reason?
(2) “Who” questions: Who was involved? Who did it? Who was affected?
(3) “Why” questions: Why did it happen? Why did I do it?
(4) “When” questions: When did it happen? When did I realize this?
(5) “How” questions: How did it happen? How can I change the situation?, etc
Creating a simple outline is a highly effective strategy for students to enhance their writing speed By drafting an outline, students can clearly visualize how to start their writing and identify the key points they wish to address This organizational tool not only helps in structuring their ideas but also serves as a valuable reference during the writing process Once a solid outline for a paragraph or short essay is established, students have already accomplished half of the task With a clear outline in hand, the writing process becomes more streamlined, allowing students to focus on expressing their thoughts without the distraction of uncertainty.
Students can develop ideas basing on the three main points: Enjoyment, Banking and Finance, Evil things
A Enjoyment: (1) Traveling around the world; (2) Buying beautiful clothes; (3) Studying abroad
B Banking & Finance: (1) Payment; (2) Loan; (3) Savings
C Evil things: (1) Bribery; (2) Stealing; (3) Prostitution
* Percolating: Thinking about your topic Deeply examining, with the mind, what needs to be said
* Reading/Researching: Find information about the subject
* Discussing: Talk to other people, with varying levels of knowledge on the topic, about the piece
Multimedia sources such as printed materials, videos, and films, along with direct interviews, talks, surveys, and questionnaires, can effectively inspire writing ideas By providing students with diverse methods for gathering information during the pre-writing phase, their motivation to write is significantly enhanced.
Benefits of pre-writing activities
In general, the main benefits of pre-writing activities are:
Brainstorming can be a highly enjoyable phase of the writing process, where students are free to explore a myriad of ideas, regardless of how unconventional they may seem During this stage, they actively engage in generating thoughts, gathering resources, and taking notes, allowing their creativity to flow in various directions It is essential for students to thoroughly investigate their ideas until they discover the ones that resonate with them, ultimately guiding them toward a more focused and effective writing outcome.
Secondly, a student can easily evaluate new ideas that come flooding into his/her mind
Thirdly, pre-writing activities allow the student to write the first draft more easily because he/she knows what he/she wants to write at each writing session
Pre-writing activities boost students' confidence in their writing abilities by helping them evaluate the validity of their ideas This process enables them to assess whether they can effectively develop and complete their chosen topics.
By the conclusion of the pre-writing phase, students will have a comprehensive outline of their topic, allowing them to view the entire project at a glance This visual representation enables students to spread the outline across their desk and thoroughly examine their work, facilitating the identification of key elements and areas for improvement.
Inadequate organization of the ideas
Gaps in ideas and content
Whether the student has one paragraph or more
Whether the writing needs cutting down in size
Pre-writing activities offer several key benefits for students, including the stimulation of ideas to ease the writing process, the alleviation of mental blocks and distractions that hinder creativity, the promotion of a more engaging and motivating approach to writing rather than struggling with topics in isolation, and the fostering of a collaborative and enjoyable environment in the writing classroom.
A warning about pre-writing activities
Pre-writing activities are essential for aiding students in the writing process; however, it's important to be cautious, as both teachers and students can become overly engrossed in this stage This fascination may prevent them from progressing to the crucial steps of drafting and revising Similar to the research phase, writers often spend excessive time on planning, which can lead to inadequate time for actual writing during lessons Therefore, careful preparation is vital for teachers to ensure that writing lessons remain productive and focused on implementation.
An action research was carried out in order to answer the two research questions of this study:
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
In this action research, data were collected from two main data collection instruments: survey questionnaires and tests.
Overview of action research
Action research is characterized as the application of fact-finding to solve practical problems within social contexts, aimed at enhancing the quality of actions involved This process necessitates collaboration among researchers, practitioners, and community members, as defined by Burns (1994).
According to Wallace (1998), action research for language teachers involves systematically gathering and analyzing data from daily teaching practices to inform and enhance future instructional decisions.
Action research typically involves five key phases: identifying the problem, planning action, collecting data, analyzing data, and formulating a plan for future action Nunan (1992) supports this structure but further breaks down the process into smaller steps, which include initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, and dissemination.
This action research utilized Nunan’s six steps, as his framework encompasses the perspectives of various researchers The study was structured into two distinct periods: the first period lasted for 2 weeks (weeks 1 and 2), while the second period extended over 6 weeks (from weeks 3 to 8), culminating in a total of 8 weeks during the second semester.
Descriptions of the research
Description of the participants of the study
The research is carried out in class 11 A3 of Tien Du 3 High School The class size is
46 There are 21 males and 25 females Their ages are from 17 to 18 They are from different communes of Tien Du district, Bac Ninh Province They have learnt English (E) 6, E7, E8, E9 and E10 They did not acquire the same level of English Especially in English writing tests, they often got low marks Some students even do not know how to get started to write This reason encouraged the researcher to choose them as the objectives of the study
Also taking part in the study of this action research was the teacher of class 11A3- Tien
Du 3 High School It is obvious that the teacher plays a very important part in students’ writing Oxford (1990) has shown that the roles of the teachers are traditionally viewed as an authority figure, instructor, director, manager, leader, evaluator, controller, and even the doctor who must cure the ignorance of the students
According to Oxford (1990), teachers play crucial roles as diagnosticians, language learners, learner trainers, coordinators, and coaches Their status is defined not by hierarchical authority but by the quality of their relationships with students When learners assume greater responsibility for their education, it leads to increased learning and a sense of success for both teachers and students.
In order to make the study more objective, the researcher has asked a teacher of Tien
Du 3 High School to code and rate the pre- and post-tests If the marks given by the rater are the same as the marks given by the teacher of class 11A3, the marks will be accepted If there are differences in marks between them, they will have to discuss and agree on which marks to be accepted
The "English 11" textbook, developed by the Ministry of Education, was first implemented in the 2007-2008 school year This curriculum follows theme-based and task-based approaches, comprising 16 units spread over 103 periods across two terms, with three English classes each week Each unit includes five 45-minute periods focusing on reading, speaking, listening, writing, and language skills, with writing receiving one dedicated period Many students struggle with writing assignments in class, often resulting in low scores for this skill.
Planning-identifying the current problems and the causes of the problem s 18 1 Pre-test instrument
The researcher identified a significant weakness in her students' writing skills, particularly in initiating essay topics and managing time effectively during writing tasks To investigate the underlying issues affecting their writing abilities, she posed the research question: “What are the causes of difficulties in students’ writing?” To address this inquiry, she employed Pre-test and Questionnaire instruments to pinpoint the specific challenges faced by her students in writing lessons and assessments.
A writing test was conducted to assess students' language proficiency, utilizing content based on a textbook topic (refer to appendix 3.1) The pre-test was administered without any pre-writing activities being implemented.
Following the completion of the pre-test, a pre-study questionnaire was distributed to students to gather insights on their writing challenges, preferences for pre-writing activities, and evaluations of the implemented pre-writing exercises.
The aims of the questions in the survey questionnaire are as followed:
Question 1 aims at finding out the students’ attitude toward writing skill
Question 2 aims at finding out the number of students who have troubles thinking about what to write
Question 3 helps the researcher know the factors that cause the difficulties in students’ writing
Question 4 aims at finding out how students would like to participate in pre-writing activities Question 5 aims at finding out the students’ assessment on some of the pre-writing activities given in textbook and applied by the teacher
Question 6 is asked for the purpose of finding out the role of the pre-writing activities to the improvement of students’ writing
To ensure that the informants understood the questionnaires, the teacher explained all the questions carefully and guided students when necessary.
Preliminary investigation
To confirm the problem stated in phase 1, the researcher conducted the lessons of unit
The researcher conducted observations and interviews with students to identify the reasons behind their writing difficulties The interviews included specific questions aimed at uncovering the challenges faced by the students in their writing process.
What do you think about the pre-writing activities available in your textbook?
Which pre-writing activities do you like most?
How would you like to participate in the pre-writing activities? (In pairs, in groups, individually)
The researcher documented participants' responses, noting their preferences for the implementation of pre-writing activities in the classroom, including which specific activities they favored during the pre-writing stage.
Hypothesis
Following the analysis of data from pre-tests and pre-study survey questionnaires, several key factors contributing to low marks and challenges in writing lessons were identified.
- The pre-writing activities in the textbook are not sufficient enough
- The students’ language competence and proficiency is low.
Action, developing an action plan and conducting the experiment
To address the identified issues in writing lessons, the researcher incorporated various pre-writing activities into the curriculum for units 13, 14, and 15 in class 11A3 at Tien Du 3 High School during the second semester After reviewing the pre-writing activities from the textbook, the researcher selected additional methods to facilitate the writing process The most favored activities among students included brainstorming, drawing, question-and-answer sessions, listing, clustering, and rapid free-writing These activities were implemented during units 13, 14, 15, and 16 over weeks 5, 6, and 7 to enhance student engagement and improve writing skills.
8) depending on the content of each lesson
In week 5 of the action research, the researcher implemented a pre-writing activity focused on "asking and answering questions." Students collaborated in pairs to brainstorm names for collections depicted in pictures, followed by representatives writing their answers on the board The researcher then provided wh-questions, prompting groups to rearrange them logically and write their responses After exchanging answers with other groups for discussion and idea enhancement, the teacher collected the responses to assess students' readiness to write Finally, the teacher suggested a list of ideas for students to select from when answering the questions.
In general, most students could do these tasks well They remembered the order of the ideas that should be written in their papers in the while-writing stage
In Unit 14's writing section, the teacher implemented two pre-writing tasks to prepare students for composing a passage about "the class's camping holiday." Task 1 involved a whole-class brainstorming session where students recalled camping activities, guided by the teacher's suggestions over a five-minute period to activate their existing knowledge In Task 2, students individually matched activities from the textbook to corresponding pictures, reinforcing their understanding Following the matching exercise, the teacher provided essential details for their writing, including the bus departure time, arrival at the campsite, tent setup, and various activities such as wildlife observation, cooking over an open fire, swimming, playing games, and fishing, culminating in the departure time from the campsite.
In Unit 15, students engaged in a writing task focused on creating a biography of Neil Armstrong The lesson began with a pair activity where students discussed what they knew about Armstrong after examining his picture They asked and answered questions regarding his date and place of birth, career, and famous quotes, while the teacher recorded their responses without corrections Following this, students completed a task in the textbook that involved filling in blanks based on provided information and selecting appropriate headings Once they finished, they were tasked with writing a biography of Armstrong, using the chronological information from the textbook to aid their writing The teacher encouraged students to incorporate additional details beyond the textbook content to enhance their biographies.
In the recent writing lesson, students tackled the challenging topic of reporting on a visit to the Ponaga Cham Towers in Nha Trang, based on visitor notes from their textbook The teacher initiated the pre-writing phase with engaging activities, first asking students if they had personally visited the towers Those who had shared their memories, while others described a picture shown by the teacher To stimulate discussion, the teacher posed Wh- questions regarding the towers' features and history Following this, students reviewed the visitor notes and clarified unfamiliar terms before drafting their outlines individually for about seven minutes, with the teacher offering assistance as needed Finally, the teacher selected the best outline to share with the class for feedback, which helped boost students' confidence for the actual report writing stage.
In the pre-writing stage of units 13, 14, 15, and 16 for English 11, I implemented various activities and closely observed student engagement and reactions My observations focused on identifying challenges students faced with these pre-writing tasks, including difficulties with content and collaboration in individual, pair, and group settings These insights proved valuable in interpreting fluctuations noted in the end-of-study surveys, allowing me to pinpoint the root causes of issues impacting students' writing.
At the conclusion of each writing lesson, students were invited to share their feedback on the pre-writing activities facilitated by the teacher I diligently recorded all comments, and they were encouraged to submit their individual reflections addressing specific questions: What challenges did you face during the pre-writing tasks? Did collaborating with peers enhance your learning experience? Are the pre-writing activities helpful in simplifying your writing process?
To evaluate the effectiveness of pre-writing activities on students' attitudes towards writing, I conducted a follow-up survey using the same questions from the initial assessment.
Observation, collecting data and observing the effects of the action
During the implementation of the action plan, the researcher gathered data and conducted pre-writing activities in the classroom Questionnaires collected in the first two weeks helped identify the most preferred pre-writing activities among students Following this, the researcher applied these activities, along with additional ones, to assess any changes in students' writing outcomes After eight weeks, a post-test was administered to evaluate the impact of the pre-writing activities on writing quality Students also completed the initial survey again to determine any improvements in their writing skills Detailed analysis of the collected data is presented in Chapter 4.
Reflection, evaluating the action plan and the evaluated effects of the action 23 3.3.8 Data collection instruments and their procedures
3.3.8 Data collection instruments and their procedures
The pre-test was done in March 2009 and the post-test was done in May, 2009 The procedures of collecting data were carried out as follows:
The pre-test was administered to students in class 11A3 at Tien Du 3 High School to identify current issues related to writing difficulties, marking the first step of the action research: Planning The teacher analyzed the pre-test results to determine if the absence of pre-writing activities contributed to these challenges This approach aimed to evaluate whether implementing pre-writing activities would improve students' writing outcomes The pre-test topic was sourced from Unit 13 (see appendix 1).
To address the second research question regarding the impact of pre-writing activities on 11th-grade students at Tien Du 3 High School, the researcher administered a post-test and a follow-up attitudinal survey after implementing these activities in the classroom The findings were then analyzed in comparison to the initial results to evaluate the extent of improvement in students' writing skills.
Summary
This section outlines the research method and various data collection instruments used, along with the rationale behind the chosen method It details the structured data procedures and the execution of the action plan Following the collection of data from a pre-test and a pre-study attitudinal survey, the research aimed to identify the challenges students face in writing An action plan was subsequently developed, incorporating effective pre-writing activities during the last four units of the second term The evaluation of the action research was based on the analysis of results from the action plan implementation and data gathered from tests.
Chapter 4: Data analysis and discussion
This chapter presents a comprehensive analysis of the data collected during the research, highlighting key findings and discussions It includes insights and comments gathered throughout the research process, offering a thorough understanding of the study's outcomes.
The study analyzed data by comparing students' responses to pre and post attitude surveys, where participants answered the same six questions both at the beginning and the end of the study.
An analysis of the data compared pre- and post-writing test results to identify any improvements in quality This comparison aimed to determine whether the pre-writing activities enhanced students' writing skills during class.
To minimize bias in the evaluation of writing tests, each composition was photocopied and coded, as some students preferred using uniquely colored ink for their assignments An independent person, unfamiliar with the students, randomly assigned numbered labels to the writing tests, ensuring that pre and post-tests were mixed These labels concealed the students' names to maintain anonymity A corresponding list of names and numbers was kept in an envelope, which the researcher did not access until after the tests were evaluated and rated.
The researcher evaluated the writing tests based on five key criteria Firstly, the clarity and organization of the content are essential for effectively developing the topic Secondly, correct grammar usage is crucial Thirdly, a diverse range of vocabulary and sentence structures is important for enhancing the writing Additionally, adhering to the correct conventions of layout, such as in letters or reports, is necessary Finally, accuracy in spelling and meaningful punctuation plays a vital role in overall writing quality.
To minimize bias in evaluating student compositions, initial ratings were recorded before the works were remixed An independent rater, unfamiliar with the students, assessed the compositions using predefined criteria The researcher then compared the category placements from both the teacher and the rater Compositions consistently categorized by both parties were permanently assigned to that category, while others were reevaluated through discussion until consensus was achieved.
The comparison of final marks from both pre- and post-tests aimed to assess the impact of various pre-writing activities on students' writing performance.
4.2 The results of the students’ pre-test and post-test
This study aims to investigate the impact of pre-writing activities on students' writing outcomes, specifically assessing whether these activities effectively enhance their writing skills.
The results of the pre- and post-test were analyzed using SPSS (Statistical Package for the Social Sciences) version 17.0, with a significance level set at 05 A P-value obtained from the analysis indicates statistical significance if it is less than or equal to 05 (P ≤ 05).
A Pair-sample T-test was conducted to compare pre- and post-test results, assessing changes in students' writing after implementing an action plan that incorporated additional pre-writing activities into the writing lessons over the final eight weeks of the second term The findings are detailed in Table 1 and Chart 1, illustrating the impact of these enhancements on student performance.
Tests Mean N Std Deviation Std Error Mean T P
Table 1 The results of the pre-test and post-test
The data presented in Table 4.1 and Chart 1 demonstrate a significant enhancement in students' writing skills, as evidenced by the comparison of pre-test and post-test results Specifically, the statistical analysis reveals a notable difference, with T = -6.797 (less than -2) and a p-value of 000, indicating a clear improvement.
The post-test mean increased significantly to 6.6667, up from the pre-test mean of 5.6889, reflecting an increase of 0.9778 (p < 0.05) This notable improvement is visually represented in Chart 1 above, highlighting the difference between the pre-test and post-test results.
4.3 The result of the students’ pre- and post-study attitudinal survey
A six-item attitude survey was conducted with 46 students at the beginning and end of an action research project to evaluate their attitudes towards writing Out of the 46 students, 45 completed both the pre- and post-study surveys, while one student did not participate The purpose of the survey was to identify challenges that hinder students' writing abilities and to gather their opinions on writing skills and pre-writing activities The same questionnaire was administered again at the end of the research to assess the impact of the pre-writing activities on students' attitudes The findings from the survey are presented in the following tables and charts.
4.3.1 The students’ attitude towards writing
To know the students’ attitude towards writing, the teacher asked students to respond to the first question: “Do you like writing at school?”
Chart 1 The results of the pre-test and post-test in mean
Chart 2 illustrates the students' attitudes toward writing skills before and after the implementation of an action plan Initially, 38% of students expressed a dislike for writing, while 33% liked it only a little, 20% liked English a lot, and just 9% had a strong affinity for it Overall, the majority of students were not fond of writing in school However, following the introduction of more pre-writing activities, the percentages shifted: those who disliked English decreased to 27%, those who liked it a little rose to 31%, and the combined total of students who liked English much or very much increased to 42%.