The Problem
The ability to write accurately and effectively is essential for success in both personal and professional life In educational settings, students are required to complete various writing assignments, including compositions and research papers In the workplace, employees must produce formal documents such as reports and application letters As highlighted by Freeman and Richard (1998), strong writing skills are crucial for a successful career Additionally, effective writing is vital in everyday communication, as individuals often need to convey messages through letters, postcards, or emails, especially with the rise of internet usage.
Developing writing skills can be challenging, even for native speakers As noted by Davis (2000:96), writing is often the least utilized linguistic skill among individuals in their own language.
Many adults in 'advanced' societies struggle with writing, and this challenge is even more pronounced for English as a foreign language learners at ISTC Recent evaluations of final writing tests have highlighted a need for improvement in students' writing abilities, as their performance in writing classes has not met expectations Teachers have observed that while intermediate level B learners can identify errors in provided texts, they often replicate these mistakes in their own short paragraphs, leading to grammatical and structural issues that confuse readers.
Advanced writing often suffers from grammatical and structural errors that obscure meaning, leading to poorly organized paragraphs Additionally, many learners struggle with achieving unity and coherence in their writing.
Several factors contribute to the decline in writing skills, including the writing syllabuses, course objectives, and the attitudes of both learners and teachers towards writing Additionally, the techniques used in instruction play a crucial role Therefore, it is essential to evaluate and enhance the teaching and learning of writing at ISTC.
0.2 The aims and scope of the study
This study focuses on three key objectives: first, to survey the writing challenges faced by learners at ISTC; second, to analyze how the writing syllabus influences learners' writing abilities; and third, to provide recommendations for enhancing the teaching and learning of writing skills at the center.
The study focuses on learners at ISTC, inviting participants from three levels of two consecutive courses that commenced in December 2006 and August 2007 The characteristics of these learners, detailed in Chapter 1 – Background to the Study, establish the study's limitations Their attitudes towards learning English and writing may differ from university students, and the challenges faced by ISTC learners may not align with those encountered by English majors.
The survey findings will be analyzed to identify the root causes of writing challenges, leading to recommendations that enhance the writing process It is anticipated that ISTC authorities will evaluate the need for adjustments to the writing syllabus and final assessments These efforts are focused on improving learners' writing skills.
This thesis, besides the introduction and the conclusion, consists of the following five chapters:
- Chapter 1 provides the background information to the study
- Chapter 2 presents a review of the literature related to the matters of teaching writing skills
- Chapter 4 reports the findings followed by the discussions
This chapter outlines the background of the study by examining the prevalent trends in writing instruction at foreign language centers in Ho Chi Minh City (HCMC) It also discusses the roles and objectives of writing within the curriculum at the In-Service Training Center (ISTC), as well as providing an overview of the ISTC and its learners.
1.1 The common trend of teaching writing at language centers in Ho Chi Minh City
My research on English language instruction in various Foreign Language Centers (FLCs) in Ho Chi Minh City indicates that, despite claims of equal focus on all four language skills, writing is often treated merely as a tool for reinforcing newly learned grammar and vocabulary rather than being developed as a standalone skill.
A significant issue in the Foreign Language Centers (FLCs) in Ho Chi Minh City (HCMC) is the lack of dedicated textbooks for teaching writing While each institution utilizes different materials, they share a common shortcoming in their writing activities To understand this better, it's essential to examine the curricula and teaching objectives of major FLCs in HCMC, such as those overseen by the Department of Education and Training of HCMC (DETH), Dương Minh’s Foreign Language Schools, and HCMC University of Pedagogy (HUP).
1.1.1 The curriculum at FLCs managed by DETH
The Streamline English series, authored by Hartley and Viney and published by OUP between 1978 and 1980, has been the primary textbook used in language centers managed by DETH, emphasizing the development of oral and aural skills for English language learners.
In the current series of language books, writing practice is notably scarce, with only three out of 80 units in the first book, "Departures" (1978, OUP), dedicated to this skill These specific units (40, 60, and 80) focus exclusively on informal letter writing and offer parallel writing exercises, providing learners with both the necessary structures and language to create alternative letters Additionally, the "Streamline" series includes five units specifically for writing practice.
The English Book 2 (Connections, 1979, OUP) includes units 24, 32, 45, and 80, focusing on informal writing, while unit 59 addresses more formal writing, specifically letters for hotel reservations and replies Streamline English Book 3 (Destinations, 1980, OUP) consists of 80 units designed to enhance reading and speaking skills through discussions and questions related to longer passages Writing exercises in this book reinforce previously introduced language structures, such as making requests and expressing sympathy Notably, writing practices are found in select units, including unit 6 (job application letter) and unit 27 (complaint letter), while unit 49 emphasizes the format of formal correspondence and the use of relative clauses in formal writing.
The following table summarizes the writing activities provided by these textbooks
40: A personal letter Format for informal letter
Revision and consolidation letter format
80: A fourth letter Revision and consolidation letter format
Writing another letter with the same structures and given vocabulary
Revision and consolidation letter format
Writing another letter with provided sets of words and phrases (Guided sentence building)
32: A family problem Prepositions after adjectives
Writing another letter with provided sets of words and phrases (Guided sentence building)
59: A trip to Paris Format of business letter - Telegraphs reserve a room
- Writing a reply from the hotel
80: The last letter from Mary
Writing a reply letter using suggested ideas
6: Getting a job Format for formal letter
Writing an applying letter with a given model and suggested ideas
Letter of complaint Writing a letter of complaint with a given model and suggested ideas
Use of relative clauses in formal written style
Table 1.1: Writing activities provided by the textbooks currently used to teach English by DETH
1.1.2 The curriculum at Duong Minh School
Dương Minh Foreign Language School, located in HCMC, utilizes the New American Streamline English program, developed by Hartley and Viney in 1994, across its four divisions This program follows a similar approach to the original Streamline English, emphasizing effective language acquisition.