INTRODUCTION
Rationale
English has emerged as a vital international language, taught globally and essential for effective communication In Vietnam, it is mandatory for students to begin learning English from the third grade, making it a crucial subject in schools, colleges, and universities Many students acknowledge that mastering English can lead to better career opportunities This language not only provides essential cultural and social knowledge but also keeps learners informed about current societal issues As Vietnam increasingly engages in regional and global activities, the demand for English speakers has surged, highlighting the need for effective communication and access to modern technology.
Vietnamese students, particularly first-year students at Nghe An Trading and Tourism Vocational College, exhibit creativity but face significant challenges with language skills, especially in writing Despite educators providing necessary support, identifying the most effective teaching methods that align with educational and societal needs remains a critical concern for English teachers in Vietnam.
Recent years have seen significant changes in the teaching and learning of English, driven by the efforts of various international organizations and educational initiatives Modern approaches, techniques, and methods have been implemented across universities, colleges, and high schools Dedicated generations of English teachers are striving to achieve optimal results in their careers and classroom environments.
As a teacher at Nghe An Trading and Tourism Vocational College, I have observed that students face significant challenges during writing lessons A key issue that arises is understanding why many English learners do not actively engage in writing activities.
Writing is a crucial skill for English learners, significantly enhancing their job prospects Over the years, educators have observed that while students are eager to write, they often lack the confidence to do so effectively.
As a fact they can think that, this language is not easy so they are not interested in learning, especially in writing
First-year students in Vietnam come from diverse backgrounds, often excelling in grammar but struggling with writing due to a lack of confidence and uncertainty about how to start Those from rural areas may face greater challenges in writing skills compared to their urban counterparts In writing lessons, stronger students display confidence while weaker ones often feel intimidated To address this issue, it is essential to implement strategies that provide first-year students with more opportunities to write One effective approach is the free-writing technique, which aligns with learner-centered principles and can enhance their pre-writing skills.
For the above-mentioned reasons, the author aims at conducting the study entitled “ Free writing as a pre-writing technique for EFL adulter learners “
Aims of the study
The purpose of this research is to investigate if free writing, when used in the pre-writing phase, helps to improve EFL students'writing accuracy and fluency
Research questions
The study was set to answer the following research questions:
- How does free-writing affect EFL learners’ writing accuracy?
- How does free-writing affect EFL learners’ writing fluency?
Scope of the study
Improving writing skills for EFL learners can be achieved through various strategies, with free writing during the pre-writing phase being a key method This study aimed to investigate the impact of free writing on enhancing students' writing abilities, specifically focusing on two critical aspects: accuracy and fluency.
Methods of the study
The study employed an experimental method involving two groups of first-year EFL students at Nghe An Tourism Trading Vocational College The primary aim was to investigate the impact of free-writing on the writing accuracy and fluency of EFL learners.
Design of the thesis
The thesis consists of the following parts:
This part introduce the issues leading to the study, including rationale, aims, methods, scope, method and organization of the study
This chapter offers essential theoretical insights into free writing and pre-writing, outlining their definitions and the various stages involved in a writing lesson It emphasizes the significance of pre-writing in the writing process, details the rules of free writing, and highlights its vital role in enhancing writing skills.
This part presents the study and these include, participants, material, procedures and results
Chapter 4: Data analysis and discussion
This chapter presents their analysis and interpretation
This study presents a summary of key findings and insights derived from the research results Additionally, it discusses the implications of these findings and offers recommendations for future research endeavors.
THEORETICAL BACKGROUND
Writing instruction
David Mc Mrrey highlights that technical writing plays a crucial role in providing step-by-step instructions for tasks such as assembly, operation, repair, and maintenance Despite its apparent simplicity, poorly written instructions are prevalent and often lead to frustration This chapter aims to present professional techniques for crafting effective instructions, offering insights that may improve your writing, even if it doesn't guarantee perfection.
Ultimately, however, good instruction writing not only requires these techniques but also:
A thorough understanding the procedure in all its technical detail
Your ability to put yourself in the place of the reader, the person trying to use your instructions
Your ability to visualize the procedure in great detail and to capture that awareness on paper
Finally, your willingness to go that extra distance and test your instructions on the kind of person you wrote them for
Creating effective instructions involves more than just using headings, lists, and special notices While organizing information into numbered lists and highlighting key points is a solid foundation, there are additional complexities to consider This unit delves into the various features that can enhance your instructional writing, providing valuable insights to help you plan and develop your own comprehensive instructions.
2.1.1 Product writing and process writing
The traditional approach to writing education involves students imitating a model text that is introduced and analyzed at the beginning of the learning process This method emphasizes understanding and replicating the structure and style of exemplary writing.
In the study of model texts, key characteristics of different genres are emphasized to enhance understanding For instance, when analyzing a formal letter, students learn the significance of structured paragraphing and the specific language required for making formal requests Conversely, while exploring a narrative, the emphasis shifts to the storytelling techniques that engage readers, prompting students to identify where and how these methods are effectively utilized by the writer.
Controlled practice focuses on specific language features in isolation, allowing students to refine their skills For instance, when learning about formal letters, students might practice making formal requests using the structure "I would be grateful if you would…" This targeted approach enhances their understanding and application of formal language.
The organization of ideas is a crucial stage in the writing process, with some experts asserting that it holds greater significance than the ideas themselves and is equally vital as language control.
The culmination of the learning process involves students selecting from various comparable writing tasks By applying the skills, structures, and vocabulary they have learned, they individually create a final product that demonstrates their proficiency as fluent and competent language users.
Process-oriented writing approaches emphasize diverse classroom activities that enhance language skills, including brainstorming, group discussions, and rewriting These methods can involve multiple stages, with a common sequence of activities designed to foster effective writing development.
Brainstorming and discussion are effective methods for generating ideas among students They might explore the essential qualities for specific jobs or discuss the reasons behind drug use and gambling During this phase, the teacher takes a supportive role, stepping back to allow students to freely express their thoughts while offering language assistance only when necessary to encourage creativity and idea production.
Students extend ideas into note form, and judge quality and usefulness of ideas
Students can effectively organize their ideas using mind maps, spidergrams, or linear formats This process clarifies the hierarchical relationships between concepts, aiding students in structuring their texts more effectively.
Students write the first draft This is done in class and frequently in pairs or groups
Exchanging drafts allows students to read and critique each other's work, fostering an understanding that writing is intended for an audience This peer feedback process not only enhances their awareness as readers but also helps them refine their own drafts, ultimately improving their writing skills.
Drafts are returned and improvements are made based upon peer feedback
Students once again exchange and read each other's work and perhaps even write a response or reply
Process-driven approaches share similarities with task-based learning by allowing students significant freedom during tasks without the constraints of prior teaching on vocabulary or grammar However, they still maintain a focus on the final product, aiming to achieve the highest quality outcome The key distinction between process-focused and product-centered approaches lies in the fact that the final product is not predetermined in a process-oriented approach.
-text as a resource for comparison
-more global, focus on purpose, theme, text
-organisation of ideas more important than ideas themselves
The choice of teaching approach should be influenced by the teacher, the students, and the text genre For instance, formal letters and postcards, which have specific structural features, are better suited to a product-driven approach This method emphasizes layout, style, organization, and grammar, providing essential support for students tackling these writing tasks.
Process-driven approaches in genres like discursive essays and narratives emphasize student ideas These activities facilitate brainstorming and group discussions, allowing for collaborative writing and text exchange This collaboration helps students tailor their writing to their audience, resulting in more effective and successful texts.
The two approaches to writing—process writing, which includes re-drafting and collaboration, and the study of written models—can effectively complement each other in the classroom.
Pre-writing
Pre-writing is the first stage of the writing process, typically followed by drafting, revision, editing and publishing
Prewriting can consist of a combination of outlining, diagramming, storyboarding, clustering (for a technique similar to clustering, see mindmapping)
Prewriting is the essential first stage of the writing process, allowing us to discover and explore initial ideas on a subject This phase enables us to jot down thoughts in a freeform manner, which may later evolve into organized writing Familiarizing yourself with various prewriting techniques is crucial, as each method can facilitate the creative process Key prewriting techniques include freewriting, brainstorming, clustering, tagmemics, and journalistic techniques, each offering unique benefits to help you find the approach that works best for your writing style.
2.2.1 The importance of pre-writing
Prewriting is a crucial step in crafting a successful essay, encompassing techniques such as outlining, clustering, free writing, listing, and diagramming Many college students overlook the significance of this phase, leading to disappointment with their grades Whether due to lack of motivation or unfamiliarity with prewriting methods, it is essential for students to invest adequate time in this process This article will explore the importance of prewriting in essay development.
Prewriting is essential for students as it fosters coherent and well-developed ideas in their essays Professors often assess thought fluency and paragraph development, making prewriting a valuable step in the writing process This phase enables students to reflect on their topic and organize their thoughts, helping them determine the approximate number of sentences needed for each paragraph.
Many students struggle with initiating their essays and crafting a clear thesis statement, which is crucial as it outlines the essay's main argument Engaging in prewriting exercises can significantly aid students in brainstorming effective introductions and developing their thesis statements Taking the time to carefully consider the thesis is essential, as it informs the reader about what the essay will explain, demonstrate, and prove Thus, prewriting offers college students the opportunity to refine their ideas and create a strong foundation for their essays.
Effective pre-writing emphasizes the importance of organization, allowing students to structure their paragraphs and thoughtfully arrange their ideas This process is crucial for crafting essays that meet college professors' expectations for coherence and clarity By engaging in pre-writing, students can identify relevant content for their paragraphs, ensuring that only the most pertinent information is included.
Many college students experience writer's block, but pre-writing can effectively alleviate this issue by allowing thoughts to flow freely By engaging in pre-writing, students often find that they face fewer challenges when crafting their official essays Thus, it is crucial for students to incorporate pre-writing into their writing process and to discover the pre-writing techniques that work best for them individually.
Prewriting is an essential step in the writing process that helps students avoid grammatical and mechanical errors in their final drafts By engaging in prewriting, students can organize their thoughts and maintain focus on the content of their essays, allowing them to pay greater attention to grammar and mechanics Without this preparatory phase, students often struggle to stay organized and on topic, which can detract from the overall quality of their writing Ultimately, prewriting equips students with a clear direction for their essays, enabling them to produce polished and error-free work.
When faced with a new assignment from your professor, it's common to feel overwhelmed and unsure of where to begin You might find yourself asking, "What topic should I choose?" or "How do I start my paper?" Taking a moment to breathe and gather your thoughts can help you navigate the writing process more effectively.
To succeed in writing research papers and regular essays, start by taking a deep breath and maintaining a positive attitude Here are some effective techniques to help you get organized and enhance your writing process.
Unlocking your memory and connecting your ideas with past experiences can lead to compelling paper topics Three effective techniques for this process are directed questioning, freewriting, and brainstorming While you may not need to utilize all three methods, familiarizing yourself with each will help you identify the one that proves most beneficial for your creative process.
If you have a topic of interest but are uncertain about how to tackle it, consider using directed questioning to refine your ideas This approach focuses on narrowing down broad concepts rather than expanding them, guiding you to more specific insights.
How can I describe the topic?
How can I define the topic?
How does the topic resemble or differ from other topics?
How does the topic work?
How does the topic affect other things?
Can I argue for or against the topic?
Why does this topic interest me?
What ideas are generally associated with the topic?
Brainstorming, also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned
To brainstorm effectively, gather your team and jot down all potential terms related to your main topic This collaborative approach allows everyone to contribute ideas while one person documents them Focus on generating a wide range of possibilities without the pressure of editing or dismissing any suggestions, ensuring a rich pool of concepts to explore.
Group the items that you have listed according to arrangements that make sense to you
Give each group a label Now you have a topic with possible points of development
Write a sentence about the label you have given the group of ideas Now you have a topic sentence or possibly a thesis statement
Clustering is also called mind mapping or idea mapping It is a strategy that allows you to explore the relationships between ideas
Put the subject in the center of a page Circle or underline it
As you think of other ideas, link the new ideas to the central circle with lines
As you think of ideas that relate to the new ideas, add to those in the same way
The outcome will resemble a web on your page Identify clusters that capture your interest and use the keywords linked to the key ideas as starting points for your paper.
Clustering is an effective technique for understanding the relationships between ideas, particularly when faced with a multitude of concepts By visually organizing your thoughts, clustering allows you to see how ideas interconnect, helping you to identify potential directions for your paper.
Looping is an effective free-writing technique designed to help you refine your ideas and uncover a specific writing topic This method involves a series of 5-10 minute free-writing sessions, each one building upon the last to enhance focus Key principles of free-writing, such as writing quickly, avoiding edits, and maintaining a continuous flow, also apply to looping, making it a valuable tool for writers seeking clarity and direction in their work.
Free writing
There are many definitions of free writing
Free writing is a prewriting technique where individuals write continuously for a set time without worrying about spelling, grammar, or topic This method generates raw material that may initially seem unusable, yet it effectively helps writers overcome blocks of apathy and self-criticism Primarily used by prose writers and writing instructors, free writing allows for the collection of initial thoughts and ideas on a subject, serving as a precursor to formal writing Unlike automatic writing or brainstorming, which focuses on listing ideas, free writing encourages the formation of coherent sentences and paragraphs based on whatever comes to mind.
Freewriting, as defined by Elbow and Belanoff (2000), involves jotting down any thoughts or ideas that arise within a set timeframe without interruption This technique gained popularity for L1 instruction during the late 1960s and early 1970s, aligning with the neoprogressive movement that challenged traditional, teacher-centered educational methods, which often neglected creativity (Fox & Suhor, 1986).
According to Fox and Suhor (1986), the popularity of neoprogressive English instructional methods, such as freewriting, declined in the mid-1970s due to the rise of the back-to-basics movement Advocates of this movement criticized these methods as lacking discipline and being overly permissive in their approach to education.
Discussion on freewriting in other studies (Rodrigue, 1985; see also Piltch,
Despite criticisms of freewriting noted by Shelis (1975) and others (Fox & Suhor, 1986), numerous studies and writing projects have been conducted on the practice in L1 contexts since the neoprogressive movement Key researchers in this area include Adams (1971), Alloway et al (1979), Arthur (1981), and Elbow (1989), among others These investigations highlight the ongoing interest and relevance of freewriting in educational settings, demonstrating its significance in the evolution of writing instruction.
Reynold (1984) noted that freewriting has endured despite the backlash against progressive education in the 1970s, highlighting its lasting relevance in first language writing instruction This enduring interest among researchers underscores the significance of freewriting as a valuable tool in enhancing writing skills.
Freewriting can take on different characteristics based on context, such as the time allocated or the presence of a specific topic (Fontaine, 1991) When no topic is provided, it is referred to as unguided (self-sponsored) freewriting, while guided (teacher-sponsored or focused) freewriting occurs when a topic is assigned (Elbow, 1998b; Elbow & Belanoff, 2000; Fontaine, 1991; Lannin, 2007) Elbow (1998b), a key advocate for freewriting, emphasizes that students should maintain a continuous flow of writing without editing, stating that “the main thing about freewriting is that it is nonediting” (p 6, italics in the original).
Writing fluency can be enhanced by adhering to the principle of continuous writing without editing, allowing students to express their thoughts freely without the distraction of previous text (Elbow, 1998a) While some researchers, such as Polio (2001), express concerns that prioritizing fluency may negatively affect writing quality, freewriting emphasizes the production of ideas over quality concerns Elbow (1998b) argues that freewriting effectively distinguishes the processes of producing and revising, facilitating a more fluid writing experience (p 14).
Researchers advocate for freewriting, highlighting its benefits beyond enhancing writing fluency and fostering a nonediting habit Hilgers (1980) analyzed over 210 ten-minute unguided freewriting samples from two years of teaching, finding that this practice helped students transition from personal experiences to a more abstract understanding, which is essential for academic writing Additionally, Fontaine (1991) supports the value of unguided freewriting in developing these skills.
Students were given the chance to "make meaning with language" by writing about their interests, which helped them organize their observations and develop a clearer self-concept through freewriting According to Fontaine (1991), self-concept is defined as "a sense of who they are, of what they value, and of the bases on which they determine these values." This process not only enhances their writing skills but also fosters personal growth and self-awareness.
Unguided freewriting enhances writing fluency and self-concept, while guided freewriting is particularly effective for overcoming the initial challenges of the writing process (Elbow & Belanoff, 2000) Hammond (1991) found that guided freewriting fosters critical thinking, enabling students to gain deeper insights by promoting inductive reasoning rather than hasty conclusions This method encourages students to explore various arguments and perspectives, leading to new insights from their initial thoughts Additionally, nonjudgmental feedback through sharing and discussions further strengthens students' ideas and promotes additional insights.
Freewriting is an effective technique for students to overcome writer's block, emphasizing three key aspects: focusing on content, disregarding form, and writing continuously (Jacobs, 1986) This student-centered approach significantly benefits writing class participants by alleviating self-imposed pressures and enhancing their motivation to write in English.
Freewriting provides students with a valuable opportunity to write freely for about 10 minutes in each class, helping to alleviate the inhibitions that often hinder their writing skills, which have been ingrained since elementary school This practice is particularly beneficial for ESL students as it supports their developing competencies However, for freewriting to be effective, teachers must maintain an organized, disciplined, and methodical approach, ensuring a productive environment for students.
Free writing is a powerful technique that enhances idea generation and various writing processes, whether for blogging, creative writing, legal documents, or brainstorming new opportunities By utilizing free writing, individuals can unlock their creativity and achieve remarkable outcomes.
The free writing technique involves writing quickly and continuously without concern for punctuation, spelling, or structure This exercise encourages individuals to express their thoughts freely, allowing for the rapid generation of ideas without the hindrance of analysis or overthinking By engaging in free writing, people can tap into deeper levels of creativity and thought that may not surface during their daily routines.
Here are six ways that the free writing technique will improve your writing:
Continuous free writing stimulates your mind to generate fresh ideas, allowing your creativity to flourish By putting these thoughts on paper, you unlock a stream of concepts that can lead you through various topics This process engages the right side of your brain, encouraging exploration of new areas and enhancing your creative flow.
Assessing writing ability
Assessing the writing abilities of non-native English speakers (NNES) is a complex issue influenced by the interplay of various language skills This article highlights that different chapters focus on the assessment of each of the four language skills, although a comprehensive evaluation of overall language proficiency remains crucial, particularly in academic settings for NNES students For more information, refer to the Resources in Language Testing website.
2.4.1 Principles for assessing writing ability
Writing assessments serve multiple important functions, including aiding students, assigning grades, placing them in suitable courses, certifying proficiency, and evaluating educational programs Due to the significant implications of these assessments, it is essential that they adhere to established principles to ensure validity, fairness, and appropriateness for their intended contexts This position statement seeks to offer guidance on these critical assessment practices.
In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar:
Effective assessments of written literacy must be crafted and assessed by knowledgeable current or future educators familiar with the students, ensuring that the purposes are clear to all involved These assessments should gather diverse writing samples from students over an extended timeframe, promoting and reinforcing positive writing practices.
31 teaching practices; and should be solidly grounded in the latest research on language learning as well as accepted best assessment practices
1 Writing assessment is useful primarily as a means of improving teaching and learning The primary purpose of any assessment should govern its design, its implementation, and the generation and dissemination of its results
A Best assessment practice is informed by pedagogical and curricular goals, which are in turn formatively affected by the assessment Teachers or administrators designing assessments should ground the assessment in the classroom, program or departmental context The goals or outcomes assessed should lead to assessment data which is fed back to those involved with the regular activities assessed so that assessment results may be used to make changes in practice
B Best assessment practice is undertaken in response to local goals, not external pressures Even when external forces require assessment, the local community must assert control of the assessment process, including selection of the assessment instrument and criteria
C Best assessment practice provides regular professional development opportunities
Colleges, universities, and secondary schools should make use of assessments as opportunities for professional development and for the exchange of information about student abilities and institutional expectations
2 Writing is by definition social Learning to write entails learning to accomplish a range of purposes for a range of audiences in a range of settings
A Best assessment practice engages students in contextualized, meaningful writing
Effective writing assessment should focus on creating tasks that resonate with the specific purposes and interests of the students involved It is essential to provide context regarding the reasons, locations, and objectives of the assessment, ensuring that both the students and all stakeholders understand its significance.
B Best assessment practice supports and harmonizes with what practice and research have demonstrated to be effective ways of teaching writing
Measuring writing ability through multiple-choice tests often fails to capture the essence of good writing, as selecting a correct answer does not equate to the act of composing Simply requiring students to write does not ensure effective assessment; for example, essay tests that demand immediate opinions on important issues without adequate time for reflection, discussion, or revision can misrepresent the writing process Such assessments can lead to ineffective teaching practices and hinder genuine learning, even for educators who strive to incorporate authentic writing methods in their instruction.
C Best assessment practice is direct assessment by human readers
Assessments that isolate students and prohibit discussion undermine the principles of language use and the advantages of social interaction in writing Such practices contrast with effective classroom strategies Instead, direct assessments should focus on providing constructive feedback that supports formative development, enabling writers to refine their ideas, structure their work, craft sentences, and edit effectively.
The CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments firmly opposes machine-scored writing assessments, arguing that automated programs lack the nuanced understanding of human readers While these systems may offer consistency, they oversimplify writing, leading writers to prioritize structure and grammar over meaningful expression This approach distorts the rich, contextual nature of writing as a dynamic interaction between individuals.
3 Any individual's writing ability is a sum of a variety of skills employed in a diversity of contexts, and individual ability fluctuates unevenly among these varieties
A Best assessment practice uses multiple measures
Assessing writing ability should involve multiple pieces of work across various genres and occasions, rather than relying on a single piece, especially for high-stakes decisions A comprehensive evaluation requires feedback from diverse audiences and multiple readers, emphasizing the importance of a sustained writing process.
B Best assessment practice respects language variety and diversity and assesses writing on the basis of effectiveness for readers, acknowledging that as purposes vary, criteria will as well
Standardized tests focused on identifying grammatical and stylistic errors can disadvantage students who speak non-dominant dialects By evaluating genuine writing practices, we can elevate performance standards and create diverse pathways for student success.
Many second-language writers face arbitrary penalties due to linguistic differences, which can actually enhance their communication effectiveness in certain contexts Assessments that align closely with American cultural norms often disadvantage these writers The CCCC Statement on Second Language Writing and Writers emphasizes the importance of acknowledging the presence of second-language writers in classrooms and understanding their unique characteristics To meet this challenge, best assessment practices should be developed to accommodate the diverse language varieties of local populations and focus on context-specific outcomes.
C Best assessment practice includes assessment by peers, instructors, and the student writer himself or herself
Effective assessment involves integrating various viewpoints on performance to create a comprehensive evaluation Therefore, it's essential to incorporate both formative and summative assessments from diverse readers Additionally, writers reflecting on their own writing processes can significantly enhance their understanding of writing and improve their skills.
4 Perceptions of writing are shaped by the methods and criteria used to assess writing
A The methods and criteria that readers use to assess writing should be locally developed, deriving from the particular context and purposes for the writing being assessed
An effective individual writing program should function as a community of interpreters, where understanding context and purpose is essential for assessment Since no single test is suitable for every environment or purpose, the most appropriate assessments for students must be determined and potentially designed locally.
B Best assessment practice clearly communicates what is valued and expected, and does not distort the nature of writing or writing practices
RESEARCH METHODOLOGY
This chapter outlines the participants, materials, and procedures used in the study, building on the theoretical framework established in the previous chapter Numerous quantitative studies have examined students' writing fluency and freewriting, including research by Adams (1971), Alloway et al (1979), Briere (1966), and others.
The study utilized a case study approach due to the small number of students, allowing for detailed observation of individual development While the influence of other intensive English classes, such as oral fluency and reading, cannot be discounted, the research aims to explore the impact of freewriting on students' English writing fluency and their confidence in writing This focus on freewriting is essential to understand its role in enhancing writing skills among students.
The study was conducted at Nghe An Trading and Tourism Vocational College, which specializes in training professionals such as accountants, chefs, tour guides, hotel managers, receptionists, waitstaff, bartenders, and business managers for Nghe An and the surrounding North Central and Central regions The college comprises six departments: Food Processing, Economics and Business, Tourism, Basic Studies, and Foreign Languages.
Informatics It was staffed by 170 teachers and officers and trained 2,180 students in both in –service and regular modes at the time of data collection
The participants chosen for the study were 40 food processing first year students in Nghe An Tourism-Trading Vocatonal College There were 17 females, and
The study involved 23 male students who were divided into two groups: a treatment group and a control group All participants shared common characteristics, having studied English for a minimum of seven years during secondary and high school, dedicating approximately four hours per week to their English studies Notably, these students were non-English majors.
In the first semester of their first year, students began learning basic English using the course book "English for the Global Workplace," which covers levels from Beginning to Elementary.
Participants were selected for the experiment based on their scores from a general English test, which revealed no statistically significant differences between the two groups Detailed scores from this test are presented in the results section, with further information about the two groups provided in subsections 3.1 and 3.2.
The Control Group was described in terms of gender, age and English-learning experience and summarized in the table below:
Table 3.1: The Control Group’s background information
Likewise, the Experimental Group was described in terms of gender, age and English – learning experience and recapped in the table below:
Table 3.2: The Experimental Group’s background information
The analysis of the two groups reveals significant similarities across four key variables: student count, gender distribution, age range, and English-learning experience Both groups comprised nearly equal numbers of students, with females outnumbering males by a factor of four Additionally, the majority of participants were relatively young.
The materials used in the research were eight lesson from the syllabus “ English for the global workplace“( Beginning to Elementary ) and general English test
The experiment utilized materials from "English for the Global Workplace" (Beginning to Elementary), specifically designed for vocational students by the General Department.
Vocational Training (GDVT), in collaboration with IIG Vietnam, the official representative of Educational Testing Service (ETS), has developed TOEIC-oriented English language books for vocational schools and colleges This curriculum aligns with Circular No 30/2009/TT-BLĐTBXH, dated September 9, 2009, and is endorsed by the Minister of Labor, Invalids, and Social Affairs.
?(MOLISA) This syllabus includes 10 units Eight texts were selected for experiment The topics included introduction, shopping, jobs, health, sport, housing and accommodation, hotel and restaurant, computer
Prior to examining the outcomes of the eight writing lessons, the comparability of students in both the experimental and control groups was confirmed by analyzing their scores on a general English test The data is summarized in the table below, which displays the raw scores for both groups.
Table 3.1 The experimental and control group’s Score in general English test
The pre-test consisted of two parts: Task 1 required participants to create complete sentences using suggested phrases, worth 10 marks, while Task 2 involved introducing themselves for 40 marks, to be completed within 45 minutes The primary goal of Task 1 was to assess the ability to construct coherent sentences based on provided prompts.
- How does free-writing affect EFL learners’writing accuracy ?
In the part 2 with its requirement is: introduce about your family (40 marks), the study aimed to seek the answer for the following question:
- How does free-writing affect EFL learners’ writing accuracy and fluency ?
This test followed the same format as the pre-test and it has 2 parts :
Task 1: Using the suggested phrase given at the beginning of the sentence (10marks)
Task 2: Introduce about your family (40 marks )
To maintain objectivity and prevent potential bias in the testing process, a colleague from the Foreign Department was assigned to oversee and evaluate the tests for both groups The results were subsequently returned to the researcher for analysis.
The study aimed to seek the answer to the following question: What are the key factors influencing consumer behavior in the digital marketplace? By analyzing various data sources, the research identifies trends and patterns that impact purchasing decisions Ultimately, the findings highlight the importance of understanding consumer preferences to enhance marketing strategies and drive sales.
- How does free-writing affect EFL learners’ writing accuracy?
In the part 2 with its requirement is : introduce yourself and your family (40 marks), the study aimed to seek the answer for the following question:
- How does free-writing affect EFL learners’ writing accuracy and fluency ?
Eighty freshmen from the food processing classes K20 D6 and D7 at Nghe An Vocational Trading and Tourism College participated in a general English test consisting of 20 questions, administered by the researcher within a 20-minute timeframe The participants were unaware of the researcher's purpose during the test After the time concluded, the researcher collected and graded the tests, comparing the scores to select 40 participants for further treatment Subsequently, the participants were divided into an experimental group and a control group, each consisting of 20 students.
The researcher chose eight lessons from the "English for the Global Workplace" syllabus (Beginning to Elementary) to implement in the experimental teaching process We developed eight lesson plans for the experimental group and an additional eight for the control group (refer to appendix) In this study, the experimental group received instruction utilizing a free writing strategy integrated into the lesson plans.
65 whereas the control group receives no treament The writing session activities and division of the session of time that were applied in the treatment are as follow
Table 3.1 The lesson plan’s time division
The reading session activities Division of the session time
Consolidation and home work 5 minutes
Thirdly, the researcher carried out teaching based on these teaching lesson plans This work extended approximately 8 weeks from March , 10 th , 2016 to May
DATA ANALYSIS AND DISCUSSION
This chapter analyzes and interprets the data collected, building on the previously justified methodology It begins by examining and comparing the results of the pre-and post-tests from both groups The discussion focuses on the previously presented data, considering the findings in relation to the study's objectives.
In this section, the scores from the general English test is presented in the Table 4.1(
The general English test scores for both the experimental and control groups were analyzed to select participants for the experiment The control group's scores ranged from a high of 19 to a low of 15, while the experimental group also had scores ranging from 19 to 15 Overall, the control group exhibited a higher range of top scores compared to the experimental group.
In addition, the table 4.1 presents mean scores on general English test for the experimental group and the control group:
Table 4.1 The average total scores and standard deviations of general English test in the experimental group and the control group
The results indicate that the experimental group had a mean total score of 16.60 (SD=1.35), while the control group achieved a mean total score of 17.10 (SD=1.13) This shows that the control group's average score was slightly higher than that of the experimental group, with a difference of 0.50 between the two groups.
A one-way ANOVA test was conducted to assess the differences in entrance examination total scores among participants in each group As shown in Table 4, the analysis revealed no statistically significant differences between the two factors (F=1.613, P=2.12), indicating that the entrance levels of all participants in both groups were comparable.
Table 4.2 ANOVA result of general English test for both group
In this section, the scores from the pre-tests of each group are calculated to find the mean, standard deviation, range and score frequency These values of both groups
70 are then compared with each other to reveal any difference in the students’ accurency and fluency in writing skill The sub-sections below present these
Table 4.3: Pre-test score analysis for Control Group
Likewise, the scores from the pre-tests of the Experimental Group were put under the calculation of similar values and put in Table 4.2 below:
Table 4.4: Pre-test score analysis for Experimental Group
The statistical values from Table 4.3 align closely with those in Table 4.4, indicating a significant equivalence between the means of both groups Additionally, the standard deviation values are nearly identical, suggesting that both groups exhibit a similar capacity, which is notably at a low level.
The similarity in writing abilities and key social variables among participants in both groups indicates their compatibility, making it appropriate to conduct an experiment This study aimed to determine whether the use of semantic mapping in teaching methodology would lead to statistically significant differences in writing accuracy and fluency between the two groups.
4.1.3 Fluency Changes between the last session and in the first session in freewriting
To measure the difference between the last session and in the first session in Freewriting the researcher based on WPM after analyzing each student‟s WPM (see
Table 4.5 for each student’s writing fluency development illustrated in bar graphs)
When students miss a class, their Words Per Minute (WPM) for that session is not recorded as zero, as it is unrealistic to assume their writing fluency would drop to that level.
The descriptive statistics indicate a linear increase in students' overall English writing fluency from session 1 to session 8, as shown in Table 4.5 This improvement is reflected in the rising mean words per minute (WPM) as students engaged in guided freewriting practice.
Thus, answer to the first research question is positive: practicing guided freewriting helps EFL college-level students increase their writing fluency
Table 4.5.The increase of the students‟ writing fluency during the eight-week practice
At the conclusion of the teaching program, the researcher conducted post-tests for two groups that received different treatments This section details the post-test results, including mean, standard deviation, range, and score frequency calculations The scores were then compared to determine if there were any statistically significant differences between the groups.
A summary of the values mentioned in the previous paragraph can be seen in Table 4.3 right afterwards:
Table 4.6: Post-test score analysis for Control Group
The data presented in Table 4.6 reveals that there has been minimal change in the performance of the group, with an average test score of just 34.8 Additionally, the distribution of scores is notably broad, ranging from a low of 30 to a high of 42.
In relation to the frequency of each score type, 42 was obtained by 1 student, 38 was by 9,34 was by 3, 30 was also by 7
Similarly, the post-test scores of this group were calculated in terms of those measures found in its counterpart Table 4.7 presents them in a nutshell:
Table 4.7: Post-test score analysis for Experimental Group
Table 4.7 indicates that the students in this group achieved commendable scores in the post-test, with an average score of 45 The distribution of scores was relatively narrow, with a range from a low of 42 to a high of 46 Regarding score frequency, 42 was the lowest score attained.
The statistical analysis of the performance between the Control and Experimental Groups revealed significant differences following the teaching program The Experimental Group outperformed the Control Group, with a notably higher mean score Additionally, the Control Group exhibited a higher standard deviation, indicating greater variability in student scores compared to the more consistent results of the Experimental Group This data suggests that the Experimental Group experienced a more substantial improvement in both accuracy and fluency.
There was a relatively big disparity of 10.2 between the two means – 34.8 subtracted from 45
In summary, the Experimental Group demonstrated significantly higher post-test scores compared to the Control Group, indicating that the observed differences were statistically significant and attributable to the implementation of semantic mapping This evidence supports the assertion that incorporating this strategy into teaching methodologies can enhance lexical knowledge.
4.1.6 A comparison of pre- and post-test results for each group
This section delves deeper into the changes observed in the results of two tests for each group, following the implementation of the strategy By analyzing the means and distribution of scores from each test, we aim to provide a clearer understanding of the differences between the groups.
The change in the means of the pre- and post tests for each group is shown in Chart 4.1 below:
Chart 4.1: The change in pre- and post-test means for each group
Chart 4.1 above indicates a light increase from the pre-test mean of 31.2 to the post-test one of 34.8 for the Control Group Obviously, this implies that after eight weeks with the conventional approach, the acurency and fluency of this group gained
CONCLUSION
When I heard about freewriting and writing fluency for the first time, these were two unfamiliar terms to me However, the experience of letting students practice freewriting in my writing class opened new ways of looking at teaching English writing in the EFL context Until then, I had always focused mainly on the quality of the writing, especially grammatical accuracy
The recent study reveals that a brief period of guided freewriting significantly enhances English writing fluency and boosts confidence among EFL college students Observations of students' improved writing fluency, their satisfaction upon reviewing progress graphs, and their feedback on increased self-assurance underscore that writing fluency is more than just a result of continuous practice This emphasizes the need to prioritize writing fluency over mere grammatical accuracy in EFL classrooms However, caution is advised against overgeneralizing these findings, as further research is necessary to validate the importance of writing fluency in ESL and EFL contexts and to explore the benefits of freewriting.
This study aims to explore the current state of English teaching and learning at Nghe An Trading and Tourism Vocational College, highlighting the need for effective techniques to engage primary students and enhance their writing skills The findings reveal that students face challenges in writing, underscoring the importance of implementing effective methods to improve their writing abilities.
80 required The teachers’ duty is to help students to find out the method of learning the writing skill efficiently
A study conducted with 40 freshmen in Food Processing at Nghe An Trading and Tourism Vocational College revealed a statistically significant difference in the mean scores and standard deviations of eight tests between the control and experimental groups Both groups began with similar general test scores; however, participants who utilized free writing as a pre-writing technique demonstrated more substantial improvements in their writing skills compared to those who did not employ this method.
This work of research may pave the way for further future predictions
Teachers should tailor their teaching methods to accommodate the diverse personalities and learning styles of their students One effective approach is freewriting, which encourages students to write regularly during lectures, tutorials, and beyond This practice helps learners explore their knowledge and identify gaps in understanding while making academic writing less intimidating and more enjoyable Ultimately, incorporating freewriting can reduce stress associated with high-stakes writing assignments.
Freewriting is a valuable tool for enhancing revision and recall of lectures, fostering critical thinking, and aiding in essay and assignment writing It can be effectively implemented in both large lecture halls and smaller tutorials Key aspects to consider include ensuring that freewriting exercises are timed and focused, encouraging students to utilize the entire duration for writing freely, and maintaining a low-stakes environment that prioritizes learning and development over assessment.
While the study highlights important findings regarding the use of free writing as a pre-writing technique for EFL adult learners, it is essential to acknowledge its limitations.
The first limitation is the size of the experiment, the study involves two groups of 40 participants Therefore, only 20 participants received the experimental treatment
We could not make sure whether or not the similar effect can happen to a bigger size of students
A key limitation of our study is the use of only eight tests during the experimental process for both groups, which raises questions about whether similar effects would be observed in experiments with more than eight tests.
The findings and limitations of the study indicate some suggestions for further research.The first suggestion is to replicate this study with a bigger size
The second, we should replicate the study with using more than 8 tests to increase the reliability in the treatment process
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APPENDIX A GERERAL ENGLISH TEST (90 mims) Part 1:
Which notice (A-H) says this? Click on the notice to select it ( 2 points)
Part 2: Read the sentences about cleaning the house Choose the best word for each space.(6 points)
1 Martina decided to her house a spring clean
2 First Martina _ all her clothes away in the cupboard
3 She _ all her old toys and games to a second hand shop
4 She tidied _ her books and papers
5 She some fresh flowers on the shelf
6 She put new on the bed
Part 3: Read the article about two sisters Are the sentences ‘Right’ or ‘Wrong’? If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’.( 5 points )
Tamara, who was born in Mexico and raised by a family in Manhattan, discovered she had a twin sister while attending university in Long Island At twenty years old, she was enjoying her university life when a fellow student mistakenly called her "Adriana," prompting her to clarify that she was not her sister.
This happened to Tamara again and again People Tamara didn’t know kept calling her
Adriana It was very strange One day, when a woman called her Adriana, Tamara asked
“Why do you keep calling me Adriana?”
Tamara discovered a striking resemblance to a girl named Adriana, prompting her to inquire if Adriana was her sister Despite not having a sister by that name, Tamara became intrigued and sought Adriana's email address Upon contacting her, Tamara learned they shared the same birthday, looked alike, and both hailed from Mexico As their lives unfolded, Tamara moved to Manhattan while Adriana relocated to Long Island, revealing the astonishing truth: they were twin sisters!
1 Tamara and her sister were both born in Mexico
2 Tamara’s parents moved from Mexico to Manhattan
3 People called Tamara “Adriana” many times
4 Adriana wrote to Tamara first
5 Adriana always knew she had a twin sister
Part 4: Make complete with the word(s) given ( 7 points )
1 It / long / time / that /I / not / see / her
2 It / so / late / that / nothing / be done
4 I / will / drop / you / team / if/ not / train / harder
5 Like / women / she / love / tea-party / gossip
6 I / see / plane / crash / hill / burst / flames
7 Turn / oven / so that / meat / not bum
APPENDIX B PRE-TEST FOR EXPERIMENTAL AND CONTROL GROUPS
TASK 1: Make complete sentence, using the suggested phrase given at the beginning of the sentence (10 points )
1 "Why don't you complain to the company, Peter?" said William William suggested
2 He started to play the guitar five years ago He has
TASK 2: Introduce about yourself (40 points )
APPENDIX C POST -TEST FOR EXPERIMENTAL AND CONTROL GROUPS
(45 mins) TASK 1 : Using the suggested phrase given at the beginning of the sentence
1 I won't swim in the sea because it is too cold The sea is not
2."I was not there at the time," he said He denied
TASK 2: Introduce your family (40 points )
(RUBRIC FOR GRADING PRETEST AND POST-TEST)
Subject-Verb, Singular - Plural (Third person-
APPENDIX E (SAMPLE WRITINGS OF PRETEST AND POSTTEST DONE BY STUDENT )
1 Pre-test (Topic: About yourself )
First of all , thank you so much for giving me this opportunity to tell about my self with you
I am Nhat Minh, I am 20 years old and I am a students at Nghe An Trading and Tourism vocational college
My hobbies is painting, singing, click some random pictures and web designing my strength is that I am Punctual, hardworker, team player and I can also work under pressure
One of my weaknesses is impatience, but this trait can also be advantageous My drive to see results quickly motivates me to complete tasks ahead of schedule, allowing me to reap the rewards of my hard work sooner.
2 Post-test (Topic: About My Family)