Rationale for the Study
With the rise of globalization, English has become a mandatory subject in all state school curricula, emphasizing the importance of writing skills alongside speaking, listening, and reading As society evolves, the demand for proficient writing in English has surged, making it a critical skill for students Writing is not only essential for communication but also constitutes one of the three core subjects in high school final exams and is a key component of entrance exams for various universities and colleges.
Writing is a crucial skill in both first and second languages, serving as a means for organized expression of thoughts Despite its importance, writing is often viewed as the most challenging language skill due to its complexity In Vietnam, English writing instruction at the high school level is frequently overlooked, partly because examinations focus primarily on grammar rather than writing proficiency This lack of emphasis, combined with limited teaching time and resources, contributes to unsatisfactory writing results among Vietnamese students Many learners excel in structured exercises but struggle to compose coherent essays or paragraphs To enhance their writing abilities, it is essential to implement effective teaching techniques tailored to their needs.
The significance of writing skills, particularly paragraph writing, is crucial for students in EFL (English as a Foreign Language) contexts, as highlighted by Grabe and Kaplan (1996) Mastery of English writing requires a progression from basic paragraph and summary skills to more advanced essay writing Consequently, learning to write effective paragraphs is essential for learners before they can tackle other forms of writing This foundational skill is vital for conveying messages, composing letters, sharing knowledge, succeeding in exams, and facilitating ongoing learning.
English paragraph writing is a crucial component of the Vietnamese high school curriculum, emphasizing the need for students to develop both higher-level skills, such as planning and organizing, and foundational skills, including spelling, punctuation, and word choice (Richards & Renandya, 2002).
Teachers play a crucial role in helping students effectively express their ideas in writing by providing essential guidance and support, commonly referred to as "scaffolding." This teaching technique is widely applied across various language skills, even by those educators who may not be familiar with the term Scaffolding is vital for enhancing students' higher-order thinking, overcoming challenges such as idea stagnation and vocabulary limitations, and increasing their interest in writing.
Recognizing the essential role of scaffolding in English education, particularly in enhancing paragraph writing skills, I aim to improve these abilities among 11th graders at Phan Boi Chau High School for the Gifted This study, titled “The Use of Scaffolding Strategies for Teaching Paragraph Writing to 11th Graders,” seeks to provide valuable insights and resources for educators interested in this important area of teaching.
Aims of the Study
The study is conducted with the following aims:
- to examine students’ attitudes towards writing skill
- to investigate the difficulties students encounter in their paragraph writing learning
- to evaluate the effectiveness of scaffolding strategies application in teaching paragraph writing to students
- to propose some suggestions and recommendations to improve students’ writing paragraph.
Research Questions
In order to serve the previously mentioned aims, the research attempts to answer the following questions:
1 What are students’ attitudes towards learning the writing skill?
2 What are the students’ difficulties in learning paragraph writing?
3 How do scaffolding strategies affect 11 th graders’ paragraph writing?
Scope of the Study
The study was conducted at Phan Boi Chau High School for Gifted Students, focusing on a sample of 70 participants from two classes, 11C2 and 11A5, due to time constraints.
Significance of the Study
This study aims to enhance the writing skills of 11th-grade students at Phan Boi Chau High School for Gifted Students It seeks to contribute to effective teaching and learning techniques in English writing, ultimately improving educational quality Additionally, the research will provide valuable insights for both teachers and students regarding the essential role of scaffolding activities, enabling them to effectively integrate these strategies into specific writing lessons and facilitating further exploration of scaffolding in educational contexts.
THEORETICAL BACKGROUND
Literature Review in Brief
Writing is recognized as a challenging yet essential skill for English learners at all levels Both educators and students acknowledge the significance of guided activities in enhancing writing proficiency In recent years, numerous researchers and educators have focused on studying effective strategies, techniques, and activities for teaching writing, each offering unique insights and methods to improve students' writing skills.
Discussing over the matter of writing’s importance in the learning of
English, Mark (1997, as cited in Bui Thi Duyen, 2004, p.10) stated that writing is
Writing serves as both an aim and a tool in learning English, reinforcing students' knowledge of grammar, syntax, and vocabulary It provides learners the opportunity to experiment with language, enhancing their acquisition by allowing them to effectively express their ideas Homstad and Thorson (1996) highlight that writing increases overall language proficiency and supports the development of other skills Similarly, Penny Ur (2013) emphasizes the pedagogical value of writing in helping learners gain control over all aspects of English.
Writing is often regarded as a challenging language skill to master, requiring explicit instruction rather than being easily acquired through exposure (Tribble, 1996) It is a process that unfolds over time, involving significant periods of contemplation before producing an initial draft (Harris, 1993, as cited in Phung, 2004) Consequently, if native speakers find writing difficult, second language learners will likely need even more time and effort to develop this essential skill.
Raimes (1983) outlined effective strategies for teachers to encourage student writing through visual aids, readings, and discussions, while also emphasizing the importance of responding to student work as a means of communication Additionally, Oluwadiya (1992) highlighted valuable writing activities across three stages: pre-writing, writing practice, and post-writing He noted that pre-writing activities play a crucial role in motivating students, generating topics, and building writing content, equipping them with essential vocabulary, syntax, and language structures Suggested pre-writing activities include brainstorming, cubing, interviewing, and reading.
The authors of NSW Department of English and Training (2007) in
Effective classroom strategies for supporting students with additional learning needs in writing include implementing modeled writing and think-aloud techniques, as well as preparing students through brainstorming and note-making activities These approaches, highlighted in the book's sections on writing instruction and preparation, serve as valuable scaffolding methods to enhance students' writing skills.
Numerous studies have explored effective scaffolding models for enhancing writing skills in the classroom Over the last two decades, scaffolding has emerged as a key metaphor for describing how adults guide children's learning and development (Stone, 1998; Hammond, 2002; Daniels, 2001) Specifically, Hammond (2002) examines the role of scaffolding in teaching English as a second language Additionally, research by Devlin (2000) and Donovan and Smolkin (2002) has investigated various aspects of scaffolding in the contexts of writing and reading instruction.
One specific study of scaffolding in writing is presented by Veerappan
In 2011, a researcher identified significant challenges among second-year college students related to their journal writing skills, including poor sentence construction, numerous grammatical errors, and limited vocabulary To address these issues, the researcher implemented interactive writing techniques with three undergraduate students Data were collected, and results showed notable improvement by comparing written journals from weeks 1 and 5 The findings demonstrated that scaffolding techniques effectively support students with low English language proficiency.
One more remarkable work on scaffolding for writing is that of Reed
In 2014, it was emphasized that scaffolding is a crucial method for teachers to systematically structure writing activities to accommodate the diverse needs of all students The article presents a scaffolding approach that outlines a typical six-step writing process, complete with a sample outline specifically designed for a descriptive writing task.
In his writing workshop, David (2005) demonstrated effective strategies for teaching paragraph writing, emphasizing simple techniques that simplify the process, such as memorizing the five essential parts of a paragraph and proper paper setup Additionally, Adele (2002) contributed significant insights into the art of paragraph writing, highlighting its importance in effective communication.
"Paragraph Power" offers 50 mini-lessons and activities designed to enhance paragraphing skills, making it an invaluable resource for educators and researchers alike This comprehensive guide includes student checklists to facilitate effective learning, as highlighted by Mayer (2006).
"Writing effective paragraphs and essays involves a structured composing process that guides readers through each step, offering valuable options in prewriting, discovery, outlining, and predicting to enhance their writing confidence."
Vietnamese writers have explored various aspects of teaching academic writing skills in EFL contexts Le Van Canh and Nguyen Thi Thuy Minh (2010) examined scaffolding as an instructional strategy for mixed-ability classes, highlighting techniques that cater to different proficiency levels to enhance writing skills Bui Thi Duyen (2014) presented a case study on effective pre-writing activities, such as brainstorming and clustering, for 11th-grade students at Nguyen Duc Thuan High School, concluding that these methods are beneficial for developing foundational writing skills Additionally, Vu Thi Giang (2010) discussed the relationship between scaffolding and student writing, revealing that teachers recognize the value of scaffolding activities in addressing students' challenges and supporting their learning needs.
Researchers have extensively examined writing, particularly paragraph writing, and explored various methods to enhance this skill Their insights offer a strong foundation for developing a thesis on scaffolding strategies in teaching paragraph writing.
Theoretical Background
Writing fluently and expressively is a challenge faced by all language learners, whether it's their first or second language Children, except for those with physiological disabilities, have an innate desire to write before they develop a love for reading Despite the widespread acknowledgment of writing's significance, there remains a lack of consensus on its definition and nature.
Donn Byrne (1988) emphasized that writing transcends merely forming graphic symbols associated with spoken sounds; it is a complex process of transforming research and inspiration into meaningful messages Similarly, Coulmas and Florian (1999) described writing as a systematic representation of language units through visible and tactile signs, aimed at recording messages effectively.
Writing can be viewed as 'decontextualized' (Ellis, 1994, p.188), suggesting that it occurs independently of the writer and reader's presence Canale and Swain (1980) define writing as both a manifestation and a process that reflects sociolinguistic, strategic, and grammatical competencies, facilitated through the use of orthographic systems (cited in Silva & Matsuda, 2002, pp 252).
According to Daniel, Peter, and Bright (1996), writing is defined as a system of enduring marks that represent spoken utterances, allowing them to be accurately retrieved without the need for the original speaker This perspective emphasizes writing as a symbolic representation of speech sounds.
Donn Byrne (1988) emphasizes that writing transcends merely forming graphic symbols associated with spoken sounds; it is a transformative process that conveys a clear message derived from various sources such as research, inspiration, and experimentation Similarly, Coulmas and Florian (1999) describe writing as a systematic representation of language units through visible and tactile signs, aimed at effectively recording messages.
Writing is fundamentally a social process, as defined by Candlin and Hyland (1999) It involves the creation of texts that embody methodologies, arguments, and rhetorical strategies aimed at engaging and persuading colleagues of the presented claims.
Writing encompasses a wide range of formats, from simple shopping lists to formal letters and academic essays (Deborah, 2009, p.3) Each writing type exhibits distinct features that can be analyzed both at the grammatical level within sentences and at the structural level across the entire text (Nunan).
1999, as cited in Deborah, 2009, p.3) Therefore, the requirement of a lot of skills in writing is unavoidable
Each linguist's definition of writing is influenced by their unique perspective on the writing process, making it impossible to find a single definition that encompasses all writing systems Writing serves as a crucial medium for language practice, but its role extends beyond this function According to Byrne (1988, as cited in McDonough & Shaw, 1993), educators must help students recognize that writing is fundamentally an act of communication with a specific goal or purpose Writers must establish and maintain a connection with their readers, organize their ideas effectively, and utilize logical and grammatical structures to achieve this.
2.2.1.2 Some views of teaching and learning writing in EFL and ESL classrooms
Writing is a crucial productive skill in learning and teaching English, playing a significant role in both higher education and the workplace Without the ability to express themselves in writing, students may struggle to communicate effectively with professors, peers, and others Engaging in writing allows students to gain experience with words, sentences, and various writing elements, ultimately enhancing their grammar and vocabulary for improved communication in the language classroom.
Writing is a significant challenge for second language learners, as highlighted by Nunan (1999), who noted the enormous difficulties they face Even native speakers struggle with writing clearly, suggesting that second language users will require considerable time and effort to develop this skill White and Arndt (1991) further emphasized that both native and non-native writers encounter similar writing problems, despite native speakers having a broader range of language resources at their disposal.
According to Raimes (1993, cited in Nunan, 1999, p 273), writing in the EFL classroom can be categorized into two types: "writing for learning," which encompasses pre-writing, drafting, revisions, and editing, and "writing for display," such as examination writing While it is essential to follow structured steps in "writing for learning," success in display writing relies heavily on understanding the question's requirements Additionally, Raimes highlighted that students who utilize natural language akin to native speakers tend to perform better than those who rely on translations from their first language.
Obviously, many students have problems in writing Deborah Grossmann
Students often face challenges in writing due to linguistic issues and a lack of essential writing skills (2009, p.5) Additionally, their previous learning experiences significantly influence their perceptions of their writing capabilities It is important to note that proficiency in one genre of writing does not guarantee skill in another, as each genre demands mastery of distinct vocabulary, formatting, and register conventions.
The classroom serves a distinct purpose and structure, functioning independently from the outside world Writing activities should be viewed not only for their practical applications in external contexts but also for their educational value and relevance within the classroom environment.
Writing is a crucial skill in language learning and teaching, yet the methods for developing writing competence vary widely among teachers and students There is no universally 'right' way to teach writing; effective practices depend on factors such as the student demographic, the type of text being studied, and the educational system in place Raimes (1983) identifies several approaches to teaching writing, with the product approach and the process approach being the most prominent in the English Language Teaching (ELT) context.
2.2.1.3.1 Product approach to teaching writing
The traditional method of teaching writing emphasizes the final product rather than the writing process, as noted by Grossmann (2009) Nunan (1989, as cited in Alfaki, 2005) also highlights that this approach prioritizes the outcomes of composition, underscoring the importance placed on the end result in writing education.