INTRODUCTION
Rationale of the study
Writing is a crucial skill that language learners strive to master, as it enables them to effectively communicate their ideas According to Hyland (2003), writing is an activity that requires instruction, emphasizing the importance of teachers in helping students develop their writing abilities in a second language (L2) Sokolik (2003) highlights that writing encompasses both a process and a product; the process involves generating ideas and discussions, while the final product is the completed piece of writing Additionally, writing offers learners the opportunity to explore solutions for expressing their thoughts in a foreign language (Setiawan et al., 2014).
Foreign language training encompasses four essential skills: listening, speaking, reading, and writing, each contributing to a complex learning process According to Hedge (2000), the typical teaching sequence starts with listening, followed by speaking, reading, and concluding with writing This sequence reflects the allocation of learner effort, with 45% dedicated to listening, 30% to speaking, 16% to reading, and only 9% to writing Writing is often positioned last in this progression due to its inherent complexity, which poses challenges even for native speakers (Grabe & Kaplan, 1996).
Approximately half of the global population struggles with effective writing skills Research indicates that learning to speak is generally easier than mastering writing, regardless of whether it is a first or second language (Nunan, 1989) Tangpermpoon (2008) further emphasizes that writing is the most challenging language skill to develop, as it requires significant effort and practice compared to listening, speaking, and reading.
2 of lexical and syntactic information, as well as organizational concepts in L2 to produce a successful written text
Writing in English is often confined to the classroom, limiting opportunities for practice and enhancement outside of it This skill is frequently undervalued, as it is commonly associated only with teaching grammar and syntax, rather than being recognized for its importance and potential for growth Consequently, it is crucial to focus on improving writing skills from the early stages of language training Both native and nonnative learners find writing challenging, with English as a second language learners facing even greater difficulties These challenges arise from issues such as syntax errors, lack of coherence, difficulty in expanding ideas, content selection, sentence structure, adherence to rhetorical conventions, organization, and insufficient vocabulary, including improper usage.
As a high school teacher in Hanoi, I've observed that students often find English writing lessons dull and unengaging, which hinders their participation Many learners attempt to mask their deficiencies in reading and writing, making it challenging for educators to pinpoint their weaknesses until assignments and exams are submitted This situation highlights a common belief among students that mastering English is an overwhelming task.
Many learners perceive writing as merely a matter of dictation and grammar, leading to a sense of inevitable failure A significant number of students believe they cannot develop strong writing skills because they struggle to identify what constitutes good writing, focusing primarily on correct spelling and grammar This lack of awareness regarding the importance of writing skills during their education is concerning Additionally, their English exams tend to emphasize grammatical range and lexical resources rather than actual writing proficiency.
Despite the significant challenges encountered by both teachers and students in mastering English writing skills at a high school in Hanoi, there has been limited research addressing these issues.
The study titled "Challenges Faced by Teachers and 10th Graders in Teaching and Learning English Writing Skills at a High School in Hanoi" aims to identify the difficulties encountered in the English writing education process By focusing on the experiences of both teachers and 10th-grade students, the research seeks to uncover specific challenges and propose effective strategies to enhance English writing skills among students.
Objectives of the study
A study was conducted to identify the challenges encountered by teachers and 10th graders in teaching and learning English writing skills at a high school in Hanoi The findings led to the recommendation of several practical solutions aimed at improving the quality of English writing skills among high school students.
Research questions
The research was conducted at a high school in Hanoi to find out the answers for two following questions:
1 What are challenges in teaching English writing skills to 10 th graders as perceived by the teachers at a high school in Hanoi?
2 What are challenges in learning English writing skills as perceived by the
Scope of the study
The study investigates the challenges faced by teachers and 10th-grade students in learning English writing skills at a high school in Hanoi during the 2019-2020 academic year The findings of this research serve as a foundation for recommendations aimed at overcoming these obstacles and improving students' writing abilities.
10 th grade students at the high school.
Significance of the study
The study aimed to gain insights into the teaching and learning of English writing skills, focusing on the factors influencing both teachers and 10th graders in a Hanoi high school Additionally, it sought to enhance the effectiveness of English language writing instruction.
4 skills in this high school As a result, it will encourage both teachers and students to be more active in writing lessons, and especially facilitate the teachers to draw their
Engaging 10th graders in English writing lessons enhances their motivation and involvement, making the learning experience more appealing and rewarding This active participation from both teachers and students transforms the lessons into exciting and beneficial activities.
Methods of the study
This study utilized both qualitative and quantitative methods to ensure reliable results regarding the challenges faced in teaching and learning English writing skills in a high school in Hanoi Data were gathered through surveys and interviews to identify the key hindrances affecting educational effectiveness Based on these findings, the study proposes strategies to enhance the quality of English language instruction, particularly focusing on 10th-grade writing skills in Hanoi high schools.
Organization of the study
The thesis consists of five main parts:
Chapter 1: Introduction: presents the background of the study and the statement of the problem, the aims and the objectives of the study, the research questions, the scope of the study, the significance of the study, the method of the study and the structure of the study
Chapter 2: Literature reviews: reviews the writing skills; challenges in teaching and learning writing skills; strategies for improving students’ writing skills and an overview about the previous studies
Chapter 3: Methodology: provides a brief introduction about the setting of the study and the methodology applied in the study
Chapter 4: Findings and discussion: demonstrates the findings of the study and discussions of the findings
Chapter 5: Conclusion and recommendations: summarizes what have been addressed in the study; points out the limitations and suggestions for further study
LITERATURE REVIEW
Writing skills
Defining writing can be complex, as various groups of people have distinct needs and purposes that shape their interpretations.
Writing is a complex language skill that requires specific training and instruction, as it is not easily acquired through exposure alone (Tribble, 1996) Its primary roles include documenting information, completing tasks, developing arguments, and synthesizing ideas Unlike spoken language, which is often learned intuitively, writing is typically taught and mastered intentionally (Ur, 1996) The writing process unfolds over time, beginning with a period of contemplation before drafting (Harris, 1993) It involves forming graphic symbols, such as letters, and arranging them into coherent sentences that are logically linked (Byrne, 1988) Ultimately, writing serves as a means of communication where writers articulate their thoughts and ideas to readers, facilitating a deeper understanding through organized expression (Wingersky, 1999).
According to Farbrain and Whinch (1996), writing involves the careful selection and arrangement of words to convey meaning in written or printed form Boughey (1997) emphasizes that writing in social communication is a process that encourages writers to explore, challenge, and connect various propositions.
Writing is a challenging yet valuable skill that allows students to showcase their language abilities while enhancing their communication skills Consequently, it is essential to teach and learn writing skills with careful attention.
Writing is a crucial means of personal self-expression and plays a significant role in language teaching and learning, as highlighted by McArthur et al (2008) Over recent years, educators have increasingly emphasized the importance of writing skills to enhance students' language proficiency Hyland (2003) notes that writing serves as a vital tool for fostering coherent social relationships through interaction Furthermore, Alexander (2008) asserts that strong writing skills can significantly improve students' chances for success, as poor writing may lead to misunderstandings and misinterpretations by readers.
Bello (1997) emphasizes that writing is a crucial language skill that significantly aids language acquisition, as it allows learners to experiment with vocabulary and sentence structures to articulate their thoughts effectively He argues that a major shortcoming of traditional curricula is the insufficient focus on writing, which he identifies as a vital pathway for cognitive development.
As aforementioned statements, writing is one of the ways to convey thoughts or ideas to the others It is also the skill in studying English which requires the
Strong writing skills significantly enhance students' ability to acquire other English skills more effectively By engaging in writing, learners can expand their vocabulary and reinforce grammatical structures, which are essential for improving reading and speaking abilities.
2.1.3 Approaches to second language writing instruction
The product approach to writing emphasizes the final outputs of the writing process, such as letters, essays, and stories, rather than the steps taken to create them According to Nunan (1989), this approach prioritizes the end result, ensuring that the finished work is not only readable but also grammatically accurate and adheres to discourse conventions, including main points and supporting details Writing teachers who adopt this method focus on achieving a polished and coherent final product.
The product approach to writing, as outlined by Getnet (1994) and further elaborated by Byrne (1988), emphasizes the importance of the final output produced by students, prioritizing formal accuracy in grammar, spelling, vocabulary usage, and layout conventions This accuracy-oriented method aims to minimize mistakes in written work Hedge (1988) suggests several key considerations for students employing the product approach, including the necessity of correct grammar, a diverse vocabulary, meaningful punctuation, proper layout conventions, spelling precision, varied sentence structures, effective linking of ideas, and clear, organized content development.
The process approach to writing emphasizes the importance of the writing process rather than just the final product Teachers play a crucial role in guiding students to understand their purpose and audience while exploring a specific topic According to Hedge (1988), successful writers typically follow a series of steps in their writing journey Initially, they formulate an overall plan, then consider their message and intended audience As they draft their work, they engage in continuous reviewing, revising, and editing to enhance the quality of their writing.
The genre approach to writing
Genres categorize texts into specific domains, shaping our understanding of language use in both spoken and written contexts According to Dean (2008), our perceptions of discourse types are influenced by established conventions associated with each genre At its core, genre is built upon these conventions, guiding how we interpret and engage with different forms of communication.
Writing serves a specific purpose, as noted by Hyland (2003), who emphasizes that effective writing is goal-oriented Martin (1992) defines genre as a framework that facilitates the achievement of particular objectives, with distinct moves and stages that vary across cultures This cultural specificity aids readers in relating to and comprehending the intended message within the written content.
Reader-oriented approach to writing
Reader-oriented writing serves as a form of social communication between the writer and the reader, emphasizing the importance of language as a social process According to Meyer et al (1991), language develops through continuous exchanges of meaning with significant others in an individual's life This perspective highlights the influence of the writer's immediate environment on their writing, shaping the interaction between the writer and the reader.
Effective writing serves a specific purpose and is tailored to meet the expectations of its intended audience Writers must understand the needs of their readers, as meaning is co-constructed through a familiar discourse Educators can enhance students' writing skills by providing examples of various genres related to a specific theme, helping them recognize the rhetorical strategies used in effective communication Ultimately, the goal of this approach is to ensure clarity in writing, reinforcing the idea that writing is a social act that facilitates meaningful interaction between the writer and the reader.
The free-writing approach, as described by Hyland (2003), emphasizes the writer's personal expression and creativity, allowing students to explore their ideas and discover their unique voices Known as "expressivism," this method prioritizes quantity over quality (Raimes, 1983), encouraging students to generate content freely without the immediate pressure of error correction Teachers facilitate this process by guiding students in articulating their thoughts, while focusing on content rather than grammatical accuracy By writing for short durations on various topics, students are expected to gradually improve their fluency, with the teacher's role being to provide feedback on ideas rather than correcting mistakes This indirect teaching method fosters an environment conducive to self-expression and personal growth in writing.
Challenges in teaching and learning writing skills
2.2.1 Problems faced by students in learning writing skills
Students encounter numerous writing challenges at different stages of their education, as noted by Hyland (2002) These challenges can be broadly classified into four categories: linguistic, psychological, cognitive, and pedagogical Each of these categories highlights the conceptual aspects of English writing, where improper structure can lead to increased complexity in communication.
10 text’s context and interpretation, which a reader deciphers by requiring a mental procedure (Quintero, 2008)
Rico (2014) emphasizes that incoherent texts can undermine learners' confidence, despite their mastery of syntax, vocabulary, and grammar This loss of confidence is further exacerbated by teaching methods that do not align with students' learning styles and cultural backgrounds (Ahmad et al., 2013) Additionally, factors such as social media influences, conflicting information, a lack of analytical skills, and large class sizes negatively impact students' systemic and communicative writing abilities (Pineteh, 2013).
The social factors affecting second language writing, according to Myles
Research highlights the significant role of motivation and positive attitudes in academic writing, suggesting that students with an optimistic outlook make greater progress compared to those with negative attitudes (McGroarty, 1996) Factors such as insufficient writing time, inadequate teaching resources, overcrowded classrooms, traditional teaching methods, and students' weak academic backgrounds hinder writing skills (Butt & Rasul, 2012) Additionally, outdated textbooks that lack engagement do not effectively promote the importance of writing skills or offer valuable learning opportunities (Heider, 2012).
Kalikokha (2008) highlights the challenges students face in gathering sufficient and accurate information, effectively paraphrasing or summarizing content, and adhering to appropriate academic writing standards These difficulties stem from factors such as late exposure to essay writing training, large class sizes, the transition from their first language, and insufficient communication between students and teachers regarding constructive solutions to these problems.
Second language learners encounter numerous challenges in developing their writing skills This study examined whether high school students in Hanoi experience similar difficulties and proposed intervention strategies to address these issues effectively.
2.2.2 Problems faced by teachers in teaching writing skills
Teaching writing at the high school level presents unique challenges for educators, making it significantly different from instruction at other educational stages These challenges can hinder the effectiveness of teachers' instruction, leading to various obstacles that they must navigate in the classroom.
Teachers today face challenges in motivating students to write, primarily due to a lack of interest in writing among students (Asep, 2014) This disinterest often stems from the perception that they have the freedom to do as they wish, a result of lenient parenting When students exhibit reluctance to learn, it typically indicates a deeper issue of low motivation (Abrar, 2016).
Teaching English writing skills in high schools is challenging due to students' varying levels of language proficiency, as many schools place students of different abilities in the same classroom (Asep, 2014) This diversity in writing skills necessitates that teachers adopt multiple instructional approaches, making lesson planning and activity preparation more complex Consequently, educators face significant difficulties in catering to the needs of all students simultaneously.
Parental indifference significantly hinders student success, as a lack of support from parents makes it challenging for teachers to assist their students effectively When students experience a deficiency of warmth and affection at home, it adversely impacts their learning process (Gündoğmuş, 2018) This situation arises from insufficient guidance, motivation, and encouragement from parents, ultimately drawing students back from achieving their academic potential.
Novice teachers often face significant challenges due to their lack of professional experience, which can lead to stress when teaching high school students (Gündoğmuş, 2018) The multiple roles that teachers must fulfill add to this complexity, as their effectiveness is closely tied to their previous training and experience Adapting to students' needs requires time, and teachers can only create suitable activities when they have a clear understanding of their students' proficiency levels and interests Additionally, more time is needed for teachers to prepare new instructional materials effectively.
12 teaching materials, appropriate lesson plans, suitable activities, and provide comments or reflections
According to Anyiendah (2017), a significant challenge in student writing is the lack of interest, which stems from the necessity of mastering various elements to create quality work Students must understand punctuation, grammar, vocabulary, spelling, and sentence structure to enhance their writing skills effectively.
Strategies for improving the writing skills
Enhancing students' writing skills can be achieved by fostering their interest and motivation through technology (Graham & Perin, 2007) Incorporating metacognitive, cognitive, and socio-affective strategies allows students to understand and practice the writing process effectively (O’Malley & Chamot, 1990) According to Hedge (2005), effective writing transcends the creation of simple sentences; learners require guidance to express their thoughts innovatively Teachers should adapt their pedagogical approaches and create engaging activities that empower students to choose topics of mutual interest (Quintero, 2008) This approach can reshape students' writing habits and develop their physical and cognitive skills, ultimately enhancing their ability to present linguistic and domain-specific information confidently (Kellogg & Raulerson).
In 2007, it was noted that language and content teachers can effectively monitor student progress from specific perspectives (Nik et al., 2010) To enhance students' expressive abilities, educators should implement techniques that facilitate feedback collection, encouraging students to articulate their thoughts on paper Improving attitudes towards writing and addressing related challenges is essential Furthermore, providing immediate and constructive feedback on student performance is crucial for boosting their confidence (Haider).
Assessment plays a crucial role in the instructional process, as it helps gauge student progress and offers valuable insights for both students and teachers Kroll (2003) emphasizes that effective assessment provides guidance for revisions and constructive feedback, which are essential for enhancing the quality of writing skills training.
Providing feedback on ESL students' written assignments is essential for enhancing their writing skills in any second language course The primary objective of feedback is to help students improve their writing proficiency and understand the expectations for their work It is crucial for learners to analyze and evaluate the feedback they receive to maximize its effectiveness According to Williams (2005), feedback on students' writings can be categorized into two main types: feedback on form and content Observations indicate that common methods for providing feedback on form include correcting surface errors, marking errors without providing corrections, and underlining errors to highlight their presence.
Previous studies
Researchers globally have focused on identifying the challenges faced by teachers and students in developing English writing skills Numerous studies, both within Vietnam and internationally, have been conducted to uncover the difficulties encountered in teaching and learning English writing, aiming to address these issues effectively.
In Indonesia, teachers of English as a Foreign Language (EFL) face various challenges in teaching writing, as highlighted by Hidayati (2018) These challenges stem from both internal factors, such as students' abilities, native language interference, enthusiasm, and reading habits, and external factors, including classroom conditions, teaching aids, and available time Almubark (2016) further identifies issues like large class sizes, student motivation, textbook topics, vocabulary limitations, and mother tongue interference as significant barriers to effective teaching and learning of English writing skills Similarly, Dwivedi and Chakravarthy (2015) emphasize that factors such as teachers' roles, students' preparedness, and group work dynamics also hinder the improvement of English writing instruction.
14 researchers have pinpointed challenges in their studies and then propose solutions so as to enhance teaching and learning quality of the English writing skill
In Vietnam, the effective teaching and learning of English writing skills has been a significant concern for years According to Huy, N T (2015), a lecturer at Dong Thap University, various challenges impact the writing skill development of students in grade schools.
At Thong Linh High School, a study involving 11 students highlights the significance of writing and the challenges faced in developing writing skills Key issues identified include students' attitudes towards writing, a lack of vocabulary and ideas, limited feedback on their written work, insufficient resources for improvement, and time constraints These factors significantly impact 11th graders' English writing proficiency To address these challenges, the study proposes solutions aimed at enhancing the teaching and learning of writing skills, ultimately improving overall English language outcomes.
In a 2009 study, the author investigates the challenges faced by teachers in Vietnam when teaching English as a Foreign Language (EFL) writing, focusing on three key areas: raising student awareness of the importance of writing in English, teaching writing skills, and assessing writing proficiency The study suggests that employing various strategies from psycholinguistics, second language acquisition, syntax, sociolinguistics, and pragmatics can effectively address these challenges, ultimately enhancing students' writing skills and overall communication competence Additionally, Khang, Van, and Nguyet (2011) examine the effectiveness of teaching activities in EFL writing, identifying the effectiveness of these activities as a significant barrier to quality instruction and learning outcomes in English writing skills in Vietnam.
Numerous global and Vietnamese studies highlight the significance of writing skills, recognizing it as a crucial yet challenging aspect of education Scholars have identified various issues faced by both teachers and learners in the teaching and learning of writing, proposing several solutions to these challenges As an English teacher in a Hanoi high school, I observe that while all four language skills are taught equally, the outcomes, particularly in writing, fall short of expectations due to several obstacles Despite increasing awareness among educators and researchers regarding the difficulties in teaching English writing, the volume of research in this area remains limited This study aims to contribute to the existing literature on the importance of writing skills and the challenges encountered by teachers and students, while also suggesting potential solutions to improve the quality of English writing instruction for 10th-grade students in a Hanoi high school setting.
METHODOLOGY
Context of the study
3.1.1 The high school in Hanoi
Established in November 1959, the selected high school is recognized as one of the pioneering institutions for training high school students in the former Ha Tay province Its primary goal is to impart fundamental knowledge in foundational sciences to adults in the districts of Ba Vi, Phuc Tho, Son Tay, and surrounding regions.
In 1994, the school began recruiting and training specialized majors, offering four original classes: Mathematics, Physics, Linguistics, and English By 2008, following the geographical expansion of Hanoi, the school was designated as one of four high school institutions by the Hanoi Department of Education and Training, focusing on the education of specialized major students.
Since the 2017-2018 school year, the school has relocated to a new, expansive campus spanning over 4 hectares, featuring a clean and beautiful environment This modern facility is well-equipped to enhance teaching and foster the comprehensive development of students.
The high school has experienced consistent growth, maintaining its organizational structure in line with national educational standards Currently, the school comprises 45 classes, each with an average of 35 students, ensuring a well-structured learning environment.
The school is staffed with 6 main sections including Math, Physics - Informatics - Engineering, Chemistry - Biology, Literature, History - Geography - Moral education, Foreign language studies - Physical training - National defence training
In the 10th grade at this school, there are 15 classes comprising a total of 520 students, who are divided into specialized majors, including math, literature, chemistry, biology, physics, information technology, geography, history, French, and English.
Today, high schools have emerged as essential educational institutions, effectively attracting students from both the local town and surrounding districts They play a significant role in identifying, nurturing, and developing talent, contributing to the broader goals of construction, industrialization, and modernization at both local and national levels.
3.1.2 English language training in the high school
English is regarded as one of the most essential subjects at this high school due to the school's educational objectives and the responsibilities students will face after graduation The primary goal of the English course is to enhance students' linguistic and communicative competencies, ultimately enabling effective communicative performance This skill set not only facilitates the comprehension of English documents but also opens up numerous opportunities for future study abroad By the conclusion of the general education program, students achieving Level 3 on Vietnam's Foreign Language Proficiency Framework are well-equipped to use English for learning and develop lifelong learning habits, positioning themselves as global citizens in an increasingly interconnected world.
The English course for 10th graders consists of two semesters, with the first semester covering 5 units over 57 periods and the second semester also covering 5 units over 54 periods This high school English training program aims to enhance students' vocabulary and foundational grammar skills while developing their four essential language skills By the end of the course, every student is expected to achieve basic competence in English.
Students are anticipated to confidently communicate in English about various aspects of their lives, including work, family, hobbies, and future plans, achieving a proficiency level equivalent to A2 Consequently, teachers must enhance their understanding to effectively implement the new pilot English textbook program.
The Tiếng Anh 10 (Volume 1+2) course book, published by the Ministry of Education and Training in 2014, is utilized in schools to support the achievement of curriculum objectives This selection is based on the book's alignment with educational goals, making it a valuable resource for students.
The 10 units offer a thorough approach to language teaching and learning, emphasizing comprehensive grammar and vocabulary instruction All four language skills are systematically developed, ensuring a balanced and cohesive learning experience These textbooks aim to help students achieve their educational goals by providing meticulous explanations and structured language skills training.
At this high school, writing is not considered a standalone subject within the English curriculum; instead, it is integrated into the overall development of language skills as outlined in the textbook The curriculum adopts a theme-based approach to enhance students' writing abilities alongside other language competencies.
In English 10 (Volumes 1 and 2), students engage in various language activities to explore writing topics before practicing their writing skills This approach aims to reinforce the language knowledge acquired in class and enhance overall writing abilities For 10th graders, the focus is on improving coherence, cohesion, vocabulary, grammar, and accuracy, enabling them to effectively write about familiar subjects such as friends, family, holidays, and hobbies.
Subjects of the study
A study was conducted involving 210 10th-grade students, aged 15 to 16, from five non-gifted English classes at a high school in Hanoi, along with their teachers.
These 10 th grade students are at different levels and background of English, and all of them have to learn English as a compulsory subject in the training curriculum Besides the 10 th grader participants, the focus of the study was also on 05 teachers of English who teach the respondents Their age ranges from 27 to 50 and their teaching experience varies from 5 to 20 years Among them, two got the Master’s degree in English teaching methodology from the University of Languages and International Studies, Vietnam National University, Hanoi.
Survey research design
This survey study investigates the challenges encountered by teachers and 10th-grade students in teaching and learning English writing skills at a high school in Hanoi To ensure reliable results, the research employed both qualitative and quantitative methods for data collection.
The initial data collection method utilized was a survey questionnaire designed for students, which was initially crafted in Vietnamese to ensure comprehension, and subsequently translated into English.
The second tool applied was interviews Five 10 th graders and five teachers of English were randomly chosen for the interviews
To gain in-depth and rich data, the instruments would be employed with a combination of survey questionnaire and interviews, which would be discussed in detail below
A questionnaire is an effective tool for collecting information on various aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences, from a large number of respondents in a short time frame Therefore, this instrument was selected for use in this study.
The survey questionnaire was designed to evaluate the 10 th graders' reactions and attitudes towards English language writing skills
Data was collected from students using Likert-scale survey questionnaires, complemented by open-ended questions to allow respondents to express their opinions on the topics addressed.
A questionnaire survey was conducted among 10th graders, consisting of 33 items divided into five sections: interests, benefits, challenges, expectations, and suggestions Participants rated each item using a five-point Likert scale, where 1 indicated "strongly agree," 2 represented "agree," 3 stood for "unsure," 4 meant "disagree," and 5 signified "strongly disagree."
A structured interview is a qualitative research method that utilizes a set of pre-determined questions to guide discussions while allowing interviewers to delve deeper into specific themes This approach enables respondents to express their thoughts freely, fostering a more comprehensive exploration of the investigation topic The flexibility inherent in semi-structured interviews not only enhances the depth of insights gained but also supports the researcher's ability to gather valuable information from participants Thus, the rationale for employing semi-structured interviews in this study is rooted in their capacity to provide meaningful insights while accommodating the dynamic nature of participant responses.
Two designs of interviews which were used in this research paper were described as follows
Structured interview designed for teachers
The interview aimed to explore the reality of English writing instruction at a high school in Hanoi, focusing on students' proficiency levels and the challenges they face in developing their writing skills.
The interview included 6 open-ended questions, and data withdrawn from the interviews would facilitate the researcher to find out possible difficulties that they may face when teaching English writing
The interviewees were five teachers of English at a high school in Hanoi
The researcher selected 21 English teachers with a minimum of five years of teaching experience and arranged interviews with them To ensure the reliability of the information gathered, the content and purpose of the interviews were not disclosed in advance.
Structured interview designed for 10 th graders
An interview was conducted in Vietnamese, featuring five open-ended questions with sub-questions for discussion, to ensure students could comprehend and respond clearly This process followed interviews with teachers, allowing for a deeper understanding and richer insights for the study.
Five students were randomly selected from a pool of 210 participants for interviews aimed at enhancing the questionnaire data These interviews served to validate the information gathered and to provide clarity on the challenges faced by 10th graders in developing their English writing skills.
After reviewing the research questions and existing literature on the challenges encountered by teachers and students in English writing, the researcher developed a set of survey questions These questions were meticulously designed to ensure logical coherence and scientific rigor, aiming to yield relevant, valid, and reliable findings The survey questionnaire was initially composed in Vietnamese and subsequently translated into English.
To ensure clarity and avoid ambiguity in the survey questionnaire, the author sought feedback from the supervisor and several high school lecturers in Hanoi Their insights and suggestions were instrumental in refining the draft, leading to the creation of a final version that effectively addresses potential questions.
After the questionnaire was finalized, the researcher contacted the school leaders, administrators and teachers in charge for permission to conduct the data
The researcher conducted a brief meeting with student respondents from five non-major English classes to schedule a convenient time for completing the questions During this meeting, the researcher carefully explained the format and process, addressing any potential misunderstandings or ambiguities the learners might have had regarding the questions Clear and comprehensible instructions were provided, and a specific timeframe for completion was established.
The interview questions were constructed after the questionnaire analysis had finished The questions were developed from the findings of the survey
After building questions for interviews, the researcher negotiated in advance with the lecturers for the most convenience of time and location as well as comfort for them.
The data analysis
This study utilized both quantitative and qualitative analysis to examine the collected data By thoroughly dissecting the data, common issues were identified Based on these research findings, the researcher will propose several effective solutions and recommendations.
The data collected from questionnaire respondents were analyzed and categorized based on the study's specific questions This analysis enabled the researcher to identify the key challenges hindering the effectiveness of teaching and learning writing skills at a high school in Hanoi.
The descriptive statistic method was employed to analyze the questionnaire data, allowing the researcher to break down the information and present it in statistical form for each survey question The resulting statistics were organized into tables to effectively illustrate and clarify the study's findings.
The questionnaire results from 10th graders were presented using numerical data and percentages, employing a five-point Likert scale that includes the following ratings: (1) Strongly agree, (2) Agree, (3) Unsure, (4) Disagree, and (5) Strongly disagree.
A qualitative analysis was performed using interview data to uncover additional challenges faced by teachers and students in the teaching and learning of writing skills The insights gained from the respondents were meticulously processed and discussed, ultimately providing substantial evidence that contributed to the finalization of the study.
FINDINGS AND DISCUSSION
Findings
4.1.1 Findings from th e students’ questionnaire survey and interview
4.1.1.1 Findings from the students’ questionnaire survey
Interest in learning English writing skills
Pie chart 4.1 reports the numbers and percentages of students' ideas about their interest in learning writing skills
Strongly Agree Agree Unsure Disagree
Strongly Agree Agree Unsure Disagree
Strongly Agree Agree Unsure Disa gree
Pie chart 4.1: Interest in learning writing skills
The pie charts illustrate that the highest percentage of respondents selected "(strongly) disagree" regarding their preference for writing skills among the four language skills, followed by those who were "unsure." In contrast, the "(strongly) agree" option received the lowest proportion of responses Specifically, the data indicates that the figures for respondents who expressed agreement with the statement "I like writing skill most among four language skills" were 64, 65, and 51, respectively.
"unsure" and "(strongly) disagree" in line with 31.4%, 30.9% and 38.5% respectively For item 2 “Iam excited to participate in writing lessons”, additionally,
35, 64 and 111 in equivalence to 16.6%, 30.4% and 52.8% of respondents were for
"(strongly) agree", "unsure" and "(strongly) disagree" in sequence When being asked whether the topics and contents of writing in item 3 were often interesting and real-
In a recent survey, 61.8% of respondents strongly agreed with a particular statement, while 30.0% were uncertain, and 8.1% expressed strong disagreement Additionally, only 10.9% of participants reported strong satisfaction with their writing competence and performance, contrasting sharply with 52.3% who strongly disagreed Notably, 36.6% of participants were either uncertain or disagreed regarding their writing abilities.
The table indicates that a moderate number of respondents expressed a preference for writing skills compared to other language skills and showed enthusiasm for participating in writing lessons, largely due to the engaging and relatable topics presented However, there remains a significant level of uncertainty and disagreement among participants regarding their attitudes toward writing skills and their satisfaction with the writing themes in the textbook Notably, over half of the 10th graders, specifically 110 students (52.3%), reported feeling dissatisfied with their writing competence and performance, highlighting a critical issue that needs to be addressed.
Benefits of learning English writing skills
In a study focusing on 10th graders, students were asked to share their insights on the values gained from learning English writing skills, with the findings illustrated in Bar Chart 4.2.
Bar chart 4.2.: Benefits of learning English writing skills
Agree Unsure Disagree Strongly disagree
Bar chart 4.2.: Benefits of learning English writing skills
The bar chart indicates that a significant majority of students, 76.2% (160 respondents), strongly agree that learning writing skills enhances their ability to use language knowledge effectively and accurately In contrast, only 15.2% expressed uncertainty, and 8.7% strongly disagreed with this statement.
A significant majority of informants, 149 individuals or 71%, strongly agreed that developing writing skills enhanced their understanding of the English language In contrast, only 21% were unsure, and 8.1% strongly disagreed Additionally, 136 respondents, representing 64.9%, strongly believed that proficient writing skills improved their ability to learn other language skills, while 24.8% were unsure and 10.5% strongly disagreed.
Many 10th graders have experienced significant benefits from developing their English writing skills, leading to improved language proficiency, increased accountability in their writing, and enhanced learning in other language areas However, some students remain skeptical about the value of writing skills, highlighting a challenge that must be addressed to improve the overall quality of English education and writing proficiency.
Challenges when learning English writing skills
Participants expressed their interest in learning English while also sharing the challenges they faced in developing their writing skills The findings are summarized in Table 4.3.
Table 4.1: Challenges when learning English writing skills
No % No % No % No % No %
As shown in the table, a large number of students had a strong approval that they had to cope with various obstacles when learning writing skills Specifically,
A significant portion of participants, 52.4%, expressed difficulty in improving their writing skills, while 70.5% indicated a lack of motivation and interest in learning to write.
A significant majority of students, 91.4%, reported that their classrooms were too crowded for effective language writing study, while 65.7% expressed a lack of access to books and reading materials Furthermore, 80.9% of participants indicated poor academic backgrounds, 81.9% cited limited lexical resources, and 80.5% noted infrequent practice as barriers to their writing skills Additionally, 47.6% of respondents struggled with inefficient grammar knowledge and experienced stress when learning writing skills Other challenges included feelings of losing face due to writing mistakes (80.0%), being at a loss for words (79.1%), poor language proficiency (75.2%), and the influence of their mother tongue (78.1%) Regarding their educational experience, 36.7% of students felt their teachers did not dedicate enough time to writing instruction, and 76.2% criticized their teachers' pedagogical approaches as occasionally inappropriate Moreover, 52.4% noted a lack of frequent feedback on their writing performance, while 54.2% expressed dissatisfaction with unclear evaluation criteria, 54.4% found the textbook topics uninteresting, and 49.5% pointed out the absence of adequate materials and references for consultation.
Many 10th graders face numerous challenges in developing their English writing skills Key factors contributing to these difficulties include overcrowded classrooms, inadequate academic foundations, limited vocabulary, insufficient practice opportunities, and anxiety about making mistakes while writing.
Many students struggle with a lack of ideas or words when it comes to writing, which significantly hinders their ability to improve their writing skills Addressing these challenges is essential for enhancing the overall quality of their writing.
To enhance writing skills and minimize obstacles in learning, respondents were asked to share their expectations and suggestions The findings from this data collection are comprehensively analyzed in Table 4.4 below.
No % No % No % No % No %
The survey results reveal a strong consensus among participants regarding the need for improved writing instruction A significant 74.8% of respondents expressed a desire for more classroom time dedicated to teaching writing skills, while 84.3% emphasized the importance of teachers correcting mistakes and providing feedback on their work Additionally, 80.9% of participants advocated for increased writing activities both in class and at home Furthermore, 83.3% agreed that writing skills should be taught alongside language knowledge and other language skills, and 85.7% highlighted the necessity for abundant materials and references on writing skills for consultation.
A significant portion of participants expressed uncertainty about their expectations and suggestions, with 15.2% (32 respondents) selecting "unsure." Additionally, smaller numbers of respondents showed strong disapproval of the statements, with only 10.0% (21 participants) indicating disagreement, followed by 7.1% (15), 5.7% (12), 4.8% (10), and 3.3% (7) expressing varying levels of disapproval.
Discussion
The research conducted on the challenges faced by teachers and 10th graders in developing English writing skills at a high school in Hanoi highlighted significant findings The analysis of the collected data revealed insights into both teachers' and students' attitudes towards writing, as well as the dilemmas encountered in the teaching and learning processes.
4.2.1 Discussion of the students’ questionnaire survey and interview results
A comprehensive questionnaire survey conducted among 10th-grade students revealed their attitudes towards the interest, benefits, and challenges associated with writing The findings highlighted their expectations and suggestions for overcoming obstacles in learning writing skills, aimed at enhancing the quality of English language writing training.
Most participants experienced significant benefits from learning writing skills, despite a few expressing that the topics and content were engaging and relevant to real life However, it was clear that the majority of respondents did not feel a strong interest in writing skills.
A significant number of informants expressed doubts about their satisfaction with their writing competence and performance, which highlighted obstacles faced by both lecturers and students in teaching and learning English writing skills at a high school in Hanoi.
The benefits of writing are evident, as participants reported enhanced language proficiency, improved learning of other language skills, and a greater sense of responsibility towards their writing However, notable limitations persist, with some participants expressing uncertainty or disagreement regarding the value of learning to write Addressing these concerns is essential for improving the teaching and learning of writing skills.
Tenth graders encounter several challenges in writing, including insufficient grammar knowledge, social issues, and a lack of ideas or vocabulary Additionally, limited instructional time dedicated to writing and a scarcity of reference materials hinder their progress Most students exhibit low motivation and interest in developing writing skills, coupled with fears of making mistakes and infrequent practice Consequently, these factors contribute to minimal improvement in their writing abilities.
To enhance writing skills and improve the quality of learning, it is essential to allocate equal time for writing activities as is given to other language skills Additionally, there is a need for more writing materials and references to support study Informants emphasized the importance of teachers correcting writing mistakes and providing feedback, enabling students to identify and learn from their errors for future writing tasks.
In conclusion, the results collected from the questionnaire survey indicated that almost the participants recognized the values of learning writings, especially
The study highlights the significant role of writing in enhancing language learning and other linguistic skills However, it also indicates that respondents faced substantial challenges and obstacles in developing their writing abilities Therefore, it is crucial to address these barriers early on to improve overall English language proficiency, particularly in writing.
In the interview process, detailed analysis of responses to five open-ended questions was conducted to gather in-depth data and enhance the thesis with supplementary information.
The findings revealed that most informants did not enjoy writing skills and viewed them as unimportant, studying solely for exams rather than passion Respondents described learning to write as boring and challenging, requiring extensive knowledge such as vocabulary, critical thinking, and social context, which often led to a lack of ideas and vocabulary for composition Notably, nearly all interviewees reported minimal practice, engaging only in pre-exam reviews to recall classroom teachings and learn a few new concepts for test performance.
Many respondents faced significant challenges in learning writing, citing limited class time allocated by teachers compared to other skills Instead of focusing on effective writing techniques, students often found themselves preoccupied with grammatical structures and sentence transformation exercises Additionally, participants noted that teachers frequently failed to provide clear instructions and criteria for producing quality writing Furthermore, challenges were compounded by students' lack of motivation and negative attitudes towards writing, largely due to an emphasis on grammar-based exams.
To enhance writing skills and improve the quality of learning, several key requirements have been proposed It is essential that exams assess all four language skills equally, and there is a need for more writing materials and study references Data indicates that providing students with background knowledge and relevant vocabulary before writing tasks can facilitate their engagement Additionally, teachers play a crucial role in correcting writing mistakes and offering constructive feedback, enabling students to recognize and learn from their errors Furthermore, informants emphasized the importance of incorporating more interactive activities, such as language games, into writing lessons to boost student motivation, maintain interest, and enhance retention of the material.
The study thoroughly collected and analyzed data to address two key research questions The findings indicate that 10th graders face various challenges in developing their writing skills To overcome these obstacles, practical suggestions and recommendations have been provided to enhance writing proficiency in a high school in Hanoi.
4.2.2 Discussion of the teachers’ interview results
The interviews revealed that teachers faced numerous challenges in teaching writing skills, including students' lack of background knowledge, limited language use, loss of ideas, and infrequent practice However, the most significant issue identified by all participants was students' low motivation in English writing Teachers expressed frustration over how to inspire students to engage in writing lessons, noting that this lack of enthusiasm hindered active participation and interaction, ultimately diminishing students' eagerness to join classroom activities.
Despite teachers' efforts to improve students' writing skills, progress has been limited, with many respondents noting a lack of significant improvement Consequently, it is essential to address these weaknesses Participants proposed practical recommendations to overcome existing obstacles and enhance writing instruction in high schools.
