According to early observations made at Tran Van Quan Senior High School in grade 11, where students learn English as a foreign language, there were several obstacles in the teaching and
INTRODUCTION
Background of the study
In the contemporary educational landscape, there is a growing recognition of the importance of learners' roles in the learning process, emphasizing a shift from teacher-centered to learner-centered approaches Learners are now viewed as active participants rather than passive recipients of knowledge, fostering greater engagement and exploration This transition also highlights the significance of learner autonomy, empowering students to take responsibility for their own learning and become responsible controllers of their educational journey.
Research in ESL education from the late 1970s and early 1980s initially focused on the concept of learner autonomy, emphasizing its importance for effective language acquisition (Dickinson, 1978) Locally, there has been a rising interest in promoting independent learning to enhance the quality of language education (Le, 2013) As a result, literature on learner autonomy has grown alongside advances in academic journals and international conferences, reflecting an ongoing commitment to fostering human autonomy in learning, which is expected to continue evolving.
Writing ability is essential across all language skills, as it enables effective communication through both verbal and non-verbal means It serves as a vital method of connection that transcends time and geographical barriers, allowing individuals to share ideas and express thoughts clearly Developing strong writing skills empowers students to articulate their ideas in a way that others can easily understand, making it a crucial competency for English language learners.
Writing ability is essential for students' success in learning English and serves as a key indicator of their language proficiency According to Kingston et al (2002), students' achievement in learning English is primarily reflected through their productive skills, especially writing performance Ferris (2002) emphasizes that ESL students need strong writing skills to succeed beyond the classroom and to effectively eliminate writing errors Therefore, developing English writing skills is crucial for foreign language learners to fully acquire and absorb the language.
Despite the crucial importance of developing writing skills, many students still struggle to achieve proficiency Writing is considered the most challenging skill for second language learners to master, due to various issues encountered during the teaching and learning process in EFL classrooms Early observations at Tran Van Quan Senior High School revealed that students face several obstacles in learning English writing, with at least three key factors contributing to these difficulties.
Factors related to the teacher
The teacher's traditional approach to teaching significantly contributed to students' difficulties in writing By not encouraging active participation, the teacher limited students' engagement in learning activities The reliance on a direct Vietnamese-to-English translation method, combined with students using unreliable tools like dictionaries and mobile devices, hindered effective language development This translation-focused teaching strategy failed to enhance students' writing skills or reduce errors, ultimately impeding their progress in mastering English writing.
The teacher rarely assigned writing tasks, prioritizing speaking activities as a more effective way for students to express themselves Writing activities received less attention compared to speaking exercises, which the teacher favored in the classroom Typically, the grade 11 textbook was the primary reference material, with occasional integration of other resources to create more engaging and participatory activities However, this reliance on limited materials led to repetitive tasks and a lack of variety in classroom activities, impacting students' overall learning experience.
Factors related to the aspects of writing
Students face challenges in mastering essential writing components such as vocabulary, grammar, and structure, which are crucial for meeting academic standards Despite efforts, many students still struggle to fulfill these requirements, highlighting the need for targeted instructional support to improve their writing skills.
Vocabulary plays a crucial role in effective writing, yet many pupils struggle with limited vocabularies, making it difficult to articulate their ideas clearly They often find it challenging to choose the right words, as they cannot distinguish between similar terms and tend to translate words directly from the dictionary without considering context This results in writing that is confusing and hard to understand, causing frustration for readers Additionally, a lack of vocabulary slows down students’ writing process, as they spend extra time searching for appropriate words, which hampers their overall written communication skills.
Good grammar is essential for clear and effective writing, as it reflects a strong writing style The most common grammatical issues among pupils included incorrect use of tenses and subject-verb agreement errors Students often struggled with tense consistency, frequently using past tense to describe current events or vice versa, leading to confusion Additionally, many students overlooked grammatical norms related to subject-verb agreement, affecting the overall clarity of their writing.
For example, they frequently mistook "is" for plural subjects such as "you and we." They also utilized infinitive forms for singular subjects, writing "he do" instead of
Organization is a crucial factor in effective writing, yet many students overlook its importance They often struggle to structure their thoughts into coherent, well-organized paragraphs, resulting in jumbled phrases that hinder understanding Supporting information is frequently disconnected from the main theme, making it difficult for readers to grasp the intended message Additionally, students tend to scribble ideas without considering their placement or logical flow, which further complicates comprehension Improving organization in writing helps ensure that ideas are clearly conveyed and easily understood by readers.
A lack of motivation to write among students often stems from their perception that writing is a difficult skill to master, leading to hesitation during writing exercises Students with low motivation struggle to generate ideas quickly, resulting in limited creativity and difficulty developing coherent thoughts Additionally, negative attitudes toward English teaching and learning, coupled with inattentiveness in class, further hinder students’ engagement and progress in writing Overall, these challenges reflect a broader issue of disinterest and frustration with the writing process and English education.
Many students were distracted during English class by using devices, playing games, or texting, which hindered their focus on learning Additionally, some learners became drowsy and frequently yawned, indicating a lack of engagement They also tended to be passive participants in classroom activities and showed little motivation to improve their writing skills.
Addressing the challenges in teaching and learning writing requires an effective instructional approach, leading researchers to explore suitable solutions such as project-based learning Recently gaining popularity in English education, project-based learning has been shown to enhance students' cognitive skills and foster increased enthusiasm for learning (Fragoulis, 2009) It is particularly effective in classrooms with mixed-ability students, promoting idea sharing and peer interaction (Stoller, 2002; Phillips, 1999) Consequently, this study concludes that project-based learning can significantly improve students' writing skills.
Project-based learning (PBL) is an innovative educational strategy that enables students to develop knowledge and skills through engaging, real-world projects centered on authentic challenges According to the Buck Institute for Education (BIE), PBL involves students conducting in-depth research and actively responding to meaningful problems, fostering deep and sustained attention This approach goes beyond simple project completion, emphasizing critical thinking and real-life application, making it a powerful method for preparing students for real-world obstacles.
Statement of the problems
Based on observations of the English teaching and learning process at Tran Van Quan Senior High School and interviews with the English teacher, several challenges have been identified in the writing instruction for 11th-grade students These issues are primarily related to student engagement, teacher methodologies, and instructional approaches Addressing these problems is essential to enhance the effectiveness of English writing education in the school.
Many students show little interest in learning to write, viewing it as a challenging skill that is difficult to master This perception leads to reluctance and disengagement when completing writing assignments Additionally, their lack of motivation results in slow writing speeds, further hindering their progress and enthusiasm for developing their writing skills.
Many students struggled to meet the required writing criteria, highlighting gaps in their language, grammar, concepts, and organization skills Their limited understanding of these fundamental components affected the overall quality of their writing To improve student performance, it is essential to focus on developing their grasp of key writing characteristics, including language accuracy, grammatical correctness, clear ideas, and proper organization Strengthening these areas will enhance their ability to produce coherent and well-structured written work that aligns with established assessment standards.
The teacher employed an outdated teaching method that failed to engage students, using a direct Vietnamese-English translation approach in teaching writing This method did not effectively help pupils develop their language skills, resulting in student boredom and limited progress Updating teaching strategies is essential to enhance learner engagement and improve writing competencies.
The teacher predominantly depended on the 11th grade textbook as the main source of information, which limited the diversity of learning materials Additionally, the absence of dynamic and engaging activities in other resources made the teaching and learning process monotonous and less effective Incorporating varied and interactive teaching methods could enhance student engagement and improve overall learning outcomes.
The aims of the study
This study presents PBL as an effective method to enhance 11th graders' learning autonomy and overall writing success It investigates the extent to which PBL promotes key features of learner autonomy, empowering students to take control of their learning process Additionally, the research examines the impact of PBL-based writing activities on students' progress in developing essential writing skills The findings suggest that implementing PBL can significantly improve both learner independence and writing proficiency among high school students.
(1) To what extent do writing by PBL improve learner autonomy dimensions?
(2) What are the improvements of writing by PBL on students’ overall writing achievement?
Significance of the study
First and foremost, the study presented a thorough evaluation of literature on key elements of learner autonomy and writing through PBL in terms of theoretical ideals
Due to the small sample size and short duration of the study, a qualitative research approach was used to evaluate 11th graders' writing abilities within a project-based learning (PBL) environment The study focused on assessing the impact of PBL on students' writing achievement and developing learner autonomy, providing valuable insights into how project-based activities enhance writing skills and encourage independent learning among high school students.
Next, the findings of this study should be utilized as a guide to help enhance the quality of English teaching and learning
Fourthly, it is hoped that this study would aid students in developing an interest in English and boosting their writing skills
This study's findings are valuable resources for students, providing essential reference material for thesis writing and enhancing understanding of the English teaching and learning process.
In sum up
The researcher goes through several key components in the introductory chapter, from theories to actual observations and experiences, as well as carefully evaluates the study's difficulties, goal, and significance.
LITERATURE REVIEW
The theoretical review
Receptive and productive skills are the two main categories of language abilities essential for effective communication Receptive skills, such as reading and listening, involve the ability to detect and interpret words, enabling learners to comprehend language input Conversely, productive skills like speaking and writing empower learners to generate language independently, allowing them to express ideas clearly Developing both receptive and productive abilities is crucial for learners to effectively communicate and use the language confidently (Harmer, 2007: 265).
Writing is an essential productive skill in English that learners must master, as it serves as a key form of communication and a measure of language proficiency Strong writing abilities demonstrate a learner's capacity to effectively communicate in English, both in personal and professional contexts Additionally, written language enables communication across time and geographical barriers, making it a vital tool for global interaction (Nunan, 1999:275).
Writing is a unique skill that enables students to produce tangible and durable texts, creating permanent records that can be re-read and referenced over time (Harmer, 2004; Nunan, 1999) Unlike spoken language, written language offers greater accuracy and precision, reducing the risk of misunderstandings or misinterpretations among readers.
Writing is a vital learning process that requires critical thinking to effectively communicate ideas and viewpoints It involves gathering, organizing, redesigning, and editing information to produce a coherent piece of work, and it can be developed through experience According to Oates (2000), writing is a unique form of learning because it is integrative, engaging both the right and left hemispheres of the brain to create meaningful content.
Writing is a constructive form of language that requires critical thinking and serves as an essential medium for communication, allowing individuals to convey their ideas effectively For EFL students, mastering writing skills is a key part of their learning process, enabling them to become better writers and more confident in expressing their views Understanding the characteristics of written language helps students appreciate its importance in clear and meaningful communication, supporting their overall language development.
According to Brown (2001: 341), writing has at least seven features depending on the writer's perspective:
1) Permanence: When a written product is completed and given to the intended audience, the writer forfeits the opportunity to revise, clarify, and deprive the work of its intended audience
2) Production time: the writer is provided suitable amounts of time to finish a literary product The writer can improve as a writer over time by building effective techniques to attain the end aim Writing in the context of education, on the other hand, frequently requires students to write within time constraints
3) Distance: When producing a text, a writer must anticipate how words, phrases, sentences, and paragraphs will be perceived by the readers Because of the distance issue, the writer must be able to view their work from the perspective of the reader The writer must anticipate the reader's general knowledge, cultural and literary schemata, and how their choice of language will be understood
4) Everything is recorded in writing through the manipulation of letters and written symbols
5) Complexity: authors should be able to relocate redundancies, combine phrases, and create allusions to other text parts, among other things, in written language
6) Written language necessitates a greater usage of vocabulary than spoken language Writers benefit from a large vocabulary since their writing will be more fascinating and less boring because they will not use the same words over and again
7) Formality: The writer must examine the conventions of the writing form when engaging in any writing activity In the context of ESL, students frequently discover that academic writing is the most difficult convention to master, since it requires them to learn how to describe, explain, compare, contrast, defend, argue, and so on
Students’ writing abilities encompass both micro and macro skills, which are essential indicators of their overall proficiency According to Brown (2004), these skills include various micro and macro talents that collectively reflect a student's writing competence Micro skills involve fundamental elements such as grammar, vocabulary, and sentence structure, while macro skills focus on organization, coherence, and overall content development Assessing both micro and macro writing talents provides a comprehensive understanding of a student's writing ability, highlighting areas for improvement and skill development Incorporating these skills into writing evaluation ensures a balanced approach to nurturing effective communicators.
Micro writing skills are essential for effective communication and include the ability to produce accurate English graphemes and orthographic patterns Developing these skills enables writers to write quickly enough to meet task requirements while maintaining accuracy Building a strong core vocabulary and employing correct word order patterns are crucial for clear and coherent writing Additionally, using appropriate grammatical systems, such as tense consistency, subject-verb agreement, and correct pluralization, helps ensure grammatical accuracy and readability in writing.
(5) Use several grammatical forms to express a certain idea (6) In written discourse, use coherent techniques
Mastering macro writing skills involves understanding and applying the rhetorical patterns and norms of written discourse to produce coherent and effective texts It requires executing communication tasks appropriately according to the form and purpose of the writing, ensuring clarity and relevance Effective writers can convey core concepts, supporting ideas, fresh information, and examples while establishing logical connections and ties between different points Additionally, proficient writers distinguish between explicit statements and inferred meanings, enhancing the depth and clarity of their communication for various contexts.
To create engaging and culturally relevant content, it is essential to accurately portray unique cultural allusions within your writing Employ diverse writing strategies, such as assessing your audience's interpretation, utilizing pre-writing techniques, drafting fluently, and incorporating paraphrases and synonyms to enhance clarity Additionally, seek feedback from peers and teachers, then revise and edit your work accordingly to ensure precision and coherence, ultimately strengthening the effectiveness of your content.
Micro writing skills focus on writing mechanics at the word level, including coherent devices and tense usage, while macro writing skills encompass broader aspects such as text structure, purpose, main and supporting ideas, and understanding literal and inferred meanings Mastery of both micro and macro skills is essential for effective writing, enabling students to organize their ideas clearly and produce diverse types of texts efficiently Developing these comprehensive skills enhances writing proficiency and facilitates clearer communication across different writing tasks.
Effective writing skills encompass both micro and macro techniques Micro writing skills focus on the mechanics at the word and sentence level, including coherence devices and tense consistency, which ensure grammatical accuracy Conversely, macro writing skills address broader aspects such as the form, purpose, main ideas, supporting details, and the ability to convey both literal and inferred meanings in a text Mastering both micro and macro skills is essential for students to efficiently organize ideas, enhance clarity, and produce different types of written texts with purpose and coherence.
Related studies
Several studies have demonstrated that project-based learning effectively enhances students' writing skills For example, Bayu (2014) conducted a classroom action research with junior high school students to explore the impact of project-based learning on writing, particularly focusing on descriptive language development His findings indicated that implementing project-based learning can significantly improve students' writing abilities, addressing gaps in their descriptive writing skills through collaborative and engaging instructional methods.
A 2009 study by Kornwipa investigated students' attitudes toward project-based learning in English language classes at a Thai university The research found that most students valued interdisciplinary projects as relevant and beneficial for their learning experience Additionally, the study revealed that implementing project-based learning significantly improved students' four language skills: listening, speaking, reading, and writing Overall, the findings suggest that project-based learning is an effective method for enhancing English language proficiency among students.
Building on prior successful studies in project-based learning, the researcher aimed to explore its application in teaching paragraph writing to Grade 11 students at Tran Van Quan Senior High School The study focused on fostering collaboration, encouraging students to work together on their projects to enhance their writing skills through this innovative instructional approach.
Conceptual Framework
Writing is a vital English productive skill that language learners should develop to achieve language proficiency Mastering writing performance not only reflects students’ success in learning English but also enhances their overall communication abilities Therefore, acquiring strong writing skills is essential for students to succeed academically and express themselves effectively in English.
Despite the significant role of writing skills, many students still struggle to achieve satisfactory proficiency They often find it challenging to generate ideas to start their writing and choose appropriate vocabulary to convey their message effectively Organizing ideas and supporting details remains confusing for students, hindering the clarity of their writing Additionally, grammar mastery among students is generally low, with many unable to differentiate correct tense usage, such as when to apply present or past tense, affecting the overall quality of their writing.
Pupils' negative attitudes toward learning and lack of motivation to improve their English skills hinder their progress To address this issue, implementing effective teaching strategies that motivate students to write is essential One highly effective approach is project-based learning, which can significantly enhance students' writing abilities Project-based learning engages students actively and provides practical opportunities to develop their writing skills, making it a valuable instructional method for improving language proficiency.
Implementing project-based learning methods significantly boosts student engagement in writing tasks by providing structured support and inspiring creativity Teachers' projects serve as valuable tools to help students initiate their writing process and brainstorm ideas effectively This approach increases students' interest and motivation, as they become more invested in completing meaningful projects Additionally, project-based learning encourages students to contribute their own ideas, resulting in richer, more personalized writing products that reflect their understanding and creativity.
Project-based learning effectively engages students by encouraging active participation and inspiring a genuine interest in writing Through targeted assignments, students are motivated to develop their writing skills, making the learning process more interactive and meaningful This instructional approach helps foster creativity and enhances students' overall interest in writing and the classroom experience.
Project-based learning enhances students' understanding of the subject by encouraging experimentation and exploration through hands-on assignments It promotes active and creative learning, fostering critical thinking skills Additionally, project-based learning helps students develop essential social skills, making it an effective teaching approach for comprehensive education.
Writing is a crucial skill that students must develop to succeed academically and beyond Since many pupils struggle to meet effective writing standards, incorporating project-based learning can significantly enhance their writing abilities This approach actively engages students in writing tasks, boosts their motivation, and ensures a thorough understanding of the topics Additionally, project-based learning prepares students to become autonomous, critical thinkers, creative problem solvers, and socially competent individuals, making it an effective method for improving student writing skills.
Fig 2 Conceptual framework of the thesis
Improve learning autonomy Writing skill achievement
2), Level & various of lexical resources
METHODOLOGY
Research methods
Action research is a practical method focused on identifying problematic situations and developing intentional solutions to facilitate meaningful change According to Burns (2010), it involves discovering issues and devising strategies to improve them, aiming for better outcomes Burns (1999) emphasizes that action research applies fact-finding within social environments to enhance the quality of actions, requiring collaboration between researchers and practitioners This approach promotes social awareness and development by fostering cooperative efforts to address challenges and drive positive change.
This classroom action research aimed to identify effective strategies to improve 11th-grade students' writing skills at Tran Van Quan High School Conducted collaboratively, the study involved a researcher working closely with two associates to implement and monitor the intervention One collaborator, a colleague, was responsible for overseeing the research process to ensure its smooth execution The second partner, an English instructor, assisted in data analysis to derive meaningful insights This collaborative approach facilitated a comprehensive evaluation of teaching strategies to enhance students' writing abilities.
The research Setting
Tran Van Quan High School, founded in 1976 as Long Dien High School, has undergone several name changes before being officially named after martyr and teacher Tran Van Quan in 1997, following Decision No 468/QĐ-UBT Located in Long An area, Long Dien town, Long Dien District, Ba Ria Vung Tau Province, the school holds a prominent position in the local educational community.
The school spans over 18,000 square meters and is heavily invested by the Department of Education and Training It features 35 fully equipped classrooms, a dedicated principal area, an experimental zone, and a gymnasium, all designed to support comprehensive teaching and learning activities.
The school has 56 teachers, 9 staff and 2 administrators The total number of students of the whole school is 1084 There are 332 students in grade 12, 353 students in grade 11, and 402 students in grade 10
This study was conducted during the second semester of the 2022 academic year, from February to March, aligning with the school's calendar and the English teacher’s schedule at Tran Van Quan High School The research focused on the English lessons taught to grade 11 students, ensuring data collection coincided with the relevant syllabus and instructional timeframe.
Participants
This research focused on 44 grade 11 students at Tran Van Quan High School, representing a subset of the total 353 students in the same grade The participants included 18 male and 26 female students, all of whom have been studying English since grade 3 The study aims to understand their language learning experiences, highlighting their long-term commitment to English education.
Data Collection and Data Analysis
3.4.1 The types of the data
The information gleaned from the study's findings is used qualitative data in this collection
The qualitative data was collected in the form of interview transcripts, observation checklists, field notes, and images This type of information was gathered through class observation and interviews
The qualitative data in this study was gathered through observations and interviews, as indicated earlier in this chapter Furthermore, the following strategies are described:
Before implementing the activities, a classroom observation was done to gather information regarding the students' and English teacher's behavior during the English teaching and learning process
During the research activities, the primary collaborator conducted classroom observations to monitor students' attitudes while the researcher assumed the role of the English teacher, implementing project-based learning to evaluate its impact on student engagement and learning outcomes.
In addition, to bolster the study's credibility, pictures were employed to document every significant event that occurred during the investigation
The interview with the English instructor and students aimed to identify challenges faced during English teaching and learning, while also exploring students' cognition, behavior, emotions, social skills, and their implementation of project-based learning It provided valuable insights into learners' developmental perspectives and collected feedback from collaborators on activity execution and obstacles encountered The interview also served to identify solutions and develop proposals for future improvements in the teaching process (see appendix 1).
The instruments
The following instruments were used in the study:
Observation checklists played a crucial role in ensuring the researcher followed the research plan accurately while also tracking pupils' actions and conduct These checklists served as essential tools for collecting data that could be regularly compared to monitor progress They enabled the researcher to assess whether improvements occurred and to determine the significance of any observed changes, thereby supporting the overall evaluation of the study’s effectiveness.
Writing topics for PBL focus on global warming, Vung Tau tourist destination, and Covid 19
Interview guidelines facilitated a structured approach for the researcher, enabling them to conduct interviews in a logical sequence Additionally, these guidelines helped the researcher gain valuable insights into the perspectives of collaborators and students regarding the action.
The data analysis
The data analysis approach utilized in this research study to analyze the qualitative data was developed from Burns (2010: 104- 105) The following steps of the data analysis approach are discussed:
During this stage, the researcher gathered data from a variety of sources and searched for broad patterns in the data that appeared to answer the research question
Following the collection of data and identification of broad patterns, the data was condensed into more precise patterns It might be accomplished by categorizing the data
The data categories were compared to one another at this step of the study to check if they represented or said the same thing
Following data comparison, the subsequent step involved interpreting the information using a critical thinking approach, which required reflecting on surface facts to derive meaningful insights.
The researcher decides how the study will be structured and presented at this stage of data analysis.
The data Validity
Validity is a crucial factor in evaluating the quality and acceptability of research According to Burns (1999:161), there are five categories of validity that can be used to assess an action research project, ensuring its overall credibility and rigor.
The democratic legitimacy of a study depends on how collaborative and inclusive it is of diverse perspectives When all participants are invited to share their views, the research is considered democratically valid Democratic validity enables participants to express their opinions, thoughts, and suggestions regarding the study’s application In this research, democratic validity was demonstrated through interviews with collaborators and grade 11 students, capturing their feedback on the activities conducted during the study.
Outcome validity in action research is achieved when the activities conducted effectively address and resolve specific issues, indicating that the research results are credible and meaningful It relies on the successful outcomes of the studied interventions, which are expected to yield positive effects Specifically, efforts to enhance students' writing skills through project-based learning demonstrate example of outcome validity, showcasing the effectiveness of innovative teaching strategies in educational improvement.
Ensuring trustworthiness and competence in a research study relies on process validity, which requires credible data To achieve this, the researcher observed and documented the teaching and learning process with the support of a collaborator, recording interviews with colleagues and students for accuracy Additionally, photographic evidence was used to further substantiate the findings, enhancing the overall credibility of the study.
Catalytic validity focuses on how a study promotes increased understanding and motivates participants to take meaningful actions or implement changes It emphasizes empowering participants to gain a deeper awareness of their social reality and recognize how they can influence positive change This type of validity is confirmed when the study’s activities lead to tangible effects and modifications in behavior or practices after implementation.
Dialogic validity is concerned with the peer review process in action research
In this situation, the researcher and collaborators had talks about the study findings both before and after the action was implemented.
The data Reliability
A trustworthy research study must go beyond validity to ensure reliability, which signifies the study's commitment to being dependable and unbiased Reliability helps minimize subjectivity and guarantees that data analysis remains credible The concept of triangulation is often employed to enhance a study's credibility, as noted by Burns (2010: 97) However, in this particular study, only two forms of triangulation were utilized to assess its trustworthiness.
The term "time triangulation" refers to the collection of data at many points in time The data for this study was collected from February to March in the year
2022 During that time, the study was divided into two cycles, each of which consisted of two sessions In all, two classes were required to complete this research
To ensure unbiased interpretation, multiple researchers were involved in collecting the data, preventing individual bias The primary researcher was accompanied by two colleagues during the investigation: a coworker and an English instructor, enhancing the reliability and validity of the research process.
The research Procedure
This research follows the steps of action research designed by Kemmis and McTaggart in Burns (2010:8) The steps of the research are represented based on the following chart:
Figure 1 Cyclical AR model based on Kemmis and Mc Taggart (2010)
Before starting the action research cycle, the researcher conducted a reconnaissance phase to define the study's focus This involved observing the teaching and learning process, interviewing the instructor and students, and engaging in discussions with the teacher These steps helped identify key issues and set a solid foundation for the research.
Based on observations, interviews, and conversations, the researcher identified key challenges in the writing learning process, including inadequate understanding of vocabulary, grammar, form, and fluency Students showed low motivation to write, partly due to the instructor’s traditional teaching methods and lack of engaging media, which led to disinterest in writing activities Additionally, the scarcity of effective writing activities hindered students’ ability to develop their writing skills efficiently and correctly This situation limited students’ capacity to acquire and absorb the target language, especially in writing competence Consequently, the researcher explored the potential of project-based learning as an innovative approach to enhance students’ writing skills and promote greater engagement.
After completing the reconnaissance phase, the researcher commenced implementing the planned action research stages, as previously outlined The subsequent steps of the research process included systematically executing each phase to ensure accurate data collection and analysis, thereby facilitating effective educational interventions and meaningful insights.
After identifying the key challenges through multiple discussions with partners, the researcher developed action plans to address these issues Collaboratively, the researcher and team prepared the necessary apparatus, materials, and teaching techniques for classroom implementation Additionally, instructional aids such as media and instruments were developed to support effective teaching and learning.
The next crucial step is to implement the plans, where the researcher actively carries out the activities in the field These actions are executed after finalizing the details of the plans, ensuring effective on-ground application The project was successfully completed over two cycles, each utilizing two classrooms to facilitate the activities and achieve desired outcomes.
During the observation stage, the researcher and collaborator closely monitored students' attitudes and behaviors toward the teaching and learning activities They took detailed notes on all classroom interactions and occurrences throughout the implementation process to ensure comprehensive data collection and effective evaluation of the instructional actions.
All of the acts' consequences were seen The observation aided the research partnership in reflecting on the activities taken and determining the next steps to take
The researcher evaluated and discussed the outcomes of the activity to determine its effectiveness in enhancing students' writing skills and improving the teaching and learning process Collaborating with colleagues, they debated whether the intervention had succeeded and contributed positively If the results demonstrated success, the research would be replicated using a new topic; however, if found ineffective, the activities would be revised to better suit students' needs.
RESULTS AND DISCUSIONS
Describe the Problems
During the reconnaissance phase, the researcher conducted preliminary observations, interviews with the English teacher and students, and administered a pre-test to assess students' writing abilities in class 11A1 The primary goal was to identify issues and understand the teaching and learning process of English writing skills among grade 11 students These methods provided comprehensive insights into the challenges faced in English writing instruction and helped evaluate students' current proficiency levels.
The observation highlights the current state of the teaching and learning process in Class 11A1, providing insights into instructional practices and student engagement The researcher’s observations prior to the implementation of the research activities offer a comprehensive overview of classroom dynamics during English lessons Key findings include the instructor’s methods of conducting activities and the students’ attitudes and behaviors toward writing skill training and learning These insights serve as a foundational understanding of the existing teaching and learning environment, informing future improvements in English education for students.
At Tran Van Quan High School, a 90-minute Grade 11 English class was observed, providing insight into the school's engaging language education Mrs Hoa, one of the experienced English instructors at Tran Van Quan, was teaching the lesson, demonstrating her effective teaching methods This session highlights the school's commitment to quality English education and the dedication of teachers like Mrs Hoa.
The English session started at 7:00 a.m., with a greeting from the English instructor to the pupils The following is an example of the interaction:
Students : Good morning, ma’am
Students : Good, thank you, and you?
Teacher : I am well, thank you Are you ready to study?
Teacher : Who is absent today?
Monitor : Ms Lan and Mr Tuan
Teacher : Open your book, page 67
The instructor began the lecture by verifying student attendance before discussing the topic of a best friend Students were asked to read a sample paragraph aloud from the textbook to enhance their reading skills Following the reading, the teacher assigned a 10-minute translation task, asking pupils to interpret the paragraph into Vietnamese Some students utilized dictionaries to aid their understanding and translation The lesson proceeded in this manner until all students completed reading and translating the entire paragraph, promoting both comprehension and language skills.
The instructor asked students to write key information from the text on the whiteboard after reading Students who had not yet had the chance to read aloud were selected to share their insights, encouraging active participation and comprehension reinforcement.
During the class discussion, the instructor and students engaged in an in-depth analysis of the text However, some students hesitated to pay attention to the teacher's commentary and chose to socialize with their friends instead This behavior highlights varying student engagement levels during lessons.
After the instructor finished explaining the material, she instructed students to work in pairs and conduct interviews, followed by creating a best buddy for their partner Many students expressed dissatisfaction with the exercise, feeling unmotivated to write in English due to overburden and lack of confidence They faced challenges such as limited vocabulary, difficulty understanding grammar rules like tenses and subject-verb agreement, and struggled to generate ideas for their writing Additionally, students relied heavily on unreliable online translation tools, which often resulted in grammatical and lexical errors As the bell rang, some students had not finished, leading them to copy classmates’ work to submit on time The teacher concluded the session after collecting all the assignments.
: Because the time limit has expired, you must now submit your work (The pupils were in a rush to turn in their assignments.) : The teacher then exited the classroom
The writing teaching and learning process in grade 11 appears to be tedious and ineffective due to various issues identified during instruction The traditional, teacher-centered approach used by the instructor resulted in passive student participation, with limited opportunities for active engagement For instance, the teacher primarily relied on students reading and translating text, without incorporating exercises that encourage active involvement, ultimately hindering effective language development.
Many students became bored and disengaged during class because the teacher was unable to capture their interest As a result, students had little choice but to read or listen to their classmates, leading to decreased concentration This lack of engagement caused some students to start chatting with friends or using electronic devices, while only a few remained attentive and eager to learn Improving classroom engagement is essential for fostering better student focus and participation.
The teacher's activities were monotonous and lacked engaging instructional methods, such as integrating pictures to motivate students to write Additionally, the teacher rarely utilized classroom tools like the projector, which could have enhanced student engagement As a result, pupils showed little interest in participating in the teaching and learning process, affecting overall classroom dynamics.
The teacher provided limited learning opportunities by relying solely on a sample text for instruction After analyzing the content of the text, the instructor encouraged students to apply what they had learned by writing about their best friends, but overall, the teaching approach lacked variety and engagement.
A key challenge observed was that pupils lacked sufficient opportunities and time to practice writing during English classes, hindering the development of their writing skills Regular practice is essential for students to become familiar with various aspects of writing and improve their proficiency However, limited practice time and infrequent writing assignments from the English instructor prevented students from fully developing their skills, with many students unable to complete their writing tasks within the allotted time Increasing practice opportunities and assigning more writing tasks can significantly enhance students' writing abilities.
Several issues were identified in the classroom teaching and learning process due to various challenges The detected flaws, outlined in the table below, highlight areas needing improvement to enhance educational effectiveness and student engagement Addressing these issues is essential for optimizing the overall learning experience.
Table 4.1 In the writing class, there were some difficulties between the teacher and the pupils
Students relied heavily on translation software, often translating all sentences simultaneously, which hindered their ability to develop proper writing skills This approach prevented them from independently arranging words and phrases, ultimately impeding their progress in improving their English writing proficiency.
2 Students struggled to come up with new ideas
During the teaching and learning process, students often struggle to focus on the teacher's explanations, frequently engaging in unrelated conversations with peers or becoming distracted by their electronic devices This lack of attention can hinder effective learning and classroom engagement.
4 They had a negative attitude and behavior when it came to writing
6 They were not ready when the teacher was going to begin the lesson at the beginning of class
7 They were unable to complete the writing work within the allotted time
8 Writing skills were lacking practices
9 The teacher employed a traditional teaching technique that did not allow pupils to participate actively throughout the class
10 When opposed to verbal talents, writing skills received less attention
11 Almost never did the teacher correct the pupils' written work
The process of the study
The research procedure is detailed in depth in this section The discussion of the first cycle report is detailed in the following explanation
The researcher and colleagues planned to complete the first cycle of the study across two classes, focusing on addressing previously identified field concerns To enhance students' writing skills, they implemented a project-based learning approach grounded in targeted strategies The upcoming section details the specific plans for executing the first cycle, outlining the methods and objectives to achieve meaningful improvements in student performance.
The researcher and partners established certain plans at the initial class They are as follows:
+ Before moving on to the major events, give a lead in the activities Students were led through the tasks by giving them with intriguing photos and questions
+ Explanation of the text's hortatory exposition
+ Providing pupils with an example text that serves as a linguistic input
+ Giving an explanation of the hortatory exposition text's general structure and language elements
+ Giving pupils assignments relating to the hortatory exposition text and the text's general structure
+ Providing learners with opportunity to expand their vocabulary
+ Implementing project work in the followings:
The researcher and students collaboratively developed a project work plan focused on creating an environmental poster The initial project aimed to engage students in environmental awareness through a creative poster assignment, which would be reviewed later for feedback and improvement To facilitate teamwork, students were divided into four groups, promoting collaboration and diverse perspectives in their project efforts.
(2) The researcher and the students devised a schedule based on the amount of time allotted to complete the study
(3) The researcher kept track of the pupils and the project's development
(4) The project's outcome was evaluated by the researcher
(5) The event was discussed by the researcher and the students
+ Agreeing to have the students write a paper based on their project effort The writing assignment was completed in a group setting
+ Correcting and providing comments on the results of students' writing in order to help them recognize their errors and improve their performance in the next writing exercise
+ Providing an observation sheet to a colleague who will observe and document the teaching and learning process in the classroom as a partner in this study
In the second class, the researcher and collaborators devised the following plan:
+ Deciding to go through the materials from the prior class and ask some follow-up questions
Providing prizes to students who excelled in their previous project work serves as an effective incentive to motivate academic excellence This reward system encourages students to perform well in upcoming activities, fostering increased engagement and dedication Recognizing top students not only boosts morale but also promotes a culture of achievement and continuous improvement in the educational environment.
+ Allowing students to take the lead in an activity by presenting them with some photos and questions to discuss in order to prepare them for the lesson
This article recommends focusing the conference on the generic structure of hortatory language, highlighting its key features The discussion will center on the linguistic aspects of hortatory texts, particularly the use of modal verbs like "should" and "must" and their passive forms These linguistic elements are commonly found in the suggestion sections of such texts, making them essential for understanding and analyzing hortatory language effectively.
+ Providing the students with the lists of verbs to students to make sure that the students would get better and deeper understanding in writing hortatory text
+ Giving students activities and exercises connected to the usage of modals
+ Providing students with another type of hortatory exposition text as their language input
+ Putting project-based learning into practice The following are the specifics:
Students worked in groups of four to develop a comprehensive project plan, which was discussed and finalized collaboratively with the researcher The next task involved creating an engaging tourism brochure, a project activity that students and the researcher agreed upon, fostering teamwork and practical skills.
(2) The researcher and the students were to plan out how long the second project would take to complete
(3) The researcher assisted the students in completing the study and kept track of their progress
(4) The project's outcome was evaluated by the researcher
(5) Based on the second study, both the researcher and the students remarked on their experiences
+ Instructing students to write a paper based on their project work The writing task was completed independently
+ Giving pupils feedback and correction on their work so that they are aware of their errors and may improve their performance in the next writing assignment
+ Providing an observation sheet to her colleague, who is also a researcher on this project, so that she may observe and document the teaching and learning process in the classroom
Cycle 1 consisted of two sessions held on February 21 and March 7, 2022, aimed at implementing specific activities During these sessions, the researcher acted as the teacher, supported by a collaborator who observed and took notes using an observation checklist The collaborator monitored the teaching and learning process discreetly from the back of the classroom, providing valuable insights These actions facilitated an in-depth assessment of the instructional activities and their effectiveness within the cycle.
The lesson started with a friendly greeting and a check on the students' health, creating a welcoming learning environment The researcher confirmed the attendance, ensuring all students were present and engaged Before diving into the main topic, the researcher outlined the lesson plan, helping students understand what they would learn today.
The researcher began the lesson by showing photographs of people and places, engaging students by asking their thoughts and encouraging turn-taking in discussions She prompted students to evaluate whether the behaviors shown should or should not be performed, fostering critical thinking about appropriate actions Throughout the session, she asked students to explain why certain behaviors are unacceptable and invited ideas for solutions, helping to develop their understanding of social norms The lesson then transitioned to a practical activity where students matched a list of situations with corresponding advice, reinforcing their learning through applied exercises.
The classroom was uniquely arranged with the researcher serving as the instructor, which initially perplexed the pupils but did not hinder classroom management due to their interest in new topics The researcher introduced a model of hortatory exposition text as linguistic input, guiding students to read and highlight difficult terms When students struggled to understand certain words, the researcher provided explanations and clarified their meanings by writing the definitions on the whiteboard After reading, students answered questions to assess their comprehension, with the researcher encouraging volunteer responses When no one volunteered to read, she prompted a student to read aloud and then invited a peer to share their response, fostering active participation and ensuring understanding.
The researcher explained to students that the reading material was a hortatory exposition text, clarifying its purpose and social role She provided an overview of its general structure and summarized its linguistic features, helping students gain a better understanding of the concept To ensure comprehension, she asked questions about the structures, purpose, and functions of hortatory texts, as well as the appropriate tenses to use The researcher also invited students to identify any difficulties and encouraged them to ask questions, but since no questions were raised, she directed them to the next task.
Students practiced identifying key components of a hortatory exposition text, including the title, thesis, arguments, and suggestions During the reading activity, the researcher provided support for any challenging terminology, enhancing comprehension The exercise encouraged collaborative learning, as students worked in pairs to analyze the text together Afterward, a discussion between the researcher and students helped verify their understanding and responses, reinforcing their ability to interpret persuasive texts effectively.
During the production stage, students were informed they would work on a project about global warming, with clear deadlines established through a collaborative agreement with the researcher The researcher demonstrated the project process and provided necessary materials, including informational sheets and markers, to facilitate creativity Students worked in groups of four, using a provided sketch of global warming as a foundation to add remarks and embellishments, ultimately creating an informative and engaging poster.
Fig 1 The picture of global warming that the teacher uses
Students were tasked with providing an outline of a hortatory exposition text based on their research, in addition to creating a poster They were encouraged to work in groups to share knowledge and support each other’s writing process According to the researcher, students could use electronic lexicons as writing aids but were advised not to translate all phrases at once to maintain their writing independence The researcher warned that using electronic dictionaries to interpret phrases during the writing process could negatively impact their grades.
When instructed to complete the assignment, the kids were initially ecstatic, but some appeared hesitant when asked to write Fortunately, the group writing setting helped the students relax and feel more confident Additionally, the researcher provided valuable recommendations and feedback, supporting students as they navigated challenges in their writing process.
Most groups finished their work within the allocated time, primarily completing the arguments section due to time constraints The project and writing were submitted the following day, as students aimed to enhance their work Conversely, groups that completed their writing were ready to submit on the same day The session concluded with a farewell wave after wrapping up the day's lecture.