An Investigation Into The Eleventh Graders'' Perception Of Learning English Writing Skills At A Rural High Shool Ma .Pdf

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO THE ELEVENTH GRADERS’ PERCEPTIONS OF LEARNIN[.]

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

AN INVESTIGATION INTO THE ELEVENTH GRADERS’ PERCEPTIONS OF LEARNING ENGLISH WRITING SKILLS AT A RURAL HIGH

SCHOOL

A thesis submitted to the Faculty of English Linguistics & Literature

in partial fulfillment of the Master’s degree in TESOL

By

NGUYEN THI HUONG LAN

Supervised by

NGUYEN THU HUONG, Ph.D

HO CHI MINH CITY, JULY 2022

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

AN INVESTIGATION INTO THE ELEVENTH GRADERS’ PERCEPTIONS OF LEARNING ENGLISH WRITING SKILLS AT A RURAL HIGH

SCHOOL

A thesis submitted to the Faculty of English Linguistics & Literature

in partial fulfillment of the Master’s degree in TESOL

By

NGUYEN THI HUONG LAN

Supervised by

NGUYEN THU HUONG, Ph.D

HO CHI MINH CITY, JULY 2022

ACKNOWLEDGMENT

First and foremost, I would like to express my deepest appreciation to Dr Nguyen Thu Huong for his invaluable advice and continuous support at every stage of my research project This endeavor would not have been possible without the comprehensive knowledge and professional experience I have gained from his Advanced Teaching Methodology class

I would also like to extend my sincere thanks to the teachers and staff at Nguyen Van Linh Highschool for giving me the opportunity to pursue my Master's degree at the University of Social Sciences and Humanities and for assisting me to conduct the research

Lastly, I would like to acknowledge my family, colleagues, and friends for their constant encouragement all throughout my studies

STATEMENT OF ORIGINALITY

With this statement, I hereby declare that to the best of my knowledge, this thesis, entitled " An investigation into the 11th graders' perceptions of learning English writing skills at a rural high school" is the product of my own work

The intellectual content of this thesis has not been submitted for any degree or other purposes elsewhere All the assistance received in preparing this thesis and sources has been acknowledged

Ho Chi Minh City, July 2022

RETENTION AND USE OF THE THESIS

I hereby declare that I, Nguyen Thi Huong Lan, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the

University referring to the retention and use of the Master's thesis deposited

Ho Chi Minh City, July 2022

Nguyen Thi Huong Lan

TABLE OF CONTENTS

ACKNOWLEDGMENT i

STATEMENT OF ORIGINALITY ii

RETENTION AND USE OF THE THESIS iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATION vii

LIST OF TABLE viii

LIST OF FIGURES ix

ABSTRACT x

CHAPTER 1 INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem 6

1.3 Aims of the study 6

1.4 Research questions 6

1.5 Significance of the study 7

1.6 Scope of the study 7

1.7 Limitation of the study 8

1.8 Outline of the thesis 8

CHAPTER 2 LITERATURE REVIEW 9

2.1 Definitions of terms 9

2.1.1 Perception 9

2.1.2 Writing 10

2.2 Learning English writing skills 11

2.2.1 Writing instruction 11

2.2.2 Textbook 14

2.2.3 Writing ability 17

2.2.4 Challenges 20

2.3 Review of the previous studies 22

2.4 Conceptual framework of the study 27

2.5 Summary 29

CHAPTER 3 METHODOLOGY 31

3.1 Research questions 31

3.2 Research design 31

3.3 Research site 32

3.3.1 The setting 32

3.3.2 The new English textbook Tieng Anh 11 32

3.4 Research participants 33

3.5 Research instruments 34

3.5.1 Questionnaire 35

3.5.2 Interview 36

3.5.3 Summary of research tools 37

3.6 Data collection procedure 39

3.6.1 Distributing the questionnaires 39

3.6.2 Conducting the interview 39

3.7 Procedures of data analysis 41

3.7.1 Analyzing data from the questionnaire 41

3.7.2 Analyzing data from the interview 43

3.8 Summary of the chapter 43

CHAPTER 4 RESULTS AND DISCUSSIONS 44

4.1 Analysis of data 44

4.1.1 Reliability Statistics 44

4.1.2 Results from the questionnaire to students’ responses 47

4.1.3 Participants' opinions in the interview 58

4.2 Discussion of results 61

4.2.1 Students’ perceptions of writing instruction 61

4.2.2 Students ‘perceptions of the new English Textbook Tieng Anh 11 63

4.2.3 Students’ perceptions of their writing ability 65 4.2.4 Students’ perceptions of challenges in learning English writing skills 66

4.3 Major findings 68

CHAPTER 5 CONCLUSION, SUGGESTIONS & RECOMMENDATIONS 70

5.1 Conclusion 70

5.2 Suggestions 71

5.3 Limitations of the study 73

5.4 Recommendation for further study 73

REFERENCES 74

APPENDICES 79

APPENDIX A- B -COVER OF THE NEW ENGLISH TEXTBOOK 79

APPENDIX C- the rubric by Pike-Baky’s (2009, p.23-24) 80

APPENDIX D-E BOOK MAP OF THE TEXTBOOK 82

APPENDIX F-THE SYLLABUS AT THE SCHOOL 83

APPENDIX G- VIETNAMESE QUESTIONNAIRE 85

APPENDIX H -ENGLISH QUESTIONNAIRE 90

APPENDIX I -INTERVIEW QUESTIONS (VIETNAMESE VERSION) 95

APPENDIX J- INTERVIEW QUESTIONS (ENGLISH VERSION) 96

APPENDIX K —TRANSCRIPT 1 - INTERVIEW 97

APPENDIX L —TRANSCRIPT 2 - INTERVIEW 100

APPENDIX M - FULL RELIABILITY OF THE QUESTIONNAIRE AND DISCRIPTIVE STATISTICS 103

LIST OF ABBREVIATION

• English textbook Tieng Anh 11 = ETTA11

• Ninh Thuan province = NTP

• English writing skills = EWS

• English as a Foreign Language = EFL

• Nguyen Van Linh = NVL

LIST OF TABLE

Table 3 1 Demographic characteristics of student respondents 34

Table 3 2 Summary of research tools 38

Table 3 3 A specific time for collecting data 41

Table 3 4 Coding scheme for the Likert Scales verification 42

Table 3 5 Interpretation of Mean Score 43

Table 4 1 Reliability of students' perceptions of writing instruction 44

Table 4 2 Reliability of Students ‘perceptions of writing tasks of Textbook 45

Table 4 3 Reliability of students ‘perceptions of their writing ability 45

Table 4 4 Reliability of students' perceptions of challenges in learning English 46

Table 4 5 Descriptive Statistics Satisfaction with learning EWS 47

Table 4 6 Descriptive statistic of students’ perceptions of writing instruction 49

Table 4 7 Descriptive statistic of students’ perceptions of textbook 52

Table 4 8 Descriptive statistics of students’ perceptions of their writing ability 54

Table 4 9 Descriptive statistics of students’ perceptions of challenges 57

LIST OF FIGURES

Figure 2 1 A Cycle of Process Writing by Widodo (2015, p 113) 13 Figure 2 2 A model Cycle of Process Writing in the current study adapted from Widodo (2015, p.113) and Steele (2004.) 14 Figure 2 3 Phases of Textbook Analysis by Widodo (2015, p 113) 16 Figure 2 4 Conceptual framework of the study 29

ABSTRACT

English writing skills remain to be one of the most useful assets for students Students’ academic success is heavily dependent on their ability to write in English Discussions regarding the students’ learning English writing skills have dominated research in recent years Nevertheless, there is a myriad of writing obstacles facing students in learning English writing skills The study aims to investigate the perceptions of 62 eleventh graders at Nguyen Van Linh high school toward four aspects of learning English writing, including writing instruction, the new English textbook Tieng Anh 11,students’ writing ability as well as writing obstacles facing students The researcher employed quantitative and qualitative techniques to analyze the data collected from the questionnaire and interview respectively The results show that the majority of students were satisfied with learning English writing skills partly owing to the new English textbook Tieng Anh 11 and some specific writing instruction (planning, drafting, and evaluating) However, it is reported that students are insecure about their writing ability and some crucial steps

of writing instruction are overlooked, namely peer review, peer correction, editing, and submiting and most students experienced obstacles in writing, namely language, content, grammar, organization, spelling and mechanics, making comments, and correcting their writing In addition, some practical solutions are proposed not only

to improve learning English writing skills in the 11th grade in a rural high school setting in general but also to raise the quality of students’ writing at Nguyen Van Linh high school in particular

Keywords:

ability

CHAPTER 1 INTRODUCTION

1.1 Background to the study

Writing has always been known as one of the most vital skills in EFL classes, and it is certainly a crucial element of learning English as a second language This importance is derived from the fact that writing reinforces grammatical structures, vocabulary, and idioms that students have been taught during the whole process of language learning Writing is considered an essential skill to allow students to communicate effectively It also is believed that in certain situations, written communication can outweigh spoken communication because one often does not know what one thinks until one has written it out (Smyth, 2004)

According to Smyth (2004), writing skill helps students develop analytical, critical, and logical thinking When students are required to write a paragraph or an essay, they are allowed to develop the capacity to seek out relevant material, read, and then evaluate it As a result, they have to think analytically and critically so that they can build up a convincing argument In fact, in teaching and learning for all levels of education, writing is a major skill that represents students’ thinking as well

as their understanding in a scholarly manner Besides, writing becomes more important for job applications as it is one of the core requirements More than often, candidates are required to create writings of various forms involving the same attitudes, abilities, and skills that students established throughout their academic careers

Undoubtedly, the purpose of teaching writing skills is to prepare EFL learners to become better writers as well as good communicators in English If EFL students are good at English writing, they are likely to become successful not only

in their academic endeavors but also in their personal lives Glazier (1994, cited in Luu T T, 2010) confirmed that “being able to write in English is essential in college, and it probably will be an asset in your career.” (p 3)

According to Silva (1990), to improve the effective learning and teaching of writing skills , the process approach is considered the most suitable classroom approach to take advantage of the structural and cognitive similarities in input featured in the textbook for learning EWS Especially, in each writing session, a class procedure that is associated with relevant instruction focuses on students’ attention forms According to Barbara (1990), the merits of the process approach in writing instruction have many aspects to be discovered to bring a variety of benefits for second language writers as well as learners to learn writing skills Besides that, the process approach was believed to enable students to be more independent and capable of satisfying real-world needs Therefore, it is not difficult to see that the process approach for writing instruction could be an irreplaceable aspect to enhance students' EWS

Besides, the role of the textbook in supporting a process approach was also identified when Joan (1990) agreed that through modalities from textbook with appropriate instruction, students are facilitated to transfer across language consisting

of transferring mechanism and restructuring and synthesizing of their writing Because textbook is considered to give models for students to apply the structure of knowledge presented into a parallel piece of original writing as well as supply complex tasks providing a topic with relevant facts, supporting sentences from facts useful for students in writing Especially, those relevant tasks can assemble significant outlines In other words, textbook can be seen as a source of inputs whose form is a function of the content as well as exercises that greatly influences the development of their writing skills

Along with writing instruction and textbook, Joan (1990) also confirmed that writing ability can also take a crucial role in learning second language skills He stated that any English writing tutors who realize and enrich students' writing skills

in developing their literacy in a second language are more capable of helping students to complete the learning process to become proficient writers However, several studies have devoted insufficient attention to the role of this element in learning writing skills (Parkinson, et al 2018) It is in professional communities that writing ability is identified as a crucial resource for remarkable work performance

Therefore, writing ability should be an integral part of instructions and linguistic features, such as vocabulary, orthography, syntax, sentence, text structure, coherence, and argumentation

Undoubtedly, writing is known as a process of discovery in which the writers manage to find their way to put their ideas together and making it compelling for readers Consequently, writing deserves to gain more attention in EFL classes as it prepares learners to become better writers, and exposes them to the writing process itself Writing skills can be developed when the learners' interests are recognized and when they are placed in situations where they can produce authentic pieces of writing The studies on students' perceptions and beliefs have revealed that knowing students’ perceptions and beliefs heavily influences the development of a suitable program that satisfies their needs This means that if teachers successfully investigate learners’ perceptions about the main elements of effective writing skills learning, teachers can create courses that offer exactly what students need Moreover, educators can find mismatches between students' thinking and the standards of these elements, thus, making sure that students are provided with the required assistance Griffiths (2007) and Mazdayasna and Tahririan (2008) aimed

at exploring teachers’ and students’ perceptions of the importance of using learning strategies Those researchers found that students who were aware of their needs that means that they were very much fond of improving their writing skills The study carried out in the area of students’ perceptions and preferences of the kinds of feedback, demonstrated that students possess very strong views about the types and amount of feedback offered by their teacher Consequently, those authors advocated that their study should be carried out in the area of students’ perceptions to help their students improve their writing skills in English

According to Barbara (1990), writing is always a difficult skill for every language user, and learning writing skills consists of fairly challenging tasks for both native and nonnative speakers For most learners of English as a second language, writing academic papers is extremely difficult because EFL students must face creating written products that demonstrate mastery over contextually suitable

formats for the rhetorical presentation of ideas as well as mastery in all features of the language, tasks given the possibilities of enhancing writing products

On the contrary, writing has always been part of applied linguistics and it is seen as a complex miracle because writers have to negotiate all elements, such as writer, reader, text, reality, and construct of written discourse Hedge (1991) argues the nature of writing itself is said not to be interesting enough to inspire English learners to practice regularly Harmer (1992) adds it is easy to understand that English writing emerges to be challenging for numerous EFL learners Additionally, Nunan (1999) retained that in terms of fluency, producing a coherent, fluent, extended writing piece is likely the most difficult thing in the language since the reader has to comprehend what to be written without asking for clarification or relying on the writer’s tone of voice or expression In Viet Nam, there has been growing recognition of English as a global language because it is viewed as a prerequisite to accessing quality education and job opportunities

The Vietnamese government has introduced English as a compulsory subject

in all grades from lower to upper secondary school English is taught right from grade two in almost all areas in the country Various approaches and activities have been conducted to improve EFL writing skills in the Vietnamese context of teaching EFL in a community college (Nguyen, T T D., 2014), and some other studies were conducted in the context of teaching EFL in high school to improve writing skills for students (Tran, T M T., 2013; Nguyen, T H., 2015; Nguyen, T T T., 2018; Quach, T H H.,2020)

Especially, NVL high school, where the researcher has been teaching for over ten years now, has been using a new English textbook published in 2012 The tasks designed in this textbook is supposed to support the writing process that integrates steps of the process approach with the hope to improve students' writing and facilitate their learning and comprehension The new ETTA11 published in

2012 is strongly expected to be structured in a specific way to meet the expectations and needs of the students (See Appendix A and B)

However, the author finds that writing skill is still limited to most of the students here and they cannot write effective academic English since the new

textbook applied to teach English at school Writing is even seen as a struggle for the students and they have faced numerous challenges to learn writing skills The teachers try to prepare students to cope with the cognitive effort to interact with the writing process The 11th graders are expected to be able to produce this kind of academic writing task by the time they start the 11th grade at school However, many

of them are found to fail to meet their curriculum's requirements in producing an appropriate piece of writing which focuses on the communicative competence required by the program

To sum up, with the current study, students' perceptions take a crucial role in deciding their thinking as well as a mismatch between what teachers and the procedures of the writing process in learning writing skills regarding writing instructions, textbook, and writing ability Especially, students' perceptions of learning writing skills have gained a huge interest from educational researchers up

to now However, to the best researcher’s limited knowledge, there are very few studies that have been devoted to the studies' relevant goals aimed at exploring the effects of students’ perceptions in learning EWS in the NTP in general, and in NVL High school in particular This means that a few Master theses related to the terms

of students’ perceptions of writing instruction, the textbook, and their writing ability

in the NTP context for the students in grade eleven Although there are many studies related to other aspects for improvements of writing skills in both contexts: some abroad and others in the Vietnamese context, these graders in a rural area as in NTP still find it difficult to learn EWS

In addition, having been an English teacher at NVL high school for over ten years now, the researcher herself is well aware of the significance of teachers’ adopting and identifying the true clear guide known as good writing instruction as well as adapting effectively new English textbook The call for investigating students’ perceptions at NVL high school is very necessary Moreover, there have hardly been any studies directly related to the elements of learning EWS carried out here From these thoughts, this study was nourished by the researcher's excitement

of paying attention to learning witing skills when using the new ETTA11 mentioned

above Thus, this term captured the researcher’s concern and generated ideas for this study to become true

To sum up, the gap given is a crucial point for the researcher to conduct this study aiming at investigating students’ perceptions about learning EWS The following parts will supply some information about the statement of the study

1.2 Statement of the problem

Writing was seen as the most challenging skill for a significant number of students in grade eleventh in NVL high school Even after finishing grade eleven with the new ETTA11, those students still failed to meet the curriculum's requirements Due to the background of three aspects of learning writing skills namely: writing instruction, textbook, and writing ability mentioned above, the study was conducted to identify the eleventh graders’ perceptions toward learning EWS regarding writing instruction, the new ETTA11, and students’ writing ability Following their perceptions of the three aspects found, this study also confirmed challenges facing the number of 62 students in two classes of the grade eleventh at NVL high school in learning EWS

1.3 Aims of the study

The research tries to find the answers to the questions about the 11th graders’ perceptions toward learning writing skills in terms of writing instruction, the writing tasks of new textbook, and their writing ability as well as the challenges in learning EWS The findings of the study helped the researcher to join her hand with other teachers in this context to address these challenges for those learners More importantly, thanks to the findings, the research was expected to provide some useful pedagogical recommendations for future research relevant

1.4 Research questions

The study focuses on answering the research questions:

1 What are the 11th graders’ perceptions of writing instruction?

2 What are the 11th graders’ perceptions of the new English textbook Tieng Anh 11 in the writing session?

3 What are the 11th graders’ perceptions of their writing ability?

4 What are the 11th graders’ challenges in learning English writing skills?

1.5 Significance of the study

Obviously, several researchers have examined students' perceptions of EFL writing skills abroad as well as in Vietnamese pedagogical contexts, but Vietnamese students' writing skills are ineffective Especially with the new ETTA11, this study might be the first one conducted to explore the factors facing students in learning writing skills in NVL high school in NTP The study found out the graders’ perceptions as well as challenges in learning EWS when using this textbook Based

on the findings, the author could contribute to understanding the factors affecting them in learning writing skills and formulate some recommendations for teachers and learners in NTP in general and at NVL high in particular The investigation eventually played a significant role in the development of learning EWS for the 11thgraders using the new ETTA11 with the expectation to provide the crucial value of authentic learning EWS and these learners’ voices in this context

1.6 Scope of the study

The study was conducted with the participation of 62 students in eleventh grades from the only two classes of NVL high school in Ninh Thuan Province, where the author has devoted over a decade to teaching English Moreover, this research only investigated the eleven graders’ perceptions of four main aspects of learning EWS, namely writing instruction, their writing ability, the new ETTA11 as well as challenges facing them without considering the opinions of teachers about this topic Also, the research did not explore other aspects of learning EWS apart from the four major factors aforementioned

1.7 Limitation of the study

The study was conducted with the participation of 62 students in eleventh grades from the only two classes of NVL high school, where the author has been teaching for over 10 years up to now It might be worth noting that NVL high school only had two classes of eleventh graders for the school year 2019 to 2020 Due to the data sampling being limited to only the 11th graders at NVL high school, this study only represents the perceptions of just these participants in the context of NVL high school Hence, the study cannot be widely generalized to all EFL students in

11th grade in Vietnam and the recommendations only benefit others in a similar situation

1.8 Outline of the thesis

The study consists of five chapters Chapter 1 is about the background, aims, significance, and limitations as well as the organization of the research The following is chapter 2 with the literature review of the background and a brief review

of some relevant studies abroad as well as in the Vietnamese context, which resulted

in the research gap in NTP Chapter 3 gives detail of how the study was conducted and how the researcher designed the study and chose the sampling for the research Chapter 4 is responsible for the presentation and discussion of the results of the study Chapter 5 conveys the main findings of the study summarized and some pedagogical implications, limitations, and significant recommendations for further studies

CHAPTER 2 LITERATURE REVIEW

This chapter presents key elements regarding learning EWS More specifically, it covers theoretical background as well as summaries of studies referring to the theory of these elements The chapter ends with the development of

a conceptual framework considered as the foundation for the research data collection

2.1 Definitions of terms

The study aims at examining the eleventh graders’ perceptions of learning EWS Hence, the first part will deal with the definition of perceptions to briefly indicates the necessity of exploring these terms successfully in the study

2.1.1 Perception

Gibson & Spelke (1983) defined perception as the process whereby humans obtain information about the world itself and recognize and interpret it according to their prior experience and knowledge Besides, the study conducted by Edwards (1999) asserts that humans do not react to things surrounding purely based on sensory input Nevertheless, they counter according to the way they perceive things Therefore, Edwards added that perception is a filter distinctive to each individual, making one person perceive the world differently from others thanks to sensory data being strained

Sharing the same idea of the term, Robbins (2005) states perception can also

be described as a part of the overall process involving humans decoding their sensory impressions and focusing on awarding meaning to their environment Démuth (2013, p.13) expresses those perceptions form the “content and diversity of the world” and as “the source of sensual and intellectual cognition” to shape the content human beings believe It is undeniable that several phenomenalists believe that perceptions are the subjects of cognition being accessible regarding the ways humans conceptualize the world

With the definitions provided, there is no doubt that exploring perceptions is the most widely used approach to potentially improve students’ writing skills to find

the answers to the questions of the 11th graders’ perceptions toward learning writing skills

2.1.2 Writing

According to Atwell (1987), writing is a Process of Discovery and a natural gift Almost everyone falsely supposes that writing means flowing in a simple, straight line from the writer's head onto the written page Nevertheless, writing seems rarely an easy, straight journey for the complete paper to come out in a first draft Writing is a process of discovery consisting of a cycle of steps, like a zigzag journey When writing for others, it is significant to know not only the purpose of writing but the audience reading the work to adjust the writing to suit this purpose because writing is a skill Hence, the more learners practice writing, the better they will write so that learners can develop the habit of thinking on paper and show learners to employ ideas in the process of writing

Besides, Harmer (2001, p 79) states that writing is a way of communication

to convey a thought or to reveal feeling through written form It is necessary to form

a chunk of words or sentences for the writing process of communication in the written language Writing consists of 86 skills required to be developed by students because it's a crucial role in some aspects such as the academic context, business, and the relationship with others all over the world For Haerazi, et al., (2018), writing is the most difficult language skill for learners Mastering writing ability fluently and accurately requires not only good knowledge of language features but also process and shape in mind acknowledgment

Wright (cited in Lee, 2003, p 23) voices that teaching material or textbook assists in defining the aims of the syllabus and the roles of learners within the instructional process When the learners’ expectations are incapacitated, taking into consideration of major aspects of writing ability as a crucial contribution to the process of learning skills can be seen as one of the effective ways of solving the problem of learning writing skills for students to develop these skills in the academic context The next session will debate crucial aspects of learning EWS namely; writing instruction, textbook, and writing ability

2.2 Learning English writing skills

As mentioned, this part will discuss some theoretical aspects of writing instruction, textbook, and writing ability, which are fundamental factors in improving students’ learning writing skills as well as stimulating them during writing composition and comprehension

2.2.1 Writing instruction

As reviewed, it might be provided above that the process approach is seen as

a method for writing instruction to guide students and encourage them in learning and comprehension With the growing emphasis on the learner-centered approach influential in all walks of education, not surprisingly, the focus on learners in the writing classroom has become more pronounced than ever For many years, the pedagogical aspects rather than the psycholinguistic or cognitive aspects of writing have been more considered late-blooming than ever in writing instruction

According to Zamel (1983), the process approach shifted the focus from the finished product to the processes writers go through The role of feedback and peer evaluation and conferences is more emphasized in a writing process approach By this view, writing is a 'non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate the meaning' (Zamel, 1983, p 165) With the introduction of the process approach, mental processes inherent in writing came to the fore for learners to pursue their learning agenda Feedback, peer evaluation, conferences, and written comments helped learners sort out the problems through their subsequent drafts and revisions

According to Kroll (2001, cited in Hasan and Akhand, 2010, p 79), the process approach is defined as follows:

The “process approach” serves today as an umbrella term for many types of writing courses … What the term captures is the fact that student writers engage in their writing tasks through a cyclical approach rather than a single-shot approach They are not expected to produce and submit complete and polished responses to their writing assignments without going through stages

of drafting and receiving feedback on their drafts, be it from peers and/or from the teacher, followed by revision of their evolving texts (pp 220-221) Briefly, Kroll regarded practicing writing the first draft as well as receiving peer comments and self-correction following are crucial steps and various classroom activities to promote the development of language use for brainstorming group discussion and rewriting Richards and Renandya (2002) shared the same ideas with Kroll when clarified that due to the stages' writing process approach consists of generating and organizing ideas using an appropriate choice of vocabulary, sentence, and paragraph organization and turning such ideas into a readable text Steps for prewriting as planning are taken into consideration in writing instruction for learning writing skills

Steele (2004) defines the Process Approach Model as comprising eight stages with detailed activities for each stage applied during the writing process of learning writing for learners which are indicated in more detail below

- Stage one for brainstorming: students generate ideas by brainstorming

- Stage two for planning or structuring: students exchange ideas into note form and judge the quality and usefulness of the ideas

- Stage three for mind mapping: students organize ideas into a mind map, or linear form to make the hierarchical relationship of ideas to help students with the structure of their texts

- Stage four for Writing the first draft: students write the first draft frequently

- Stage seven for the final draft: a final draft is written

- Stage eight for evaluation and teachers’ feedback: students’ writings are evaluated and teachers provide feedback on it

In brief, according to Steele (2004), a process approach consists of eight stages for prewriting, writing, and post-writing steps as main features of the writing process apart from clarifying for submitting or publishing writing before the step of evaluation at the final stages of post-writing

In her study, Widodo (2015) also defined a process approach in the study with dominant stages for planning, drafting, revising, and editing except for the stage for publishing and receiving evaluation from teachers Nonetheless, the study still defined six stages of the writing process accordingly to the selected textbook and treated writing as a process with stages for supporting all activities More importantly, the study explored how learners experience serious activities or stages

in the writing classroom with the cycle process approach Model which is presented

in Figure 2.1 below

Figure 2 1 A Cycle of Process Writing by Widodo (2015, p 113)

After reviewing the theory about writing instruction relevant to a process approach for writing instruction above, the researcher decided to adapt Widodo’s model of the Cycle of Process Writing in figure 2.1 by Widodo (2015, p.113) to design the questionnaire about writing instruction by supplementing publishing and evaluating stages at the end of the cycle to make full stages for supporting all activities in the writing classroom, which are based principally on the theory proposed by Steele (2004) Briefly, the model adopted for the writing instruction in the current study included seven steps comprising: planning, drafting, peer review, revision, editing, publishing (submitting), and evaluation (Figure 2.2)

Figure 2 2 A model Cycle of Process Writing in the current study adapted from

Widodo (2015, p.113) and Steele (2004.)

To sum up, the process approach for writing instruction of the study in Figure

2 is significant for students to generate their ideas, systematically organize their thought, and makes students' writing fluently in a different language irrelevant to their mother tongue Under the writing instruction, the students were encouraged to follow the core features of the writing process, with the prominent role of textbook Besides, Joan (1990) uttered that those modalities from textbook with appropriate instruction enable students to transfer across language consisting of transferring mechanisms and restructuring and synthesis of their writing The defining role of the textbook is clarified in the next session

2.2.2 Textbook

According to Cunningsworth (1995), textbook is to serve learners with a source of language input, which helps them not only to prepare for lessons beforehand but also to review and monitor their learning progress by serving them sources of material for them to generate ideas and basing language, special self-assessment materials such as a rubric or self-checklist self-directed learning or self-assessment while learning The role of textbook for students in the writing process

is a fundamental factor to help them to limit challenges because of the fact a second

or foreign language is regarded as one of the most challenging skills for any student

to master, particularly in classroom writing

Tomlinson (1998) and Richard (2001) had a similar view on instructional materials for learners in a writing classroom According to these authors, the

textbook was seen as a crucial role in learning writing skills and take certain responsibility for all functions of the whole writing process such as the suggestion

of the underlying objective, beliefs about writing, and both the roles of the teacher, the role of students However, learners are exposed to irrelevant and uninteresting topics referring topics, which means that the textbook may be dull and neither serve learners' needs nor contain authentic language This can result in making it more challenging for learners in the writing process Thus, in terms of taking responsibility for good guides to learners during the writing process, the valuable textbook is crucial source available with a checklist to boost learners' knowledge and language skills

Richards and Renandya (2002) also mentioned that the challenges of learning writing skills can be limited if appropriate materials catering to the student's needs are taken care of in the learning writing process In other words, a textbook should serve with suitable material equivalent to each stage or activity in a writing process

in the writing classroom The role of a textbook enables students to generate, organize ideas, and make an appropriate choice of vocabulary, sentence, and paragraph organization than to turn such ideas into a readable text The authors claimed that in learning writing skills, learners constantly take part in the sequence

of activities that are assisted by the textbook For this reason, the appropriate materials suggested providing students with suitable content, and teaching-learning activities to meet their needs contribute to effective writing English classroom Specifically, learners prioritize learning using the textbook for the following activities:

- Employ grammar and vocabulary, usually through a text

- Imitate given patterns, often from a substitution table

- Guided writing: learners manipulate model texts

- Employ the patterns developed to write a letter, a paragraph, or an essay Additionally, Wright (cited in Lee, 2003, p 23) voices that teaching material

or textbook assist to define the aims of the syllabus and the roles of learners within the instructional process Thus, when designing and developing language materials for using a writing classroom, designers must take into account such demanding

factors as teachers, learners, topics relevant, language use and function, tasks, designs, content, and adoption for the successful writing process approach

Similarly, Widodo (2015) also emphasized the role of the textbook in cognitively demanding tasks associated with the writing instruction to process approach and Widodo also had a similar view to the previous researchers (Tomlinson, 1998; Richards ,2001; Richards and Renandya,2002; Wright (cited in Lee, 2003, p 23) when treated writing as a process approach Figure 2.3 below presents the Phases of Textbook Analysis by Widodo (2015, p 113)

Figure 2 3 Phases of Textbook Analysis by Widodo (2015, p 113)

As can be seen in Figure 2.3 the method of textbook analysis is divided into three primary phases of the textbook analysis with detail supplements (see Figure for detail)

- Phase 1: Goal and organization

- Phase 2: Contents in terms of inputs, models, and exercises,

- Phase 3: Suitability

The current study also shares the same ideas with Widodo (2015) when perceiving learning writing as a process in which the students need to go through dominant activities of the process approach Additionally, the current study only aims at dealing with the contents for learner needs and interests as well as all activities equivalent to process approach for language learning rather than teaching Consequently, the researcher chose only Phase 2 of the model by Widodo (2015, p

113), which focuses on the contents including inputs, models, and exercises, as a model theory to adapt (as illustrated in Figure 3 above) The content of the textbook

in phase 2 consists of three aspects: Inputs, Models, and Exercises in detail below

- Inputs: suitable topics

- Models: the language of vocabulary and knowledge about text type for writing

- Exercises: tasks for students’ activities individually, in pairs, or in groups Furthermore, Phase 2 of the model by Widodo (2015, p.113) also shared the view with Cunningsworth (1995) and Richards (2001) about the role of special materials to serve the purpose of self-assessment using a rubric or self-checklist Therefore, the researcher decided to adapt Phase 2 among the Phases of textbook analysis created by Widodo, and add two other items to design the questionnaire for this research These other items were writing assignments, which would be useful for students’ exam preparation and an evaluation checklist, which could help students to evaluate their own work Thus, the Phases of Textbook Analysis in this study contains 5 items, namely inputs, models, exercises, writing assignments, and evaluation checklists

To sum up, learning writing skills is the biggest problem for most learners because it is a complicated concept that not only requires textbook that could guide students, but also their writing ability The next section will clarify the theory of wiring ability as a vital role in learning writing skills

2.2.3 Writing ability

As claimed by Hedge & Kavanagh (1988), one of the first competencies of learners requiring effective writing was several elements of writing ability This ability consists of a high degree of organization in the development of ideas and information, and a high degree of accuracy to make sure of no ambiguity in meaning Besides, it also needs the use of complex grammatical devices to signal emphasis, and a careful choice of lexical items, grammatical rules, and sentence structures to create a style appropriate for the intended purpose and audience Conversely, it is

believed that students incapable of expressing themselves with a clear, correct writing ability may occur writing problems due to many factors that hindered what should be identified

Hyland (2002) states that the process approach considered writing as not a collection of separate sentences but writing as a process involving connecting interrelated sentences to produce a coherent discourse As well learners are trained

to seek "to discover how writers use patterns of language options to accomplish coherent, purposeful prose" This approach is still dominant in today’s writing textbooks and writing courses In agreement with the "Text-as-discourse" view, writing ability is the ability to create coherent and cohesive discourses following prescribed patterns for developing and organizing discourse Ultimately, both of these frameworks view writing ability as the capacity to produce "a contextually" (Hyland, 2002, p.6)

As stated by Yi Jyi-yeon (2009), the definition of writing ability depends on various approaches employed in the teaching of writing He notes that each definition has its points to draw attention to about writing ability, and the definition

of writing ability could be conferred and incorporated into teachers’ framework depending on different contexts for teaching and assessing writing The study declares that any type of approach could adopt the construct of writing ability defined accordingly, and might reflect teachers’ philosophy and educational policy, and this construct is suggested to be identified before the assessment procedure

As reported by Yi (2009), defining writing ability for classroom writing for assessment can be dependent on elements such as pedagogical approach in certain contexts, characteristics of learners as well as aims of pedagogy Yi states:

Taking account of the learners’ features and the teaching objectives should make it possible to establish a definition that is suitable for them and to generate a positive backwash effect That

is, it would be feasible and reasonable that English teachers to try

to establish their definition of writing ability by reflecting on a given assessment context and the approach to the teaching of writing they adopt (p 67)

In agreement with Hyland (2013), the nature of writing is truly complex, but this skill is used by a vast majority of people each day to accomplish different purposes Those purposes are to express one’s ideas, attitudes, and opinions, share information, one’s feelings and ideas, and persuade others Besides, people may also use this ability for personal enjoyment through such activities as writing a diary, and journal Obviously, in the educational context, students employ this writing ability

to take important notes while learning and writing academic reports, theses, essays, and compositions to meet the demands of intended authorities, among other things

For defining writing ability clearly by the authors mentioned above in this session Attention must be paid to the textbook of Pike-Baky(2009) with the title-Mosaic - 1- Writing is “New Best Practise” approach to promote excellence in language teaching ” (p VI) Principally, this version consists of a transparent chapter structure with consistent part headings, and activities labelling along with a clear guide- strengthens for the learners to experience a cycle with the multiple-step writing approach below:

- Part 1- to prepare to write

- Part 2- for focusing on words and Phrases

- Part 3- for Organizing and Developing ideas

- Part 4- Evaluating writing

All steps above are regarded as dominant features of the process approach enhancing students involved crucial activities of a process writing to strengthen the educational experiences Supremely, this book supplies the new self-evaluation rubric considered to clear definition of the demanding writing ability accordingly to the process approach at the end of each chapter The new self-evaluation rubric as a way to score writing ability gives learners a chance to build confidence and autonomy in academic writing These five elements to evaluate writing ability given are clarified below (Pike-Baky, 2009, p.23-24)

- Content; ideas of the titles

- Organization: the ways to order the ideas

- Language: vocabulary and sentences structure

- Grammar: subjects and verbs agree

- Spelling and mechanics(punctuation)

To conclude, with the same view of identifying writing ability with suitable pedagogical approaches supported by the appropriate textbook In particular, as stated by the researchers above, especially by Pike- Baky, with the rubric (p 24), teachers or classmates also use to score and revise and guide their revision (Pike-Baky, 2009, p.23-24) The researcher adapted Pike-Baky’s self-evaluation rubric to design eight items of the questionnaire referring to students’ perceptions of their writing ability in the current study as the way to find the answer to the third research question (See Appendix C for more details)

2.2.4 Challenges

Through the definition above, it is worth noting that focusing on challenges

by identify problems facing students in learning EWS regarding crucial elements, including writing instruction, textbook, and writing ability is necessary

Richards & Renandya (2002) mentioned English teachers, as well as educators, have paid a lot of attention to exploring the elements to facilitate their students to write in EFL in guaranteeing successful writing, the ability to write fluently and accurately mentioned as equivalent writing ability presupposes not only good knowledge of language features but also the ability for a writing process In other words, both linguistics features and an antiquated process approach are more crucial For this reason, the instructional materials should be aimed at being associated with a process approach for guiding learners with certain writing abilities equivalent to result in learning English skills well

Hasan and Akhand (2010, p 83) state that under the process approach for writing instruction, most of the students were unable to avoid facing problems in brainstorming and organizing their ideas cohesively since they were not familiar with the associated process approach in the writing classroom The findings showed

that the students took a long time to gather their ideas and organize them later and some of them failed even after several attempts as they were not able to extract the important points necessary namely topic sentence, supporting details, and giving a conclusion

As mentioned above, all stages of writing instruction for the process approach given as a direction for students learning writing skills is thought to be one of the most popular methods for teaching writing Graham & Sandmel (2011) also emphasizes the role of writing instruction by stating that “The instructional method that is probably best situated to be implemented broadly in any effort to reform writing practices in the United States is the process writing approach - sometimes referred to as Writers’ Workshop” (p.396) The findings revealed that that for students in general writing classes, process writing instruction led to a statistically significant, but relatively modest improvement in the predominantly quality of writing

Concerning the problems of ESL learners in writing, the study Al-samadani (2010, cited in Javid, et.al, 2013) confirmed that learning writing skills is a complex, challenging, and difficult process since it consists of multiple skills such as identification of thesis statement, eliciting supporting ideas, steps for revision, and editing This is a complex process that makes it rather challenging to teach it Therefore, this difficulty in learning writing skills is due to the elements relevant to essential writing abilities such as comprehensive knowledge of grammar, suitable vocabulary, writing mechanics (e.g., punctuation & capitalization), organizational skills, style, imagination, etc In his study, Javid, et.al, (2013) confirmed that the importance of writing tasks, and major areas of difficulty in academic writing identified are factors causing the difficulties The findings reported that these particular learners had serious problems in their academic writing because of their weakness inappropriate lexical items, organization of ideas, and grammar Some others faced the wrong use of prepositions, spellings, irregular verbs, articles, punctuation, suffixes, and prefixes This means confirmed that most learners conveyed that writing skills are the most difficult skill to acquire sharing the same

findings with, when also (Ratminingsih, et al, 2018, p 282) The findings indicated that secondary school students also experienced the challenges clarified below

- Start their writing

- Develop their writing well

- Organize their writing coherently

- Use of prepositions, spellings, irregular verbs, articles, punctuation suffixes, and prefixes

- Correct grammatical mistakes in their writing

Derakhshan and Karimian(2020) attempted to investigate Iranian EFL learners’ perceptions toward the most common writing difficulties with 120 participants based on the questionnaire and the semi-structured interviews and the results revealed that most participants perceived that grammar, spelling, punctuation, choice of words, organization, familiarity with genres, and rhetorical structures, and idiomatic expressions and collocations are the factors that make the writing task difficult and idiomatic expressions The study suggested that teachers should emphasize providing their students with enough corrective feedback for steps

of peer feedback and revision

It is worth noting that the previous researchers mentioned in this session have focused on writing in this session should have focused on writing difficulties encountered by learners to identify problems facing students in the writing classroom Among those, the study by Derakhshan and Karimian(2020) is considered a significant implication for the current study to identify challenges in learning EWS More specifically, the author of the study based on the findings of the study by Derakhshan and Karimian(2020) to design items in the questionnaire about challenges in learning EWS to answer the last research question

2.3 Review of the previous studies

According to Baines, Stanley, & Kunkel (1999), cited in Graham and Sandmel (2011), the development of students' writing was heavily dependent on the process of writing approach and improvised instruction of writing The process approach to writing should encourage students to plan, draft, and revise their writing

In addition, this approach should control elements involving general objectives for writing, and free writing using self-selected topics Also, the teaching of English writing in the classroom should be modified to offer students foundational writing skills, including handwriting, spelling, and sentence construction However, for this study, there needs to be more investigation regarding the role study materials have

on the quality of students' writing (Graham and Sandmel, 2011, p 3)

Ismail (2011) explored students’ perceptions of English writing in a second language The results revealed the students’ expectations and views about the writing class The findings showed that students had positive attitudes and perceptions toward the writing course and their writing ability However, the most fundamental point that emerged from the data collected was that the majority of students overestimated the quality of their writing Nonetheless, the author suggested that more attention should be brought to students’ meta-cognitive awareness of writing strategies and the actual strategies implemented while writing However, the instruction of teachers and the challenges in writing students encountered have not yet been clarified in the study

Klimova (2014, p 149) conducted a study to prove how the process approach

to writing was more effective to improve students' writing ability compared to the product approach It was reported that the process approach was more popular as it emphasized the composing process of writing rather than its form The Evaluation scale was utilized to evaluate students' writing using the two approaches The process approach help students build confidence and autonomy in academic writing These were five crucial elements listed, namely titles, organization of the text, use

of language, and grammar rules (subject-verb agreement, spelling, and punctuation) The dominant positive aspect of this study was the suitable definition of writing competency to evaluate students’ writing ability in a process approach To conclude, with the same view of the ways to the pedagogical approach to writing was the key to improving students' English writing However, the study only mentioned aspects of writing ability equivalent to writing instruction rather than the role of the textbook

Guanoluisa, et al.,(2017) explored the opinions of 10th graders towards EWS and the teaching methods adopted The study confirmed that the process approach

to a writing contained all crucial steps, including prewriting, drafting, editing, proofreading, evaluating, and publishing The last two steps (evaluating and publishing) were key to helping teachers assess students' progress in English writing The findings of the study indicated that students had negative perceptions of the process of writing practice because they were not provided with strategies to organize ideas and publish their work To make writing tasks more meaningful, the final step of the writing process should be publishing Also, there were no steps for the student to comment on the work of their peers, as well as self-correct their work This limitation also resulted in students' lack of sub-skills such as planning, organization, expressions, vocabulary, spelling, grammar, and punctuation In conclusion, the research suggested a theoretical approach to the teaching of English writing in class which consisted of prewriting, drafting, editing, proofreading, evaluating, and publishing However, the role of students' writing ability and the study materials played in the quality of learning EWS was overlooked in this study

The research by Haerazi, et al (2018) aimed to improve students' writing proficiency by designing intercultural-based English materials for writing skills The materials were developed based on data regarding students' needs, and writing difficulties facing them Data was collected in the form of questionnaires and semi-structured interviews The results demonstrated that students needed culturally appropriate writing topics, such as family expression, wedding ceremonies, historical buildings, and traditional music Teachers also played an irreplaceable role

in the step of assessment of giving feedback Moreover, students wanted to have more interaction with peers during a writing lesson, which can be achieved in several activities, namely revising, reviewing, and correcting peers' work Pair learning was also reported to be a favorable learning option among respondents Besides, a great number of obstacles in writing were reported, namely expressing ideas in paragraphs, understanding English grammar, developing ideas, and selecting suitable vocabulary for writing Therefore, instructional tasks based on the

intercultural language learning model were considered to be crucial to improving students' writing skills The materials used in teaching EWS should guide learners through several learning stages (noticing, comparing, reflecting, concluding, constructing, and presenting stage) However, it is still important to address each student's writing ability, the importance of writing instruction, and detailed criteria for writing to design the most effective learning material and thus, boost the quality

of students' writing

The study by Tran, T M T (2013) focused on the factors that caused many difficulties for students of grade 11 when learning EWS and then suggests some practical solutions to solve this issue Questionnaires were the main tool for collecting data for this research Researchers investigated each student's writing competence, as well as the quality of the teaching in class to find out the blockade that prevented students from excelling in English writing However, more investigation needed to be carried out in terms of some possible effects the design and content of the English textbook may have on students' learning of EWS in class

In her research, Nguyen, T T D (2014) examined the attitudes of teachers and students towards the teaching of Business Writing using the process genre approach, as well as potential difficulties facing them Questionnaires and interviews about the instruction of Business writing were utilized for data gathering The results demonstrated that students and teachers had mixed opinions regarding the teaching of Business Writing In addition, some major obstacles needed to be overcome, namely time pressure, information overload, students' English competencies, and reference materials However, the research did not fully consider the use of English textbook in regards to the opinions and obstacles of students and teachers regarding whether Business Writing was instructed effectively

The study by Nguyen T H (2015) explored the obstacles in learning EWS that 11th graders in Vietnam encountered The data collected proved that there were

a great number of challenges that prevented students from excelling in EWS, including student's negative perception of English writing, a lack of lexicon and

ideas, ignorance in correcting students' writing, a limited number of study materials available, and time constraint for English writing lessons in class Thus, several solutions were suggested by the researchers to improve the teaching of English writing and help students improve their writing ability in English

Nguyen, T T T (2018) investigated the challenges facing Vietnamese teachers in the application of the experimental new English textbook in some provinces and suggest several feasible solutions The results were found using questionnaires and short interviews There were 6 major difficulties found in the study, namely: a variety of complicated topics or text genres, a lack of time and program allotment, a lack of references for teachers, a mismatch between learning and testing, classes of mixed-level students, and a lack of students' motivation Also, several solutions were suggested to help the teacher improve their teaching using the new English textbook However, this research did not investigate the demanding ability of students when learning the new English textbook as well as the challenges they may face under the guidance of teachers Thus, the purpose of my thesis was to fill in these gaps

The study by Quach (2020) explored the obstacles that teachers and high school students faced during teaching and learning EWS The main instruments of the research were questionnaires and interviews The results indicated that students had to deal with a variety of problems, namely low motivation, poor ideas, and a lack of writing practice Several factors were considered to be the cause of these issues, namely the teaching method, an inappropriate time distribution, and ignorance and avoidance of English writing in class Besides that, some practical solutions were suggested to cope with the problems However, the research did not fully investigate the role English textbook played in the teaching and learning of English writing at school

Three are fewer researchers in Viet Nam investigating students’ perceptions

of learning EWS regarding the relationship of three terms namely; writing instruction, textbook, and writing ability with statistics in detail Then, it is

hypothesized in the current study that there are significant differences in students’ perceptions of learning EWS referring to writing instruction, textbook, and writing ability as well as challenges in learning EWS

To sum up, several studies about students' perception of learning EWS have been undertaken both globally and in Vietnam Notably, there is a popular opinion shared by many researchers that English writing is a crucial asset for students' success even though learning EWS at school has never been effortless Besides, the great number of writing difficulties that students encounter have been reported, as well as some possible solutions have been suggested Nonetheless, as an English teacher at a rural high school in NTP, the author concludes that it is important to investigate how students view the learning of English writing in class and what challenges in learning they need to overcome by considering 3 factors, including the teachers' instruction in class, the new ETTA11, and their writing ability Also, the quality of learning EWS and students' writing capacity has not been as effective as expected Also, despite the growing amount of attention received towards the challenges in writing faced by English learners and ways to improve the quality of teaching writing skills, the number of in-depth studies conducted is limited and the size of the research is relatively small Thus, the purpose of this paper is to fill in some of the gaps in the research line and make a contribution to improving the teaching and learning of English writing in high school by providing an in-depth analysis of students' viewpoints about learning EWS via the guidance of teachers, the English coursebook, and each student writing ability

2.4 Conceptual framework of the study

The conceptual framework proposed in this study focuses on the four main aspects: students’ perceptions of writing instruction, the new ETTA11, their writing ability, and the challenges of learning EWS

The author of this study designed the questionnaire for writing instruction by adapting Widodo’s model of the Process Approach (2015, p 113) and also supplemented two stages (submitting and evaluating), which are based on the

principal theory of Steele (2004) For the aspect of the textbook, the author adapted Widodo’s model of Phase 2 of Textbook Analysis (2015, p 113) to design the questionnaire for textbook analysis by expanding two items namely: writing assignments and evaluation checklists for the guiding section for the learners inspired by the theory proposed by Cunningsworth, (1995) and Richards (2001) to emphasize the role of special self-assessment materials available as a rubric or self-checklist for learners while learning For the aspect of writing ability, the researcher adapted Pike-Baky’s evaluation rubric (p.23-24) The researcher adapted Pike-Baky’s self-evaluation rubric to design eight items of the questionnaire to find the answer to the third research question due to sharing the idea of identifying writing ability with the suitable pedagogical approach supported by the appropriate textbook Concerning challenges in learning EWS, the author based on the findings

of the study by Derakhshan and Karimian (2020, p.7-10) to design the questionnaire for the last research question of this study

The eleventh graders’ perceptions which can significantly influence their learning EWS are illustrated in the conceptual framework summarized in Figure 2.4 below