INTRODUCTION
Rationale
The English language has become increasingly important in society, particularly in education Recognizing this significance, various policies have been implemented to enhance English teaching and learning in Vietnam Since the 2006-2007 school year, the Vietnamese Ministry of Education and Training has reformed English textbooks to focus on the four essential skills: speaking, listening, reading, and writing for secondary school students This reform presents both advantages and challenges for teachers and students in mastering these skills.
Writing is often regarded as the most challenging skill for both students and teachers to master In the "English 10" textbook, students encounter a variety of writing tasks, including descriptions, narratives, and letters However, some of these tasks may not effectively support students' language acquisition Additionally, teachers encounter significant challenges in teaching writing skills.
The researcher, an experienced English teacher at the upper-secondary level, has observed that students, particularly those in the 10th form, struggle to develop effective writing skills They often complete writing tasks without fully grasping the lesson objectives To address this issue, the study titled “Some Suggested Activities for Teaching the Writing Lessons in the Textbook ‘English 10’” was conducted It aims to explore the types of activities teachers implement in writing classes and assess their effectiveness Additionally, the research investigates the impact of these activities on students' academic performance Ultimately, the study provides recommendations for teachers to adapt writing tasks in the textbook to enhance students' writing abilities.
Purposes of the Study
The purposes of the study are:
- to find out the challenges that teachers and 10 th form students face with in teaching and learning writing skill
- to investigate how the writing sections in the textbook “English 10” have been taught at upper-secondary schools with particular reference to task adaptation
- to suggest some activities for the adaptation of the tasks in the writing sections.
Scope of the Study
This study aims to identify effective writing activities and their benefits for 10th-grade students in upper-secondary schools located in rural Nghe An province Based on the research findings, recommended activities will be proposed to enhance English writing instruction for these students.
Organization of the Study
Beside the abstract, bibliography and appendices, the study is organized into
Part 1, “The Introduction”, presents the rationales for the research, defines the purposes, research questions, scope and organization of the study
Part 2, "Literature Review," provides the theoretical framework for the study, focusing on two key areas: teaching writing and material adaptation The section on teaching writing explores its significance in foreign language education, including the roles of writing, various teaching approaches, stages of instruction, essential principles, microskills, and engaging writing activities Additionally, the material adaptation segment discusses techniques and guidelines for effectively modifying textbooks to enhance learning outcomes.
Part 3, titled "The Study," outlines the research methodology, detailing the participants, methods, and procedures employed for data collection and analysis This chapter also includes preliminary survey results, data analysis, and a discussion of the research findings.
Part 4, “Implications for Teaching”, presents some suggestions for writing classrooms and provides suggested activities for teaching writing sections of particular units in the textbook “English 10”
Part 5, “Conclusions”, presents an overall conclusion of the study
Limitations of the study and suggestions for further research are also included in this chapter
CONTENTS
1.1.1 Writing and the Roles of Writing
Writing has been interpreted in numerous ways, reflecting diverse perspectives among authors Historically, research concentrated on the structure and end result of writing, whereas contemporary studies emphasize the writing process and the strategies used to achieve the final outcome.
According to “Oxford Advanced Learner’s Dictionary” (1989), writing is to
“make letters or other symbols on a surface (usually paper), especially with a pen or pencil”
Byrne (1988) defines writing as the process of creating graphic symbols, such as letters or letter combinations He emphasizes the significance of producing a coherent text by systematically arranging these symbols into words, which are then organized into sentences and linked together to form a unified whole.
Tribble (1996: 3) defines writing as a complex language skill that goes beyond merely representing speech in written form It involves the structured development and presentation of thoughts, making it a challenging skill to master.
“normally requires some forms of instruction” and that “it is not a skills that is readily picked up by exposure” (1996: 11)
According to Ur (1996), individuals typically learn their native spoken language intuitively, while the written form is often taught and learned through deliberate instruction.
In one word, writing involves many different aspects and “writing” itself may imply an act, a process or a skill, which needs practice and study to develop
It can also be understood as a way of presenting writers’ thoughts and ideas the form of sentences in a cohesive text where there is successful communication with the readers
Teaching and learning writing skills are crucial in language education, as highlighted by White (1981) Writing serves as the primary method for assessing student performance in English, making writing proficiency essential for examination success Additionally, both parents and students perceive writing ability as tangible evidence of language acquisition, allowing them to track progress and achievements throughout the learning journey.
LITERATURE REVIEW
Teaching Writing
1.1.1 Writing and the Roles of Writing
Writing has been interpreted in numerous ways, reflecting diverse perspectives among authors While traditional research emphasized the form and final product of writing, contemporary studies prioritize the writing process and the strategies used to achieve the end result.
According to “Oxford Advanced Learner’s Dictionary” (1989), writing is to
“make letters or other symbols on a surface (usually paper), especially with a pen or pencil”
Byrne (1988) defines writing as the process of creating graphic symbols, such as letters or letter combinations He emphasizes the significance of constructing a coherent text by organizing these symbols into words, which are then structured into sentences and sequenced to create a unified composition.
Tribble (1996: 3) defines writing as a complex language skill that goes beyond merely representing speech in written form It involves the structured development and presentation of thoughts, making it a challenging skill to master.
“normally requires some forms of instruction” and that “it is not a skills that is readily picked up by exposure” (1996: 11)
According to Ur (1996), individuals typically learn their native spoken language intuitively, while the written form is often taught and learned through deliberate instruction.
In one word, writing involves many different aspects and “writing” itself may imply an act, a process or a skill, which needs practice and study to develop
It can also be understood as a way of presenting writers’ thoughts and ideas the form of sentences in a cohesive text where there is successful communication with the readers
Teaching and learning writing skills are crucial in language education, as highlighted by White (1981) Writing serves as the primary method for assessing student performance in English, making writing proficiency essential for examination success Additionally, both parents and students perceive writing ability as tangible evidence of language acquisition, allowing them to track progress and achievements throughout the learning journey.
In the classroom, writing serves as a valuable tool to enhance lesson variety and engagement It also functions as an assessment method, offering teachers insights into students' understanding and progress The quality of students' writing can serve as evidence of their learning outcomes, indicating both success and areas for improvement Moreover, writing necessitates careful thought, discipline, and concentration, as it is evaluated by readers based on style, content, and logical coherence Therefore, writers must approach their work with diligence and consideration.
According to Raimes (1983), writing also helps students learn She shows three ways in which students can learn through writing:
- First, writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students
- Second, when our students write, they also have a chance to be adventurous with the language, to go beyond that they have just learned to say, to take risks
Writing in a new language deeply engages learners, as it requires them to express their ideas while actively using their eyes, hands, and brains This multifaceted effort serves as a powerful method to reinforce language acquisition.
Thus, through the act of writing, students will realize what they are already good at and what they still need to learn to become a better writer
With all the roles mentioned above, writing really becomes an integral part in teaching and learning language skills at any levels
1.1.2 The Stages of Teaching Writing
Based on the process of writing, teaching writing includes three stages, namely pre-writing, while-writing, and post-writing a Pre-writing
This stage is aimed at preparing students with everything necessary for writing Some activities are:
• introducing the writing topic to stimulate interest
• doing the pre-writing stage of the process of writing
• presenting key words related to the topic
This stage consists of three steps: drafting, revising, and rewriting
Students begin by drafting their work based on their notes or plans, utilizing dictionaries, grammar references, and model texts to understand conventions like salutations and standard phrases in formal letters Once the first drafts are complete, they revise and enhance their writing Collaborative peer evaluation follows, where students assess each other's work regarding content, language accuracy, organization, and style, with the teacher joining the discussions After incorporating feedback from peers and the teacher, students produce their final versions.
In one word, at this stage, students start their writing after having ideas, necessary vocabulary and structures from the previous stage c Post-writing
At this stage, students receive feedback on their writing through various techniques, which is crucial for their learning process Effective feedback helps students recognize their strengths and weaknesses, enhancing their overall writing skills.
According to Forseth et al (cited in Khuong, 2006), there are 10 principles for teaching writing:
1 Writing should be considered as a means to communicate meaning about oneself and the real world, not just as a process of using grammatical structures correctly or writing with clear penmanship
2 Start with controlled activities and later with freer communication
3 Have students start writing about concrete subjects early in the course
4 Also have students practice the use of basic action words (eat study…) and the language functions (introducing, describing…) early in the course As the student’s ability of writing progresses, give them writing practice of more abstract things like ideas, opinions and feelings
5 Whenever possible, relate the writing assignments to the speaking topics
6 Expect the level of writing to be higher than the level of speaking, especially the standard of correctness
7 Provide an audience broader than just the teacher
8 State a purpose for the assignment
9 Provide several kinds of feedback which should not be overly negative, but specific and related to what has been taught
10 As in speaking, provide topics of interest for the students to write about
According to Khuong, Luu Quy (2006), writing activities are classified under the headings of controlled writing, guided writing (directed writing) and free writing
Controlled writing activities, such as copying, are mechanical tasks that do not require learners to comprehend meaning or engage their imagination, making them less interesting and primarily beneficial for beginners Other forms of controlled writing include gap-filling, re-ordering words, substitution, and fact correction, which allow learners to practice and produce correct sentences Dictation, including both normal and alternative types, presents a greater challenge and aids in developing listening and spelling skills; however, it does not enhance writing abilities since learners are not required to express ideas or construct sentences independently.
The guided writing stage serves as a bridge between controlled and free writing, employing two primary methods: text-based writing and oral presentations In the text-based approach, learners analyze a short text to understand specific features, such as sentence structure and verb tense usage, before crafting a similar piece with their own or teacher-provided information Alternatively, in the oral presentation method, a topic is introduced, and learners contribute suggestions, which the teacher organizes into an outline or key expressions to guide their writing These activities are engaging as they empower learners to contribute ideas, fostering a collaborative writing environment.
Free writing empowers learners to express their thoughts freely, without the constraints of teacher guidance This approach allows students to choose their own topics and ideas, fostering creativity and personal expression in their writing assignments.
Material Adaptation
McDonough and Shaw (1993) categorize factors influencing ESL materials into "external" and "internal" elements External factors encompass explicit claims about materials and specific teaching contexts, while internal factors focus on content, organization, and consistency Adapting materials involves aligning these elements to ensure they complement each other effectively Essentially, adaptation is a process of "matching" aimed at enhancing the appropriateness of teaching.
8 materials in context, by changing some of the internal characteristics of a coursebook to better suit our particular circumstances” (McDonough and Shaw, 1993: 85)
McDonough and Shaw (1993) suggest five techniques for adapting textbooks, including Adding, Deleting, Modifying, Simplifying, and Re-ordering
Addition involves supplementing materials by incorporating more elements while considering the impact on time management It encompasses techniques such as expanding and extending, which are utilized in various teaching contexts Adding by extension focuses on enhancing specific content within the existing framework without altering the model itself In contrast, expanding involves moving beyond the current materials and exploring new directions, leading to changes within the overall system.
Deletion involves removing materials, contrasting with addition It can be achieved through subtracting or abridging techniques Subtracting reduces the length of the material without altering the overall methodology, while abridging leads to more significant changes, particularly when the content is unsuitable for the learners' levels.
Modification encompasses any type of change and can be categorized into two main types: re-writing and re-structuring Re-writing focuses on altering linguistic content to better align with learners' backgrounds and interests, while also incorporating authentic language models and problem-solving tasks On the other hand, re-structuring pertains to classroom management, involving the rearrangement of the class to facilitate specific activities, such as organizing students into groups for role-play Overall, modifying materials is a versatile technique that can involve changes to exercises, texts, or classroom activities.
It can be said that simplification is the most favorite technique by teachers in adaptation because of its effectiveness It can be done at many elements of a
When designing a language course, it is essential to tailor the instructions, exercise explanations, and content presentation to align with the proficiency level of the specific group of learners.
This procedure involves rearranging the sequence of activities, exercises, or presentations within a unit to establish a more effective order that enhances learners' understanding.
(Adapted from McDonough and Shaw, 1993:
Adaptation is a crucial element in language teaching and learning, involving necessary changes and enhancements It can be achieved through the use of individual techniques or a combination of various methods, with the primary aim of aligning activities with learners' proficiency levels to improve their outcomes For effective adaptation, teachers must adhere to specific guidelines.
Followings are some suggestions for teachers when adapting the textbooks:
1 Decide what content or which topics need adapting in light of the reading texts and activities Activities can relate to any one of the four basic skills: reading, writing, writing and speaking Can the text be exploited because of it thematic, lexical and structural elements in order to appeal and engage all three levels of students? If not, you will need to adapt your textbook activities to suit the levels This may appear as a ton of work, but the key is to think better, not to work harder
2 Before you go ahead and change some of the activities particularly the reading activities, consider rewriting parts or all of the texts The reason for doing this is to simplify some of the vocabulary items and other concepts that might be difficult for some of your low-performing ESL students to understand You might also consider glossing the difficult vocabulary items or writing the meanings in another language if you are teaching in a bilingual context
3.Take a look at those textbook activities in your textbooks and redesign them in light of the amount of the activity itself Redesigning the activity in light of
In ESL education, the term "amount" refers to both mandatory and optional tasks assigned to students For instance, low-performing ESL students may be required to provide four answers, whereas higher-performing students can be expected to list more than four answers.
To effectively address varying student abilities, teachers should tailor tasks to accommodate lower, middle, and stronger levels of difficulty, allowing students to choose the challenge that best suits their skills.
When selecting activities, ESL students typically prefer those they feel confident in before assessing the topic's motivation It's essential to tailor the language and instructions of each activity to match the students' linguistic proficiency.
5 Decide how you want to engage your students If you are working with groups, then maybe you should adapt a few textbook activities to engage students in group or pair work Once you've decided how you want to actively engage your students, you'll need to make sure students understand the procedures of group and pair work you intend to use Leave enough time in the lesson to do both or you'll find yourself struggling with time
(Retrieved from http://www.ehow.com/how_4481192_adapt-textbook- activities-ESL-class.html)
This chapter explores the theoretical aspects of writing, including its definitions, roles, and the essential stages and principles of teaching writing The necessity of teaching writing skills in schools is emphasized, highlighting the importance of considering various approaches, microskills, and suitable writing activities for effective instruction Additionally, the chapter addresses the significance of textbook adaptation, discussing techniques and instructions that aid in designing writing activities based on the textbook.
THE STUDY
An Overview of the Textbook “English 10”
The "English 10" textbook by Van, H.V et al (2022) is designed for upper-secondary students and features 10 units along with 4 review lessons Each unit includes six sections: Getting Started, Language, Skills, Communication and Culture, Looking Back, and Project, each filled with diverse activities to facilitate learning and skill development in Reading, Speaking, Listening, and Writing Lessons are typically conducted in 45-minute sessions, and the review lessons serve as "test yourself" opportunities to assess knowledge after every two or three units Additionally, the glossary at the book's end provides a valuable vocabulary list organized by themes, complete with phonetic symbols and definitions.
Writing is the final and most challenging skill in each unit, following three other skills, as it is a productive skill that relies on input from reading, speaking, and listening Although it is a distinct section in the textbook "English 10," writing is closely integrated with these other skills The writing section includes various tasks aimed at developing students' writing abilities on topics such as letter writing and inventions While lessons are not explicitly divided into Pre-writing, While-writing, and Post-writing stages, initial tasks serve as preparation for the final writing assignments With a total of 10 units, the curriculum includes 10 writing lessons designed to familiarize students with real-life writing situations The required competencies and objectives for the writing section in each unit are detailed in a corresponding table.
Table 2.1: Checklist of Writing Tasks in the Textbook “English 10”
3 Music Writing a blog about an experience
4 For a better community Writing an application letter for volunteer
5 Inventions Writing about benefits of an invention
6 Gender equality Writing about jobs for men and women
8 New ways to learn Write about benefits of blended learning
9 Protecting the environment Write about a wildlife organisations
10 Ecotourism Writing a website advertisement for an ecotour
Methodology
The research involved two groups: English teachers from various upper-secondary schools in Nghe An and 10th-grade students from Dien Chau 2 upper-secondary school Importantly, the study ensured the anonymity of the teachers, as no names were disclosed.
A group of 20 teachers from upper-secondary schools, all of whom have experience teaching English to 10th graders using the textbook "English 10," brings a diverse range of teaching experience, spanning from 3 years to more.
10 years Some of the teachers are pursuing the M.A degree courses Finally, all of the respondents have attended workshops on teaching English organized by Nghe
An Department of Education and Training every year
A random selection of 100 tenth-grade students from three classes at Dien Chau 2 Upper-Secondary School constitutes the second group Each student has five years of English learning experience and has completed the English syllabus using the new textbook series from grades 6 to 9 in lower-secondary school.
To gather information for the study, two survey questionnaires were created: Questionnaire 1 (Q1) for teachers and Questionnaire 2 (Q2) for students Each questionnaire consisted of two parts: Part 1 collected personal information, while Part 2 addressed the research topic Q1 included five questions, and Q2 also contained five questions, featuring a mix of closed-ended and open-ended questions, with a majority being closed-ended to allow respondents more time flexibility The questionnaires were designed specifically for the Vietnamese context to enhance relevance and accuracy.
The study aimed to provide a comprehensive overview of the background for each situation while capturing participants' thoughts and attitudes on the issue The questionnaires were structured logically to gradually immerse respondents in the study's theme and encourage thoughtful responses to the questions.
The survey questionnaire aimed to identify common activities employed by teachers in the writing section, along with their perceptions of the effectiveness and challenges associated with these activities.
A survey was conducted to gather students' preferences regarding teacher-provided activities and their views on the benefits and effectiveness of these activities in enhancing writing skills To ensure clarity and accuracy in responses, the questionnaires were translated into Vietnamese, allowing students to easily comprehend the questions.
A total of 25 copies of Q1 were distributed to English teachers using the "English 10" textbook for 10th-grade students in upper-secondary schools, achieving an impressive return rate of 80% (20 out of 25) Additionally, Q2 was administered to 130 students across three classes, resulting in a return rate of 77% (100 out of 130).
The collected and categorized data were analyzed using quantitative methods, with frequencies measured and assessed Insights from the data analysis, along with the literature review in Chapter 1, informed the comments and evaluations provided This process was conducted through inductive methods.
In brief, the procedures of the research include the following steps:
1 Distributing questionnaires to the participants
3 Classifying the data into intended groups
5 Describing the collected data presented in tables and figures
6 Generalizing and giving comments and evaluations.
Findings
Following is the analysis of the results received from the teachers’ and students’ questionnaires Based on the analyzed results, research questions are
This article explores common activities used in teaching writing and their benefits for students It highlights various suggestions and implications that can enhance the success and effectiveness of writing instruction.
2.3.1 Students’ Attitudes towards Writing Skill
Students' attitudes significantly influence the teaching and learning process, impacting their perceptions of both the subject matter and the teaching methods employed by educators The effectiveness of teaching is closely tied to learners' attitudes, making it essential for teachers to consider these perspectives to adapt their methods effectively To gain insights into students' feedback on writing, two initial survey questions were posed, with the results illustrated in Figures 2.1 and 2.2.
Figure 2.1: Students’ Opinions on the Four Skills in Learning English
A significant portion of respondents (43%) identified listening as the most challenging skill in learning English, followed by speaking at 30% and writing at 22% Only 5% of students found reading difficult, likely due to their familiarity with reading and writing, which are emphasized in their tests Despite using new textbooks, students have limited opportunities to practice speaking and listening skills Consequently, most students (73% in total) find receptive skills, such as reading and writing, easier to learn This highlights the need for a greater focus on teaching writing in a communicative manner to enhance students' overall English language proficiency, as effective writing instruction positively impacts their productive skills.
Students' preferences and opinions on the writing sections in the textbook are revealed through the result of question 2 (shown in Figure 2.2)
Figure 2.2: Students’ Opinions on Writing Sections in the Textbook “English
Among 100 students surveyed, only 15 expressed interest in writing tasks, while 32 viewed them positively as suitable However, a significant 53% found the writing tasks in the textbook boring and unsuitable, indicating a disconnect between the tasks and students' skill levels This suggests that the writing assignments may be too challenging and the topics unfamiliar, leading to disengagement Many students come from rural backgrounds and farmer families, limiting their exposure to diverse writing topics, such as the advantages and disadvantages of mass media or various letter formats Consequently, teachers should focus on providing relevant information and creating activities that make writing more accessible and engaging for students.
2.3.2 Students’ Problems in Writing Classes
Several factors contribute to students' lack of motivation in developing their writing skills To explore these factors, Question 3 was formulated The results, illustrated in Figure 2.3, reveal that students are affected by more influences than initially anticipated.
A significant challenge for students is their limited English proficiency, particularly in vocabulary, grammar, and structure, with 98% reporting this issue in their writing skills Additionally, 78% of students find the task requirements to be difficult, leading to a lack of motivation Furthermore, 54% struggle with generating ideas for their writing assignments.
16 the writing 28% of the students think that the content of given tasks are unfamiliar, which prevents them from thinking of suitable vocabulary and ideas
Figure 2.3: Students’ Problems in Writing Classes
The findings indicate that 17% of students struggle with writing due to unengaging and inappropriate activities assigned by teachers, along with unclear and insufficiently motivating instructions This highlights that teachers' methods directly impact the effectiveness of the teaching and learning process, potentially leading to negative attitudes towards learning among students.
A significant challenge faced by 7% of students in learning writing is their personal characteristics, particularly a lack of self-confidence These students often feel shy and hesitant to engage in class activities, leading to a passive approach to learning English.
In conclusion, it can be seen that both subjective and objective problems cause difficulties to students in learning writing skill
2.3.3 Students’ Favorite Activities in Writing Lessons
Along with finding out students’ attitudes towards learning writing as well as problems they encounter in learning process, students’ favorite activities in three
17 stages of teaching a writing lesson are also discovered The results collected for these points are presented in Figures 3.4, 3.5, and 3.6 respectively
Various activities are employed to enhance writing skills, but practical constraints often prevent teachers from implementing all of them Therefore, this thesis focuses on investigating the most commonly used activities in writing instruction.
The findings indicate that students exhibit a range of preferences for activities across different writing stages, with a notable consensus on their favored activities at each stage.
The investigation reveals that while teachers predominantly conduct various pre-writing activities during writing lessons, students tend to prefer the most common activities when asked about their favorites, as illustrated in Figure 2.4 below.
Figure 2.4: Students’ Favorite Activities at Pre-writing Stage
Warm-up activities are highly favored, with 90% of respondents expressing a preference for them This preference is understandable, as these activities engage students and foster a positive classroom environment at the start of writing sessions Common games used in writing classes include guessing games, lucky numbers, and quizzes or puzzles.
Secondly, giving questions related to the topic of the lesson is chosen by 52% as their most favorite activity This is a direct way so that students can
18 identify and understand what they are going to learn about Moreover, it is also a basic but a simple activity to most students
The next focus is on oral picture description and brainstorming, engaging 37% of the participants These activities foster a comfortable environment for students, allowing them to freely express their thoughts and creativity without the fear of making mistakes Consequently, teachers can facilitate these activities to encourage imaginative and creative behavior among their students.
Despite being common activities in writing lessons, ordering and matching only engage 25% of students Additionally, grids (Information Gap) and gap-fill exercises attract even fewer participants, with only 20% and 17% interest, respectively This is surprising given that these methods are widely recognized and utilized in English language teaching, yet they fail to resonate with a significant number of learners.
The model analysis activity, which focuses on vocabulary, structures, and form, is the least favored among learners, with only 14% choosing it Despite my belief that this method effectively equips students with essential writing elements, it remains unpopular To enhance engagement and outcomes, teachers should consider integrating various techniques to present crucial components like vocabulary, structures, and grammar in more appealing ways.
Discussion
From the collected data, the discussion will be presented based on the research questions Therefore, what common activities are really utilized in
23 teaching writing at upper-secondary schools, and how these activities are useful to both teachers and students will be clarified in the following part
Effective writing instruction at all levels frequently incorporates a variety of engaging activities, which are highly valued by educators Teachers recognize the importance of these activities in the teaching process due to their numerous benefits and essential role in enhancing student learning.
As indicated above, the majority of the teachers employ adaptive activities at three stages of writing teaching, especially at pre-writing and while-writing stages
On the contrary, only a small number of the teachers claim that activities are rarely used in writing classes
Ninety percent of teachers believe that adaptive activities should be closely related to lesson content, while the remaining ten percent argue that unrelated activities can serve as motivational tools However, activities not directly tied to the lesson should be reserved for warm-up or pre-writing stages to foster a positive classroom atmosphere In contrast, activities aligned with lesson content are encouraged, as they facilitate direct access to essential knowledge and allow students to reinforce their learning Ultimately, lesson-focused activities are more effective for teachers in meeting educational objectives and for students in acquiring knowledge.
Teachers often adapt activities from various sources in writing classes, as indicated by survey findings Figure 2.6 illustrates that all surveyed teachers agree on the importance of combining different sources when modifying textbook tasks Notably, 70% of teachers design their own activities to better align with students' levels This adaptation aims to enhance student engagement and foster a more effective learning environment.
In conclusion, the discussion highlights that, despite the challenges faced in teaching writing skills, the implementation of adaptive activities offers significant advantages for both teachers and students It is essential to recognize and seriously consider the importance of these adaptive activities in teaching writing, particularly for upper-secondary school students and specifically for 10th form students.
Summary
This chapter presents an analysis of survey results from teachers and students, highlighting the realities of teaching and learning the writing sections in the "English 10" textbook at upper-secondary schools The findings indicate that students are motivated by the adaptation of activities in writing classes Despite existing challenges stemming from both subjective and objective factors, the successful adaptation and application of activities in writing classes require significant effort and a crucial role from teachers.
To enhance student learning in response to teachers' changes, this article will outline practical solutions and propose engaging activities in the following section.
SOME SUGGESTED ACTIVITIES FOR TEACHING
CONCLUSIONS
Conclusion of the Study
The research aims to explore the implementation of task adaptation in teaching writing skills to grade 10 students using the new textbook "English 10." This objective has been met through a comprehensive literature review and a blend of methods for designing and analyzing survey questionnaires targeted at both teachers and students.
The Literature Review highlights key aspects of writing and its significance in education, emphasizing the importance of writing theories in teaching writing skills It also addresses the necessity of adapting textbooks, including techniques and instructions for effective adaptation.
A survey was conducted to explore teachers' experiences with adaptive activities in writing instruction and students' perceptions of this teaching method, involving twenty teachers from upper-secondary schools and one hundred 10th-grade students from Dien Chau 2 upper-secondary school The collected data were analyzed both quantitatively and qualitatively, leading to significant findings for the study.
The implementation of adaptive activities in writing lessons offers significant advantages for both teachers and students, primarily enhancing student motivation and simplifying the writing process Teachers recognize the effectiveness of these adaptive strategies, often incorporating them to improve lesson success However, the actual adaptation of activities is frequently constrained by various factors, including limited time, class size, mixed-ability students, inadequate resources, unsuitable activities, and diverse learning styles.
The research reveals insights into the teaching and learning of writing skills in the new textbook "English 10," based on survey findings Despite some positive outcomes, it is evident that the teaching and learning of English writing skills remain unsatisfactory Many upper-secondary school students perceive writing as a burden, which may be attributed to several underlying factors.
The effectiveness of teaching writing skills hinges on the pedagogical approach used, emphasizing the need for integration of these skills into learners' work tailored to their objectives and abilities To combat low writing proficiency and a lack of interest in learning, implementing task adaptation can serve as a promising strategy.
This study offers valuable recommendations aimed at enhancing the teaching and learning of writing skills using the "English 10" textbook Additionally, it provides suggested activities for teachers to reference, facilitating the success of writing classes.
Limitations of the Study
Despite the researcher’s effort, the study has shown some unavoidable mistakes and shortcomings due to the researcher’s limited experience and knowledge
The study aims to explore the effectiveness of teaching and learning the writing sections in the "English 10" textbook used in upper-secondary schools However, the limited number of participants in the survey may affect the reliability of the conclusions drawn.
The items included in the questionnaires were developed and endorsed by the researcher, but they do not encompass all the activities utilized by teachers in writing classes, thus failing to address every aspect of the situation.
Finally, the analysis and findings of the study only based on the results collected from the questionnaires, thus the discussion might be incomplete.
Suggestions for Further Research
On the basis of the findings and the limitations of the study, several suggestions for further research are made
The findings reveal that both teachers and students face several challenges in the teaching and learning of writing, with one significant issue stemming from the textbook Consequently, evaluating the writing sections of the textbook from the perspectives of both teachers and students could prove beneficial.
In addition, studies on how to teach four language skills: reading, speaking, listening and writing through skill integration would be beneficial
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22 Nguyễn Thuỷ Minh, Lương Quỳnh Trang (2007), Thiết Kế Bài Giảng Tiếng Anh 10- Tập Hai, Hanoi Publisher
23 Thẩm Bích Phượng (2008), M.A Thesis: Idea-Generating activities in Teaching Writing for High School Students, University of Languages and
24 Đoàn Thị Thuý (2009), M.A Thesis: Difficulties in Teaching Writing Skills with the New Textbook Tiếng Anh 10 (The Standard Set) to the 10-Form Students at Lac Long Quan High School, Hoa Binh Province, University of
Languages and International Studies-VNU
This anonymous questionnaire is intended solely for research purposes, ensuring that all information remains confidential Your prompt and careful participation in completing the survey is greatly appreciated.
Thank you very much for your cooperation!
4 Where do you come from? Rural areas: Urban areas:
5 How long have you been learning English?
Your responses are drawn from your personal experience to fill out the chart, and there are no correct or incorrect answers All answers will remain confidential and will be used solely for research purposes Your insights are crucial for this study, so please select the most suitable response for each statement based on your experience.
Put the tick (V) under the box:
1 Which skill do you think is the most important in learning English?
2.How do you think about Writing sections in the textbook “English 10”?
1 Do you have any problems when learning writing sections?
( If yes, what are they ) No
2 What are your favourite activities at Pre-writing stage?
3 What are your favourite activities at While-writing stage?
This anonymous questionnaire is intended solely for research purposes, ensuring that all information remains confidential Your prompt and careful participation in completing the survey is greatly appreciated.
Thank you very much for your cooperation!
4 Where do you come from? Rural areas: Urban areas:
5 How long have you been teaching English?
Your responses are grounded in your personal experience to fill out the chart, and there are no right or wrong answers All answers will remain confidential and will solely be used for research purposes Your insights are crucial for this study, so please select the most suitable response for each statement based on your experience.
Put the tick (V) under the box:
1 What do you think about teaching Writing sections in textbook “English 10”?
Easy Boring Difficult Very difficult
Put the tick (V) under the box:
Strongly Disagree Disagree Neutral Agree Strongly
2 All the Writing activities in the textbook are suitable for students
3.Adapting activities is necessary to make lessons become interesting