INTRODUCTION
Rationale
English has become an essential international language, widely taught across the world, including Vietnam Mastering English enables people to communicate easily with foreigners and travel with confidence In Vietnam, English is considered a crucial language, beginning from third grade in elementary school and continuing as a required subject in schools, colleges, and universities Many students believe that "Better English, better careers," recognizing that English skills open up better employment opportunities and facilitate access to social and cultural knowledge This language not only provides valuable information about society and culture but also offers up-to-date insights on current issues As Vietnam's regional and global engagement increases, the demand for English-speaking individuals has risen, essential for effective communication, access to modern technology, and participation in the international arena.
Vietnamese students are naturally creative, but they face several challenges when learning English, particularly among first-year students at Nghe An Trading and Tourism Vocational College The most significant issue is their writing skills, which require targeted support from educators While teachers have provided necessary assistance, identifying the most effective teaching methods that align with educational and societal needs remains a major challenge for English educators in Vietnam.
Recent years have seen significant advancements in language teaching and learning due to the efforts of international organizations and educational initiatives Modern approaches, techniques, and methods are increasingly being implemented across universities, colleges, and high schools to enhance English language education Teacher generations are continuously striving to achieve optimal results in both their careers and classroom environments, reflecting a commitment to improving language proficiency and teaching effectiveness.
As a teacher at Nghe An Trading and Tourism Vocational College, I have observed that students face numerous challenges during writing lessons One significant concern is understanding why many students are not actively engaged in learning English writing skills Addressing this issue is crucial for improving student participation and overall language proficiency in the classroom.
Developing strong writing skills is essential for English learners, as it significantly enhances job opportunities and career prospects Despite students' interest in improving their writing abilities, many struggle with confidence due to lack of practice or guidance Educators recognize that building confidence in writing is crucial for helping students effectively communicate and succeed in their professional lives.
As a fact they can think that, this language is not easy so they are not interested in learning, especially in writing
First-year students in Vietnam come from diverse backgrounds, with many excelling in grammar but facing challenges in writing due to unfamiliarity with how to start Students from rural areas often have weaker writing skills compared to those from urban centers During writing lessons, confident students participate actively, while weaker students often feel afraid to write To address these issues, it’s essential to implement solutions that give students more opportunities to practice writing One effective strategy aligned with learner-centered principles is free-writing during the pre-writing phase, encouraging students to express ideas freely and build confidence.
For the above-mentioned reasons, the author aims at conducting the study entitled “ Free writing as a pre-writing technique for EFL adulter learners “
Aims of the study
The purpose of this research is to investigate if free writing, when used in the pre-writing phase, helps to improve EFL students'writing accuracy and fluency
Research questions
The study was set to answer the following research questions:
- How does free-writing affect EFL learners’ writing accuracy?
- How does free-writing affect EFL learners’ writing fluency?
Scope of the study
Free writing during the pre-writing stage is a crucial strategy for improving EFL learners' writing skills This study investigates how free writing enhances students' abilities, focusing specifically on two key aspects: accuracy and fluency The findings suggest that incorporating free writing exercises can significantly boost both the correctness and flow of students' written work, making it an effective method for developing overall writing proficiency in English as a Foreign Language.
Methods of the study
This study employed an experimental approach involving first-year EFL students at Nghe An Tourism Trading Vocational College The research aimed to examine the impact of free-writing activities on students’ writing accuracy and fluency By comparing two groups, the study explored how engaging in free-writing influences EFL learners' development in writing skills, providing valuable insights for enhancing English language instruction.
Design of the thesis
The thesis consists of the following parts:
This part introduce the issues leading to the study, including rationale, aims, methods, scope, method and organization of the study
This chapter offers essential theoretical insights into key writing concepts, including the definitions of free writing and prewriting, and the various stages involved in a writing lesson It emphasizes the significance of prewriting as a foundational step that enhances overall writing quality Additionally, the chapter outlines the rules of free writing and discusses its vital role in improving writing skills, demonstrating how these techniques can foster creativity and fluency in students.
This part presents the study and these include, participants, material, procedures and results
Chapter 4: Data analysis and discussion
This chapter presents their analysis and interpretation
This study summarizes its main findings, highlighting key results and their implications It emphasizes the significance of the study's contributions to the field and offers recommendations for future research to build upon these insights The findings provide valuable guidance for practitioners and researchers seeking to advance knowledge in this area.
THEORETICAL BACKGROUND
Writing instruction
According to David McMrrey, one of the most common and essential uses of technical writing is creating clear, step-by-step instructions for assembling, operating, repairing, or maintaining products Despite their seemingly straightforward nature, instructions are often poorly written, leading to frustration for users While this chapter may not provide a foolproof guide, it offers key techniques used by professionals to craft effective and user-friendly instructions.
Ultimately, however, good instruction writing not only requires these techniques but also:
A thorough understanding the procedure in all its technical detail
Your ability to put yourself in the place of the reader, the person trying to use your instructions
Your ability to visualize the procedure in great detail and to capture that awareness on paper
Finally, your willingness to go that extra distance and test your instructions on the kind of person you wrote them for
Effective instructional writing goes beyond simply using headings, lists, and notices; understanding how to incorporate these elements strategically enhances clarity While breaking instructions into numbered lists and adding notices at key points is a solid starting point, designing more complex instructions requires deeper insight into their features Exploring these advanced features enables you to craft clearer, more effective instructions, helping you plan and deliver better guidance for your audience.
2.1.1 Product writing and process writing
The traditional approach to teaching writing involves encouraging students to mimic a model text, which is typically introduced and analyzed early in the process This method helps students understand the structure, language features, and style of effective writing Using a clear model provides learners with a concrete example to guide their own writing development, making it easier for them to grasp essential concepts and improve their skills This approach promotes active learning through imitation, enhancing students' ability to produce coherent and well-structured texts.
Stage 1 Model texts are read, and then features of the genre are highlighted For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques
Controlled practice involves focusing on specific language features in isolation to reinforce learning For example, students studying formal letter writing may practice the language used to make formal requests, such as the phrase "I would be grateful if you would " This targeted practice helps students develop accuracy and confidence in applying these structures in real-life contexts.
Organizing ideas is a crucial stage in writing, as many experts believe that the structure of ideas holds greater importance than the ideas themselves, emphasizing the need for clear and logical organization This approach highlights that effective idea organization is equally vital as mastering language control, ensuring clarity and coherence in the final piece Properly arranged ideas contribute significantly to enhancing the overall quality and readability of the content, making it more engaging and understandable for the audience.
The end result of the learning process is students independently completing a variety of comparable writing tasks, demonstrating their ability to apply skills, structures, and vocabulary they've learned This allows students to showcase their proficiency and fluency as competent users of the language through their written products.
Process-oriented writing approaches emphasize diverse classroom activities that enhance language development, such as brainstorming, group discussions, and rewriting These methods typically involve multiple stages, with a common sequence including idea generation, collaborative discussion, drafting, and revising Implementing these stages fosters active student engagement and improves writing skills through practical, iterative practice.
Brainstorming and discussion are effective methods for generating ideas, where students explore qualities needed for specific jobs or reasons behind behaviors like drug use or gambling During this phase, teachers play a supportive role, offering language assistance only when necessary to encourage free idea production This approach fosters student engagement and creativity, making it an essential part of the learning process.
Students extend ideas into note form, and judge quality and usefulness of ideas
Students organize their ideas using mind maps, spidergrams, or linear outlines to clarify the hierarchical relationships between concepts This process enhances understanding of the overall structure, making it easier to plan and develop well-structured texts Effective idea organization through these visual tools is essential for improving writing coherence and clarity.
Students write the first draft This is done in class and frequently in pairs or groups
Stage 5 Drafts are exchanged, so that students become the readers of each other's work By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts
Drafts are returned and improvements are made based upon peer feedback
Stage 8 Students once again exchange and read each other's work and perhaps even write a response or reply
Process-driven approaches share similarities with task-based learning by allowing students significant freedom within the task, without pre-emptive instruction of lexical or grammatical items While they focus on the learning process, they still value the final product, aiming to achieve the best possible outcome Unlike product-centered approaches, process-focused methods do not have a preconceived outcome for the final draft, emphasizing the development process alongside the quality of the writing.
-text as a resource for comparison -ideas as starting point
-more than one draft -more global, focus on purpose, theme, text
-organisation of ideas more important than ideas themselves
Choosing the appropriate teaching approach depends on the teacher, students, and the text genre Certain genres, like formal letters or postcards with fixed features, are better suited to a product-driven approach that emphasizes layout, style, organization, and grammar This method is particularly effective for helping students master writing tasks with specific structural requirements.
Process-driven approaches are highly effective for genres like discursive essays and narratives, as they emphasize students' ideas and encourage collaborative learning Activities such as brainstorming, group discussions, and peer exchange of texts help students develop their thoughts, improve their writing, and better connect with their audience This collaborative and idea-focused method leads to more successful, engaging, and reader-oriented texts.
Integrating process writing, including re-drafting and collaboration, with the study of written models in the classroom enhances student learning These two approaches are not mutually exclusive and can be effectively combined to improve writing skills Combining these methods encourages active engagement, critical thinking, and continuous improvement in students' writing abilities This holistic approach aligns with best practices in education, promoting both the development of technical skills and collaborative learning.
Pre-writing
Pre-writing is the first stage of the writing process, typically followed by drafting, revision, editing and publishing
Prewriting can consist of a combination of outlining, diagramming, storyboarding, clustering (for a technique similar to clustering, see mindmapping)
Prewriting is the essential first stage of the writing process, where you discover and explore initial ideas about a topic It helps you get your thoughts on paper and brainstorm concepts that can be developed into your final piece Common prewriting techniques include freewriting, brainstorming, clustering, tagmemics, and journalistic methods Familiarizing yourself with these techniques allows you to identify the most effective approach for your writing style and project Incorporating different prewriting strategies can enhance your idea development and improve the overall organization of your content.
2.2.1 The importance of pre-writing
Prewriting is a crucial step in creating successful written work, with techniques such as outlining, clustering, free writing, listing, and diagrams helping to organize ideas effectively Many college students overlook the importance of dedicating sufficient time to prewriting, which often leads to lower grades and disappointment Whether due to laziness or a lack of knowledge about prewriting methods, students must understand that proper preparation is essential for producing high-quality essays This article emphasizes the significance of essay prewriting and how it can positively impact academic success.
Prewriting is essential for students to develop coherent and well-structured essays, as it encourages thoughtful planning and organization By investing time in the prewriting stage, students can better articulate their ideas and ensure smooth thought flow throughout their essays This process helps them determine the main points and allocate the appropriate number of sentences for each paragraph, enhancing paragraph development Overall, prewriting improves thought fluency and leads to more comprehensive, high-quality essays that meet academic expectations.
Many students struggle to start their essays and develop a clear thesis statement Engaging in prewriting exercises can effectively help students brainstorm and craft strong introductions and thesis statements The thesis statement is one of the most crucial components of an essay, as it clearly outlines the main argument and guides the reader through the content Taking time to thoughtfully develop the thesis is essential for writing a focused and cohesive essay Prewriting activities provide college students with the opportunity to refine their thesis and ensure their essays are well-structured and impactful.
Pre-writing is a crucial step in organizing your essay, allowing students to structure their paragraphs effectively It provides an opportunity to decide how to arrange ideas and determine the most logical order for their content Fully organized essays are highly valued by college professors, and prewriting helps students identify what belongs in each paragraph, ensuring clear and coherent writing.
Many college students experience writer’s block, but engaging in pre-writing can effectively overcome this challenge by enabling thoughts to flow freely Pre-writing helps students manage their ideas more efficiently, often reducing struggles with completing essays Therefore, it is essential for students to incorporate pre-writing into their writing process and to identify the most suitable pre-writing techniques for their individual needs.
Prewriting helps students prevent grammatical and mechanical errors, leading to cleaner, more polished final drafts By planning their essays in advance, students can focus on maintaining organization and staying on topic, rather than being overwhelmed by raw ideas Prewriting provides a clear outline of what to write, allowing students to concentrate on proper grammar and mechanics to produce high-quality essays.
When assigned a new writing task, students often feel overwhelmed and uncertain about how to start To succeed, it's important to choose a clear topic—either one provided by your professor or your own idea—and then develop a focused thesis Beginning with an outline can help organize your thoughts, making the process less stressful Effective introductions should hook the reader and clearly state your main point, setting the tone for a well-structured paper Planning ahead ensures a coherent flow and helps you confidently tackle the assignment from the starting point.
Start by taking a deep breath and relaxing, because you can do this! Maintaining a positive attitude is essential, and implementing effective organization strategies can make the process easier These techniques are versatile and useful for both research papers and regular essays, helping you stay focused and productive throughout your writing journey.
Unlocking your memory and connecting ideas with past experiences is essential for developing a compelling paper topic Effective techniques include directed questioning, freewriting, and brainstorming, which help stimulate creativity and generate ideas While you may not need to use all three methods, familiarizing yourself with each can help you identify the most productive approach for your writing process These activities enhance idea association, making it easier to develop interesting and well-supported topics for your papers.
If you have a topic that interests you but are unsure how to approach it, using directed questioning can be highly effective Instead of broadening your ideas, this method helps you narrow down your focus to specific aspects of your topic Asking targeted questions allows you to define clear objectives and develop a more structured content strategy, making your research and writing process more efficient Incorporate these helpful questions to refine your ideas and create compelling, SEO-friendly content.
How can I describe the topic?
How can I define the topic?
How does the topic resemble or differ from other topics?
How does the topic work?
How does the topic affect other things?
Can I argue for or against the topic?
Why does this topic interest me?
What ideas are generally associated with the topic?
Brainstorming, also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned
Start by listing all relevant terms related to your main topic, especially when working collaboratively Encourage team members to brainstorm and contribute ideas freely, with one person designated to record all suggestions Focus on generating a comprehensive list without immediately judging or editing ideas, allowing for a diverse range of possibilities that can be refined later.
Group the items that you have listed according to arrangements that make sense to you
Give each group a label Now you have a topic with possible points of development
Write a sentence about the label you have given the group of ideas Now you have a topic sentence or possibly a thesis statement
Clustering is also called mind mapping or idea mapping It is a strategy that allows you to explore the relationships between ideas
Put the subject in the center of a page Circle or underline it
As you think of other ideas, link the new ideas to the central circle with lines
As you think of ideas that relate to the new ideas, add to those in the same way
Create a web-like structure on your webpage by visually connecting related content clusters Identify key areas of interest and use relevant keywords associated with these ideas as starting points for your writing This approach improves SEO by highlighting important topics and their relationships, making your content more discoverable and engaging for readers.
Clustering is a valuable technique for understanding the relationships between ideas, especially when managing numerous concepts It helps visualize how ideas interact and fit together, making it easier to identify logical connections By clustering ideas, you can see your content from a new perspective, which aids in developing a clear direction for your paper This method enhances your ability to organize ideas effectively, leading to more coherent and focused writing.
Looping is a free-writing technique that helps you narrow down and clarify your ideas to discover a specific writing topic By conducting multiple 5-10 minute free-writes consecutively, you create a sequence of focused writings that progressively become more specific This method involves writing rapidly without editing or stopping, allowing your thoughts to unfold naturally and uncover deeper insights Applying the same rules as traditional free-writing—writing quickly, without editing, and maintaining continuous flow—makes looping an effective tool for refining your ideas and generating compelling content.
Free writing
There are many definitions of free writing
Free writing is a prewriting technique where writers compose continuously for a set period without worrying about spelling, grammar, or topic, generating raw material that helps overcome writer’s block and self-criticism Primarily used by prose writers and writing teachers, it serves to gather initial thoughts and ideas before formal writing Unlike automatic writing or brainstorming, free writing involves composing sentences to form a paragraph about whatever comes to mind, encouraging free expression and spontaneous idea development.
Freewriting, as defined by Elbow and Belanoff (2000), involves writing down any ideas or thoughts that come to mind within a set time frame without interruption This method gained popularity in L1 language learning during the late 1960s and early 1970s as an innovative approach to English instruction It was part of the neoprogressive movement that challenged traditional, teacher-centered methods, emphasizing the importance of creativity in language education (Fox & Suhor, 1986).
According to Fox and Suhor (1986), the popularity of certain English instructional methods declined in the mid-1970s with the rise of the back-to-basics movement Advocates of this movement viewed the neoprogressive approach, including freewriting, as shallow and permissive, emphasizing the need for more disciplined teaching methods.
Discussion on freewriting in other studies (Rodrigue, 1985; see also Piltch,
Despite early criticisms of freewriting by scholars such as Shelis (1975) and others (Fox & Suhor, 1986), numerous studies have demonstrated its significance in enhancing writing skills, particularly within the L1 context since the neoprogressive movement Researchers like Adams (1971), Alloway et al (1979), and Elbow (1989) have contributed to this body of work, highlighting freewriting's effectiveness in improving fluency and creativity The extensive body of research from the 1970s and 1980s, including works by Davis (1979), Fontaine (1991), and Witte & Faigley (1981), underscores its ongoing relevance in writing pedagogy Overall, despite initial skepticism, freewriting remains a valuable technique supported by decades of scholarly investigation.
Reynold (1984) noted that freewriting "survived both its own period and the subsequent back-to-the-basics backlash of the 1970s" (p 81), highlighting its enduring relevance in language learning This resilience explains the continued interest among researchers in incorporating freewriting into L1 writing instruction, emphasizing its value for enhancing writing skills and creative expression.
Freewriting's characteristics can vary based on context, such as time limits or specific topics (Fontaine, 1991) Unguided freewriting occurs without a predetermined topic, allowing for self-sponsored exploration, while guided freewriting involves a specific prompt provided by an instructor (Elbow, 1998b; Elbow & Belanoff, 2000; Fontaine, 1991; Lannin, 2007) According to Elbow (1998b), the key to effective freewriting is to avoid stopping or editing, emphasizing that freewriting is fundamentally about continuous, unfiltered self-expression ("the main thing about freewriting is that it is nonediting").
Implementing rules that emphasize continuous writing without editing helps students enhance their writing fluency by enabling them to produce text from their stream of consciousness without distraction (Elbow, 1998a) Although some researchers, like Polio (2001), express concern that prioritizing fluency may negatively affect writing quality, freewriting typically does not focus on quality, allowing students to develop their ideas freely According to Elbow (1998b), freewriting helps to distinguish the production process from the revising process, fostering greater confidence and flow in student writing.
Research indicates that both unguided and guided freewriting offer benefits beyond enhancing writing fluency and fostering nonediting habits Hilgers (1980) found that over two years of analyzing unguided freewriting samples, students experienced a bottom-up process that helped them shift from personal experiences to more abstract, general ideas essential in academic writing Additionally, Fontaine (1991) highlighted that unguided freewriting allows students to “make meaning with language” by exploring topics of interest, which aids in organizing observations and developing a concrete self-concept—defined as an understanding of who they are, what they value, and the basis for these values These findings emphasize the role of freewriting in developing critical thinking, self-awareness, and academic skills.
Guided freewriting is particularly effective for overcoming the initial challenges of starting the writing process, making it a valuable tool in writing development (Elbow & Belanoff, 2000) According to Hammond (1991), using guided freewriting to promote critical thinking allows students to gain deeper insights by encouraging inductive reasoning rather than hasty conclusions He found that guided freewriting enables students to explore all perspectives and arguments, leading to more nuanced conclusions and new insights Furthermore, Hammond emphasized that nonjudgmental feedback, such as sharing writings and engaging in discussions, helps students refine their ideas and fosters further understanding.
Freewriting is an effective technique to help students overcome writer's block by focusing on content without worrying about form or structure (Jacobs, 1986) This student-centered practice encourages continuous writing without stopping, making it easier for students to express their ideas freely Implementing freewriting in the classroom can significantly improve students' confidence and motivation to write in English, while reducing self-imposed pressure and enhancing their overall writing skills.
Freewriting is a valuable activity that allows students to write freely for about 10 minutes each class, fostering a rewarding writing experience It helps students overcome inhibitions related to clarity, correctness, and neatness that often develop since elementary school ESL students particularly benefit from freewriting as their language skills develop, providing a supportive environment for growth To ensure successful freewriting sessions, teachers must be organized, disciplined, and methodical, guiding students effectively while maintaining the freedom of the activity Incorporating freewriting into the classroom promotes confidence, fluency, and improved writing skills across all student levels.
Free writing is a powerful technique that enhances idea generation across various writing disciplines, including blogging, fiction, legal documents, and brainstorming for new opportunities By encouraging spontaneous expression, free writing helps writers unlock creativity and develop innovative concepts quickly Implementing free writing as part of your writing process can lead to more productive sessions and outstanding content, making it an essential tool for effective content creation and idea development.
Free writing is a technique that involves writing quickly and continuously without worrying about punctuation, spelling, structure, or form This method encourages jotting down all ideas as they come, helping to generate content rapidly and overcome overthinking By allowing thoughts to flow freely, free writing unlocks deeper levels of creativity and insight beyond daily usual thinking patterns It is an effective exercise for capturing raw ideas and boosting spontaneous creativity in writing.
Here are six ways that the free writing technique will improve your writing:
Continuous non-stop writing stimulates your mind to generate new ideas, unlocking creativity and enhancing productivity By putting these ideas on paper, you activate your creative juices, allowing them to flow freely Free writing encourages a spontaneous stream of thoughts, helping you explore diverse topics effortlessly This process engages the right brain, which works to uncover new areas for exploration and innovation.
Unlock hidden potential in your brain by trying free writing, a powerful technique that bypasses your usual thought patterns This method enables you to generate innovative ideas you may not have believed possible, as the rapid pace prevents overthinking Free writing helps surface subconscious thoughts and ideas that have been buried deep, fostering creativity and inspiring fresh perspectives Incorporating free writing into your routine can dramatically enhance your creativity and lead to novel insights.
Free writing allows you to work through your own issues – without resorting to negativity or complaining
Assessing writing ability
The increasing complexity of assessing non-native English speakers (NNES) arises from the intricacies of their language development, which interacts with other language skills While individual chapters in this volume focus on the assessment of each of the four language skills separately, evaluating overall language proficiency remains crucial, especially in academic settings with NNES students Understanding how writing abilities evolve alongside other language skills is essential for accurate assessment and support.
2.4.1 Principles for assessing writing ability
Writing assessments serve numerous important purposes, including helping students, assigning grades, determining appropriate course placements, certifying proficiency, and evaluating programs Due to the high-stakes nature of many assessment purposes, it is essential that assessment practices adhere to sound principles to ensure they are valid, fair, and contextually appropriate This position statement offers guidance to uphold the integrity and effectiveness of writing assessments across various educational settings.
In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar:
Effective written literacy assessments should be developed and evaluated by knowledgeable current or future teachers who understand clear assessment objectives These assessments must gather diverse student writing samples over an extended period to accurately measure progress They should promote and support best teaching practices while aligning with the latest research on language learning and proven assessment methodologies.
1 Writing assessment is useful primarily as a means of improving teaching and learning The primary purpose of any assessment should govern its design, its implementation, and the generation and dissemination of its results
A Best assessment practice is informed by pedagogical and curricular goals, which are in turn formatively affected by the assessment Teachers or administrators designing assessments should ground the assessment in the classroom, program or departmental context The goals or outcomes assessed should lead to assessment data which is fed back to those involved with the regular activities assessed so that assessment results may be used to make changes in practice
B Best assessment practice is undertaken in response to local goals, not external pressures Even when external forces require assessment, the local community must assert control of the assessment process, including selection of the assessment instrument and criteria
C Best assessment practice provides regular professional development opportunities
Colleges, universities, and secondary schools should make use of assessments as opportunities for professional development and for the exchange of information about student abilities and institutional expectations
2 Writing is by definition social Learning to write entails learning to accomplish a range of purposes for a range of audiences in a range of settings
A Best assessment practice engages students in contextualized, meaningful writing
Effective writing assessments should be designed with tasks and situations that align with students' interests and specific purposes, making the assessment relevant and engaging It is essential to contextualize the assessment by clearly communicating the why, where, and the intended purpose of the task to both students and stakeholders This approach ensures that the evaluation is meaningful, transparent, and tailored to support students' writing development effectively.
B Best assessment practice supports and harmonizes with what practice and research have demonstrated to be effective ways of teaching writing
Multiple choice tests are often the easiest to administer and score, but they do not accurately measure good writing skills Simply asking students to write does not guarantee an effective assessment; high-quality evaluations should involve opportunities for reflection, revision, and engagement with a human audience Relying solely on these traditional assessments can distort the true nature of writing, foster poor teaching practices, and hinder meaningful learning Even skilled teachers who incorporate real writing processes find their efforts undermined by such limited assessment methods, which fail to capture authentic writing ability.
C Best assessment practice is direct assessment by human readers
Isolating students through assessments that prohibit discussion and feedback contradicts established understanding of language development and the advantages of social interaction in the writing process Effective classroom assessment should focus on formative responses that support students in developing ideas, organizing their thoughts, crafting sentences, and refining their work Incorporating collaborative and interactive assessment methods aligns with best educational practices and enhances student growth in writing skills.
According to the CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments, "we oppose the use of machine-scored writing in the assessment of writing" because automated programs lack the ability to respond like human readers While these tools may offer consistency, they tend to distort the complex, context-rich nature of writing by oversimplifying it This focus on mechanical correctness can mislead writers to prioritize structure and grammar over the depth of their ideas, undermining authentic writing development.
3 Any individual's writing ability is a sum of a variety of skills employed in a diversity of contexts, and individual ability fluctuates unevenly among these varieties
A Best assessment practice uses multiple measures
A single writing sample cannot accurately reflect an individual's overall writing ability, especially in high-stakes situations Effective assessment requires multiple pieces of writing across various genres, written at different times, for diverse audiences Additionally, evaluation should involve multiple readers and consider a comprehensive, ongoing writing process to ensure a fair and accurate measure of writing skills.
B Best assessment practice respects language variety and diversity and assesses writing on the basis of effectiveness for readers, acknowledging that as purposes vary, criteria will as well
Standardized tests that focus primarily on identifying grammatical and stylistic errors often disadvantage students whose home dialect differs from the dominant dialect, undermining authentic rhetorical skills Incorporating assessments of genuine acts of writing elevates performance standards while offering multiple pathways to success, ensuring students are not unfairly penalized for linguistic differences that may enhance their effectiveness as communicators Additionally, assessments closely aligned with American cultural contexts can pose challenges for second-language writers, emphasizing the need for practices that recognize and accommodate linguistic and cultural diversity The CCCC Statement on Second Language Writing and Writers advocates for recognizing the presence of second-language writers, understanding their unique characteristics, and developing instructional and assessment practices that are sensitive to their linguistic and cultural backgrounds Effective assessment strategies should reflect local language varieties and context-specific outcomes to promote equitable evaluation for all students.
C Best assessment practice includes assessment by peers, instructors, and the student writer himself or herself
Effective assessment involves integrating multiple perspectives to form a comprehensive evaluation of performance, emphasizing the importance of combining both formative and summative assessments from diverse reviewers Incorporating reflection by the writer on their own writing process enhances understanding and improves future writing skills This holistic approach to assessment promotes deeper insights into writing performance, supporting continuous improvement and academic success.
4 Perceptions of writing are shaped by the methods and criteria used to assess writing
A The methods and criteria that readers use to assess writing should be locally developed, deriving from the particular context and purposes for the writing being assessed
Effective interpreter assessment requires recognizing the writing program, institution, or consortium as a community of interpreters whose understanding of context and purpose is essential Since no single test can suit all environments and objectives, the most suitable evaluation must be locally tailored and potentially custom-designed to meet specific student needs.
B Best assessment practice clearly communicates what is valued and expected, and does not distort the nature of writing or writing practices
Effective assessment of writing skills should align with the specific values and purposes of the task, such as tailoring content for different audiences or developing a position through multiple sources The ability to create multi-media compositions using text and images may also be highly valued depending on the context It is essential that assessment practices and criteria evolve alongside changing perceptions of what constitutes effective texts and relevant writing skills Ultimately, the purpose of assessment is to measure relevant abilities based on the goals of the task, ensuring that evaluation criteria remain adaptable and purpose-driven.
C Best assessment practice enables students to demonstrate what they do well in writing
RESEARCH METHODOLOGY
This chapter details the participants, materials, and procedures used in the study, building on the necessary theoretical background provided earlier Numerous quantitative studies have explored students' writing fluency and freewriting practices, including works by Adams (1971), Alloway et al (1979), Briere (1966), Casanave (1994), Cheshier (1982), Davis (1979), Ganong (1975), Gauntlett (1978), Homburg (1984), Ishikawa (1995), and Larsen-Freeman (1978, 1983) These prior studies inform the current research approach, emphasizing the significance of quantitative analysis in understanding writing development.
This study utilized a case study approach, which was appropriate given the small sample size that limited the potential for generalization but allowed for in-depth observation of each student's individual development While students participated in other intensive English classes such as oral fluency and reading, making it difficult to attribute improvements solely to freewriting, the research focuses on exploring how freewriting may have positively influenced students’ English writing fluency and confidence The study draws on various research methodologies, including qualitative, quantitative, and mixed methods approaches, to provide a comprehensive understanding of the impact of freewriting on English language learning.
The study was conducted at Nghe An Trading and Tourism Vocational College, a leading institution specializing in training professionals such as accountants, head chefs, cooks, tour guides, hotel managers, receptionists, waitstaff, bartenders, and business managers Located in Nghe An, the college serves the North Central and Central regions of Vietnam, providing vocational education to meet regional industry needs The college comprises six departments, including Food Processing, Economics and Business, Tourism, Basic Education, Foreign Languages, and more, to equip students with comprehensive skills for the hospitality and tourism sectors.
Informatics It was staffed by 170 teachers and officers and trained 2,180 students in both in –service and regular modes at the time of data collection
The participants chosen for the study were 40 food processing first year students in Nghe An Tourism-Trading Vocatonal College There were 17 females, and
A total of 23 male students participated in the study, divided into a treatment group and a control group All participants shared common characteristics, including at least seven years of English language learning and approximately four hours of English study per week during secondary and high school Additionally, none of the students were majoring in English, ensuring a consistent baseline for evaluating the intervention's effectiveness.
In the first semester of their first year, students began learning basic English using the course book "English for the Global Workplace," focusing on beginner to elementary levels.
Participants were selected based on their scores on a general English test, with no statistically significant differences observed between the two groups, as detailed in the results section Specific information about the characteristics of each group is provided in subsections 3.1 and 3.2 below, ensuring clear comparison and understanding of their baseline scores for the experiment.
The Control Group was described in terms of gender, age and English-learning experience and summarized in the table below:
Table 3.1: The Control Group’s background information
Likewise, the Experimental Group was described in terms of gender, age and English – learning experience and recapped in the table below:
Table 3.2: The Experimental Group’s background information
The two groups exhibit a strong resemblance across four key variables: student numbers, gender distribution, age range, and English-learning experience Both groups have approximately the same number of students, with females outnumbering males four to one Additionally, most students in both groups are relatively young, highlighting similarities in demographic profiles.
The materials used in the research were eight lesson from the syllabus “ English for the global workplace“( Beginning to Elementary ) and general English test
The primary material used in this experiment was sourced from “English for the Global Workplace (Beginning to Elementary),” a curriculum developed by the General Department of Vocational Training (GDVT) in collaboration with IIG Vietnam, the official representative of Educational Testing Service (ETS) This textbook is designed to prepare vocational students for the TOEIC exam, aligning with Circular No.30/2009/TT-BLĐTBXH, issued on September 9, 2009, and officially endorsed by the Minister of the Ministry of Labor-Invalids and Social Affairs.
?(MOLISA) This syllabus includes 10 units Eight texts were selected for experiment The topics included introduction, shopping, jobs, health, sport, housing and accommodation, hotel and restaurant, computer
Before analyzing the outcomes of the eight writing lessons, the comparability of students in both the experimental and control groups was confirmed through an analysis of their scores on the general English test, ensuring a fair comparison The raw data for both groups are presented in the following table, providing clear insight into their initial language proficiency levels.
Table 3.1 The experimental and control group’s Score in general English test
The pre-test consisted of two parts: Task 1 required participants to create complete sentences using suggested phrases at the beginning of each sentence, worth 10 marks, while Task 2 involved introducing themselves in detail, which accounted for 40 marks, and was to be completed within 45 minutes The first part focused on assessing sentence formation skills, with the task specifically asking examinees to utilize provided phrases accurately to demonstrate their language proficiency This structured assessment aimed to evaluate participants’ ability to construct coherent sentences, while the second part aimed to gauge their self-presentation and communication skills Overall, the study sought to answer key questions regarding participants’ language capabilities and their ability to effectively introduce themselves under timed conditions.
- How does free-writing affect EFL learners’writing accuracy ?
In the part 2 with its requirement is: introduce about your family (40 marks), the study aimed to seek the answer for the following question:
- How does free-writing affect EFL learners’ writing accuracy and fluency ?
This test followed the same format as the pre-test and it has 2 parts :
Task 1: Using the suggested phrase given at the beginning of the sentence (10marks)
Task 2: Introduce about your family (40 marks )
To ensure objectivity and minimize potential bias, a colleague from the Foreign Department was tasked with overseeing and scoring the tests for both groups The test results were then reviewed and returned to the researcher for analysis.
The study aimed to seek the answer for the following question: what are the key factors influencing the effectiveness of online learning? According to Part 1, the research focused on identifying the primary elements that impact students' engagement and success in digital education The findings highlight the importance of interactive content, reliable technology, and student motivation in enhancing learning outcomes Additionally, the study emphasizes the role of instructor support and accessible resources in fostering a productive virtual learning environment These insights provide a comprehensive understanding of the critical components necessary for optimizing online education.
- How does free-writing affect EFL learners’ writing accuracy?
In the part 2 with its requirement is : introduce yourself and your family (40 marks), the study aimed to seek the answer for the following question:
- How does free-writing affect EFL learners’ writing accuracy and fluency ?
Eighty first-year students in the Food Processing program at Nghe An Vocational Trading and Tourism College, specifically from class K20 D6 and D7, participated in a general English test Each student completed 20 questions within 20 minutes, under the supervision of the researcher who ensured they were unaware of the test's purpose After the testing session, the tests were collected, scored, and their results were analyzed Based on the scores, 40 students were selected to join the treatment phase, forming two groups: an experimental group and a control group, each consisting of 20 students, for further study.
The researcher selected eight lessons from the "English for the Global Workplace" syllabus (Beginning to Elementary) to implement in the experimental teaching process Eight lesson plans were designed for the experimental group, which utilized the free writing strategy, while eight plans were prepared for the control group without any treatment During the experiment, the experimental group received instruction with the free writing strategy integrated into their lessons, whereas the control group followed traditional teaching methods The writing session activities and time division within the sessions were carefully structured to facilitate the effective application of the treatment.
Table 3.1 The lesson plan’s time division
The reading session activities Division of the session time
Consolidation and home work 5 minutes
Thirdly, the researcher carried out teaching based on these teaching lesson plans This work extended approximately 8 weeks from March , 10 th , 2016 to May
On October 10th, 2016, during the teaching process, the experimental group engaged in free-writing during the pre-writing stage to enhance their language skills The instructor introduced new vocabulary and structures relevant to the lesson topic to support students' writing development Afterward, students were prompted to write on the assigned topic, which the researcher reviewed and corrected to improve their proficiency This approach aimed to foster better writing skills through integrated vocabulary instruction and active practice.
DATA ANALYSIS AND DISCUSSION
This chapter analyzes and interprets the collected data, focusing on the comparison of pre-test and post-test results from both groups The discussion emphasizes how these findings relate to the study's objectives, providing insights into the effectiveness of the methodology.
Table 4.1 presents the scores from the general English test for both the experimental and control groups The scores were used to select participants for the experiment, with students divided into two groups The control group had a highest score of 19 and a lowest of 15, while the experimental group also scored between 15 and 19 Notably, the control group’s highest scores were slightly higher than those of the experimental group, indicating a comparable yet slightly higher performance in the control group.
In addition, the table 4.1 presents mean scores on general English test for the experimental group and the control group:
Table 4.1 The average total scores and standard deviations of general English test in the experimental group and the control group
The results indicate that the control group had a slightly higher mean total score of 17.10 (SD=1.13) compared to the experimental group's mean score of 16.60 (SD=1.35) The average score difference between the two groups was 0.50, suggesting minimal variation in overall performance These findings highlight the importance of further analysis to determine the significance of the score difference and its implications for the study's objectives.
A one-way ANOVA test was conducted to compare the differences in total entrance exam scores among participants in each group As shown in Table 4, there were no statistically significant differences between the groups (F=1.613, P=2.12), indicating that all participants had similar entrance levels across both groups.
Table 4.2 ANOVA result of general English test for both group
This section analyzes the pre-test scores of both groups by calculating the mean, standard deviation, range, and score frequency to assess their initial writing abilities By comparing these statistical measures, the study identifies differences in students' accuracy and fluency in writing skills The subsequent subsections provide a detailed comparison of these results, highlighting key observations and insights.
Table 4.3: Pre-test score analysis for Control Group
Likewise, the scores from the pre-tests of the Experimental Group were put under the calculation of similar values and put in Table 4.2 below:
Table 4.4: Pre-test score analysis for Experimental Group
The statistical analysis reveals that the values in Table 4.3 closely align with those in Table 4.4, indicating a high level of consistency between the two datasets The means of both groups are notably similar, suggesting no significant difference in their average capacities Additionally, the nearly identical standard deviation values further confirm that both groups exhibit comparable variability Overall, these findings imply that both groups have a similar, relatively low level of capacity, highlighting the uniformity across the samples.
The similarity in writing abilities and key social variables between the two groups indicates their compatibility, making it appropriate to conduct an experiment The study aimed to determine whether implementing semantic mapping as a teaching methodology could produce statistically significant improvements in writing accuracy and fluency.
4.1.3 Fluency Changes between the last session and in the first session in freewriting
To measure the difference between the last session and in the first session in Freewriting the researcher based on WPM after analyzing each student‟s WPM (see
Table 4.5 for each student’s writing fluency development illustrated in bar graphs)
When students miss a class, the WPM (Words Per Minute) for that session was not recorded as zero; instead, it was left uncounted, acknowledging that their writing fluency would unlikely drop completely to zero This approach ensures accurate assessment of students' writing progress and prevents skewing the overall results due to absent sessions Avoiding the addition of zero scores for missed classes helps maintain a fair and realistic measure of students' writing development.
The descriptive statistics presented in Table 4.5 demonstrate a steady improvement in students' overall English writing fluency from session 1 to session 8 Specifically, the mean words per minute (WPM) increased as students engaged in guided freewriting practice, indicating progressive development in their writing speed and skills over time.
Thus, answer to the first research question is positive: practicing guided freewriting helps EFL college-level students increase their writing fluency
Table 4.5.The increase of the students‟ writing fluency during the eight-week practice
After administering two different treatments to the groups, the researcher conducted a post-test at the end of the teaching program to evaluate their progress The post-test results were analyzed using mean, standard deviation, range, and score frequency, similar to the pre-test analysis These results were then compared to determine if there was a statistically significant difference between the groups' performances, providing insights into the effectiveness of each treatment.
A summary of the values mentioned in the previous paragraph can be seen in Table 4.3 right afterwards:
Table 4.6: Post-test score analysis for Control Group
The statistical data from Table 4.6 reveal minimal change in this group's performance, with the mean score remaining low at 34.8 The score distribution is quite broad, ranging from a low of 30 to a high of 42, indicating variability in student results.
In relation to the frequency of each score type, 42 was obtained by 1 student, 38 was by 9,34 was by 3, 30 was also by 7
Similarly, the post-test scores of this group were calculated in terms of those measures found in its counterpart Table 4.7 presents them in a nutshell:
Table 4.7: Post-test score analysis for Experimental Group
According to Table 4.7, students in this group achieved notably good scores on the post-test, with an average (mean) score of 45 The score distribution was narrow, ranging from 42 to 46, indicating consistent performance across students Specifically, the lowest score was 42, and the highest was 46, reflecting a relatively tight grouping of results.
Analysis of the statistical data reveals a significant performance difference between the control and experimental groups following the teaching program The experimental group demonstrated notably higher mean scores compared to the control group, indicating greater learning achievement Additionally, the higher standard deviation in the control group suggests its students' scores were more widely dispersed around the mean, reflecting less consistent improvement Overall, the results indicate that the experimental group's language accuracy and fluency improved more substantially than those of the control group, highlighting the effectiveness of the teaching method used.
There was a relatively big disparity of 10.2 between the two means – 34.8 subtracted from 45
The study showed that the Experimental Group outperformed the Control Group on post-tests, demonstrating progressive improvement due to the use of semantic mapping The results were statistically significant, indicating that the observed differences were unlikely due to chance These findings empirically support the effectiveness of incorporating semantic mapping into teaching strategies to enhance lexical knowledge.
4.1.6 A comparison of pre- and post-test results for each group
This section analyzes the detailed changes in test results within each group following the implementation of the strategy By examining the means and score distributions for both tests, it provides a clearer understanding of how the results have evolved This comprehensive comparison highlights the impact of the strategy on individual group performance, offering valuable insights into its effectiveness.
The change in the means of the pre- and post tests for each group is shown in Chart 4.1 below:
Chart 4.1: The change in pre- and post-test means for each group
CONCLUSION
When I heard about freewriting and writing fluency for the first time, these were two unfamiliar terms to me However, the experience of letting students practice freewriting in my writing class opened new ways of looking at teaching English writing in the EFL context Until then, I had always focused mainly on the quality of the writing, especially grammatical accuracy
The study demonstrates that a brief period of guided freewriting significantly enhances EFL college students' writing fluency and confidence Observing students’ improved fluency, their positive reactions to their progress, and their increased self-assurance suggest that writing fluency is more than just a byproduct of continual practice; it plays a vital role in language development These findings emphasize the importance of prioritizing English writing fluency in EFL classes rather than focusing solely on grammatical accuracy However, due to identified limitations, caution is needed in generalizing these results Further research is essential to confirm these findings and to explore the value of freewriting as an effective method for improving writing fluency in ESL and EFL contexts.
This study aims to investigate the current status of English teaching and learning at Nghe An Trading and Tourism Vocational College It emphasizes the importance of implementing diverse and effective techniques to engage primary students and enhance their writing skills The research identifies that students face difficulties in developing their writing abilities, highlighting the need for suitable instructional methods Teachers play a crucial role in guiding students to discover efficient strategies for improving their English writing skills, ultimately increasing the overall effectiveness of teaching and learning.
The study involving 40 freshmen in Food Processing at Nghe An Trading and Tourism Vocational College revealed a statistically significant improvement in writing skills among students who used free writing as a pre-writing technique Results showed notable differences in mean scores and standard deviations across eight assessments between the control and experimental groups, both starting at similar baseline levels The findings indicate that incorporating free writing in pre-writing strategies can significantly enhance students' writing proficiency compared to traditional methods This research underscores the effectiveness of free writing as a valuable tool for improving freshmen's writing skills in vocational education.
This work of research may pave the way for further future predictions
Effective teaching requires selecting appropriate methods tailored to diverse student personalities and learning styles Freewriting is a powerful tool that encourages frequent writing both inside and outside the classroom, helping students explore their ideas and identify knowledge gaps Incorporating freewriting can make academic writing less stressful, more enjoyable, and foster a relaxed learning environment, ultimately reducing anxiety around high-stakes assignments.
Freewriting is a versatile tool that can enhance revision, improve lecture recall, and stimulate critical thinking and questioning It effectively supports essay and assignment writing tasks across various settings, from large lecture halls to tutorials To maximize its benefits, freewriting exercises should be timed, focused, and encourage students to utilize the entire allotted period freely Importantly, these activities should be low-stakes, emphasizing learning, thinking, and personal development rather than assessment.
Although the study demonstrates significant findings regarding the use of free writing as a pre-writing technique for EFL adult learners, it is important to acknowledge its limitations.
The first limitation is the size of the experiment, the study involves two groups of 40 participants Therefore, only 20 participants received the experimental treatment
We could not make sure whether or not the similar effect can happen to a bigger size of students
The study's second limitation is the limited number of tests, with only 8 conducted for each group during the experimental process This restricts the ability to determine whether similar effects would be observed in experiments involving more than 8 tests Future research with a greater number of tests is necessary to verify the consistency and reliability of these findings across larger sample sizes.
The findings and limitations of the study indicate some suggestions for further research.The first suggestion is to replicate this study with a bigger size
The second, we should replicate the study with using more than 8 tests to increase the reliability in the treatment process
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APPENDIX A GERERAL ENGLISH TEST (90 mims) Part 1:
Which notice (A-H) says this? Click on the notice to select it ( 2 points)
Part 2: Read the sentences about cleaning the house Choose the best word for each space.(6 points)
1 Martina decided to her house a spring clean
2 First Martina _ all her clothes away in the cupboard
3 She _ all her old toys and games to a second hand shop
4 She tidied _ her books and papers
5 She some fresh flowers on the shelf
6 She put new on the bed
Part 3: Read the article about two sisters Are the sentences ‘Right’ or ‘Wrong’? If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’.( 5 points )
Tamara, born in Mexico and raised in Manhattan, USA, always believed her life was ordinary until she started university at age twenty in Long Island One day, while walking home from class, she was unexpectedly greeted with a familiar smile and called "Hello Adriana," revealing that she might have a twin sister she never knew about This strange encounter sparked questions about her true identity and family history, transforming her ordinary university experience into a mysterious journey of self-discovery.
This happened to Tamara again and again People Tamara didn’t know kept calling her Adriana It was very strange One day, when a woman called her Adriana, Tamara asked
“Why do you keep calling me Adriana?”