THE CONTEXT OF TEACHING AND LEARNING GRAMMAR IN WRITING
Context of the study
Vietnam, traditionally an agricultural nation, has experienced nearly three decades of economic growth since the implementation of the "open-door" reform policy launched at the 6th National Congress of the Communist Party in December 1986 This policy has facilitated Vietnam's integration into the global economy, emphasizing the importance of international skills, particularly foreign language proficiency, for young people As a result, the importance of English rapidly increased, and by the late 1980s, it had become Vietnam’s primary foreign language, reflecting its significance in the country's development and international engagement. -Boost your article’s SEO impact with AI-powered, concise rewriting tailored to Vietnam’s English language growth—[Learn more](https://pollinations.ai/redirect/2699274)
English has played a dominant role in Vietnam over the past decade, primarily due to its status as an obligatory subject for students Learning English not only enables students to access professional materials and academic resources but also opens doors to global success in an increasingly interconnected world (Huynh, 2006, p 1) While students’ motivations to learn English vary, they generally pursue it for academic purposes, such as exams, as well as for social advantages like securing better jobs and effective communication in English.
In today's globalized world, individuals must continuously improve their skills to keep pace with the rapid changes of the era Learning a foreign language, especially English—the world’s most popular language—is increasingly essential Over the past decade, the demand for English language education has surged, leading to a rise in the number of foreign language centers across major cities This growing trend highlights the importance of English proficiency for global communication and career opportunities.
The recent boom in English learning has not yet fully met the actual demand A key reason is the shortcomings in teaching and learning practices, which remain predominantly grammar-focused Consequently, essential language skills such as pronunciation, speaking, and writing are often neglected, limiting overall language proficiency To address this gap, a more balanced approach that emphasizes communicative skills alongside grammar is essential for effective English learning.
Grammar is a fundamental rule that language users must follow to communicate effectively, making it an essential component of the four language skills In language learning environments, such as foreign language centers, schools, and universities, both teachers and students often focus heavily on grammar, especially at the sentence level, including sentence patterns and verb conjugations This teaching approach typically emphasizes lengthy grammar lessons and exhaustive practice exercises aimed at passing exams, which can make English learning feel burdensome and less engaging Consequently, students often retain minimal English knowledge after exams, highlighting the need for more communicative and practical language instruction to promote lasting language proficiency.
In writing courses, students often experience a disconnect between the curriculum's emphasis on communication and their actual approach to writing Writing is fundamentally a form of social communication that enables individuals to understand both the world around them and themselves According to Lindemann (1995), writing serves as a vital tool for self-reflection and societal interaction, highlighting its importance beyond mere academic exercises in fostering effective communication skills.
Many teachers focus on teaching grammar at the sentence level, neglecting suprasentential grammar that forms the foundation of cohesive writing This approach often leads to students practicing grammar in isolation, without understanding how it applies to overall paragraph or essay structure As a result, students struggle to write coherent and well-structured texts, which hampers their progress and confidence in writing Consequently, many English learners become bored with their slow development and lack the confidence to produce extended written pieces, even when they have achieved an intermediate level of grammatical accuracy (Le, 2009, p 25).
The current teaching method is ineffective in promoting progress in students' writing skills While students can produce grammatically correct sentences at the sentence level, they struggle with constructing purposeful writing and managing coherence at the suprasentential level This gap highlights the need for instructional approaches that enhance students' ability to develop and organize ideas beyond individual sentences for more effective writing.
While grammar, particularly at the sentence level, remains important in language teaching and learning, its role in writing instruction warrants re-examination This topic has piqued the researcher’s curiosity, highlighting the need for further study to better understand how grammar influences effective writing development.
Aim of the study
This study explores the role of grammar in teaching and learning writing, highlighting how teachers and students perceive its importance in the writing process It investigates their behaviors, feelings, and attitudes toward grammar instruction within writing-based lessons Understanding these perspectives is essential to enhance effective teaching strategies and improve student writing skills.
Research questions of the study
To achieve the aim established above, this study addresses the following main research question:
What is the role of grammar in teaching and learning writing?
This study investigates the role of grammar in writing lessons, focusing on teachers' and students' behaviours, feelings, and thoughts It emphasizes the importance of considering the suprasentential level beyond the sentence to fully understand grammar's impact To achieve this, the research aims to answer two key sub-questions: how teachers and students perceive and engage with grammar instruction, and how their attitudes influence the writing process at both the sentential and suprasentential levels.
1 What are teachers’ and students’ behaviours in a writing lesson with respect to grammar
2 What are their underlying thoughts and feelings toward the actions explicitly observed in (1) above?
Significance of the study
This study significantly contributes to understanding the role of grammar in writing instruction by demonstrating that sentential-level grammar helps generate correct English sentences in isolation Additionally, it highlights that suprasentential grammar provides essential support for transforming these isolated sentences into coherent, cohesive, and well-organized texts Achieving coherence and cohesion through proper grammar use should be the ultimate goal in writing teaching and learning, bridging the gap between sentence correctness and overall text quality.
Organisation of the study
This study is structured into five chapters, beginning with Chapter 1, which introduces the problem of teaching and learning grammar in writing, outlining its context, aims, research questions, significance, and structure Chapter 2 reviews relevant theories of grammar organized around the nature of language, grammar in language pedagogy, and implications for teaching and learning Chapter 3 details the research design and methodology, considering the research site, participants, data collection methods, and analytical framework In Chapter 4, the data analysis and interpretation are presented, based on four data sources: classroom observations, questionnaires, interviews, and writing tests; this chapter also discusses findings in relation to earlier analysis Finally, Chapter 5 offers conclusions by answering the research questions, evaluates the research methodology's strengths and weaknesses, provides recommendations for educators and students, and suggests topics for future research.
GRAMMAR IN WRITING-BASED LESSONS: A CONCEPTUAL FRAMEWORK
Introduction
Effective English grammar instruction is essential for language learning, yet it is often hindered by teaching methods that lack contextual integration Teaching grammar in isolation reduces its effectiveness, highlighting the need to incorporate meaningful context, especially within writing-based lessons To improve grammar teaching and learning outcomes, language educators should focus on integrating grammar instruction with relevant contexts, making lessons more engaging and applicable This approach is supported by research, which emphasizes the importance of context in language acquisition Ultimately, understanding the nature of language study and applying these insights can significantly enhance grammar education for learners.
Nature of the language study
There are two main perspectives on the nature of language that have shaped its study: the view of language as an autonomous system and the view of language as socially embedded The traditional view considers language as an independent system that should be studied "in and for itself," focusing solely on its structural features (Saussure, 1916) In contrast, the social-embedded perspective emphasizes the importance of socio-cultural context in understanding language use and meaning This article explores these two paradigms, particularly focusing on their implications for studying language and its grammar.
2.2.1 Language as an autonomous system
According to McCarthy (2001, p 48), language is considered an abstract system capable of existing independently of its contexts of use This highlights the inherent independence of language itself, as well as the grammatical structures that underpin it, emphasizing their autonomous nature within linguistic studies.
In the early 20th century, linguistics began to view language as an autonomous system of investigation Ferdinand de Saussure, often regarded as the father of modern linguistics, introduced this revolutionary idea through his 1916 posthumous work, "Course in General Linguistics." Saussure distinguished between "langue," the systematic structure of language, and "parole," the individual speech acts or utterances, emphasizing the importance of understanding language as a coherent, interconnected system.
However, Saussure (trans 1960) defined the object of linguistics as only langue, discarding parole as an impossible object for systematic study:
Language is a complex system that extends beyond human speech, which is only one essential component Speech itself is multifaceted, encompassing physical, physiological, and psychological aspects, and it operates at both individual and societal levels Due to its diverse nature, language cannot be confined to a single category of human facts, as its inherent unity remains elusive.
Saussure views parole as a complex and multifaceted phenomenon that encompasses physical, physiological, and psychological aspects He emphasizes that parole is a heterogeneous entity with many simultaneous dimensions, making it difficult to analyze or study systematically According to Saussure, due to its diverse nature, we cannot uncover a single, unified structure within parole.
Nearly four decades later, Chomsky (1965) made nearly the same claim about the nature of linguistic study although he coined two different terms of competence and performance:
Linguistics focuses on understanding a speaker-hearer's innate language competence—the subconscious ability to abstract rules from concrete language use This underlying system of rules enables fluent communication and is essential for mastering language.
Language is best understood as an independent system, with the concepts of langue and competence serving as key frameworks for its study To uncover the systematic nature of language, it is essential to analyze it in isolation, allowing for a clearer understanding of its inherent structures and functions.
In the light of language as an autonomous system, it is necessary to examine one of the five levels in its study – grammar
According to Harmer (1987, p 1), grammar is the system that explains how words change and group together to form sentences, guiding us in constructing phrases and clauses correctly It can be understood as an autonomous system composed of words, phrases, and clauses that are combined by varying and grouping these components Harmer (1991) emphasizes that different words can create a variety of sentences with similar subject-object relationships, highlighting the flexibility and importance of grammar in sentence construction.
In 2002, McDonough expanded on the idea that sentential-level grammar functions independently of social context, emphasizing that its primary units of analysis are "units of meaning" capable of conveying "complete thoughts." This underscores the significance of sentence structure in understanding language as a self-contained system of communication.
Grammar forms the foundation of language by structuring core units called sentences, which are essential for conveying meaning Sentences are often described as “completed thoughts” or “units of meaning,” making them understandable independently of context This means that the meaning of a sentence can be grasped on its own, without needing additional information about who said or wrote it, highlighting the importance of grammatical structure in clear communication.
Sentences serve as ideal containers for illustrating rules, patterns, and meanings clearly and without distraction They function as simple language slabs separated from the complexity of context and individual user experiences By grouping sentences based on structural similarities, we can effectively analyze linguistic patterns, even if their meanings and contexts are not directly related This approach helps in understanding language structure and guiding effective communication.
Harmer and McDonough both emphasize that sentence-level grammar can be effectively analyzed through disconnected sentences, focusing on their rules, patterns, and meanings However, McDonough extends this perspective by asserting that, in terms of meaning and thought, a sentence can be fully understood without considering its social context, particularly the participant involved—namely, who the speaker or writer is.
When language is analyzed as a formal system in isolation, grammar should primarily be studied at the sentential level Sentences, being the largest units in linguistic analysis, encompass rules, patterns, and meanings that can exist independently of any context This approach emphasizes understanding the structural components of language without necessarily considering external factors.
According to McCarthy (2001, p 48), language exists primarily for social purposes, serving as a fundamental tool for communication within society The discussion will explore two key aspects: language in general and its grammatical structures, with detailed analysis provided in sections 2.2.2.1 and 2.2.2.2.
Language serves as a vital tool for communication and can be understood deeply when examined within its social context Sociolinguist Hymes (1967) is a prominent advocate of this perspective, viewing language as a social phenomenon that reflects and influences social interactions Understanding language through this lens highlights its role in shaping social relationships and cultural identity.
Grammar in language pedagogy
Section 2.2 above explores the nature of the language study theoretically and demonstrates the key characteristics of language in general and one of its levels in particular (i.e grammar) as viewed from two opposite perspectives: socially-bound and socially-free This purely theoretical framework pays the way for this section which focuses on the main principles for grammar pedagogy To do this, it is essential to trace back the treatment of grammar in writing in the history of teaching methods
2.3.1 Grammar at the sentential level: Form
According to this paradigm, grammar that emphasizes the form of language is primarily studied through the grammar-translation method This approach also relates to the direct method and the audio-lingual method, which will be explained later, as they all focus on grammatical structure for language learning.
Dyad Rivers and Temperley (1998, as cited in Huynh, 2006, p 22) discerned this most traditional method for the second language teaching as follows:
This traditional teaching method is rooted in the formal instruction of Latin and Greek, which dominated European education for centuries and continues to be used in schools worldwide Its primary goal is to enable students to read scientific and literary classics with comprehension Grammar is taught deductively through detailed explanations, while the development of writing skills is often overlooked.
This method primarily focuses on teaching students deductive grammar, which enhances their understanding of language rules However, it does not develop their writing skills, which are essential for effective communication Learning a foreign language should also enable students to read and enjoy literary works, fostering cultural appreciation and language mastery Therefore, a balanced approach that combines grammar instruction with practical writing practice is crucial for comprehensive language acquisition.
According to Brown (2000), language teaching methods traditionally emphasized grammatical rules, vocabulary memorization, declensions, conjugations, translation exercises, and written drills This approach stemmed from the goal of teaching languages mainly for scholarly purposes, prioritizing correctness and structural understanding over conversational skills or practical usage.
Three years later, Cook (2003, p 32) identified key features of this language learning method, including explaining grammatical rules in students' native language, teaching vocabulary with translation equivalents, and requiring students to laboriously translate sentences both into and out of their first language.
Cook significantly enhances the principles of the grammar-translation method by emphasizing the use of students' mother tongue in the teaching process This approach primarily involves translating texts from the students' first language to the target language and vice versa, facilitating language understanding through written translation.
Prator and Celce-Murcia (1979) highlight that the grammar-translation method emphasizes teaching grammar in isolation from context, primarily using the students’ mother tongue This approach allows students to master the rules of word formation, inflection, and sentence construction through detailed explanations and grammatical exercises Consequently, success in language learning with this method is assessed based on students' ability to accurately apply grammar rules independently, rather than within a meaningful writing context.
The grammar-translation method is considered labor-saving because teachers conduct lessons entirely in the students' mother tongue, making it easy for students to understand Translation offers the simplest way to explain second-language words and phrases However, this approach primarily focuses on grammar through isolated sentences and translation exercises, with little emphasis on communication Recognizing its limitations, educators sought more effective methods, leading to the development of the direct method as an alternative.
The Direct Method (DM), originating in the 17th century and revived in the 1900s as an alternative to traditional grammar-translation, emphasizes developing communicative skills through listening and speaking According to Rivers and Temperley (1998, as cited in Huynh, 2006), this method focuses on oral communication rather than explicit instruction of structures and vocabulary While effective for fostering speaking and listening abilities, it does not sufficiently address writing skills or provide extensive grammatical instruction.
Brown (2000, p 45) emphasized that language pedagogy should prioritize active oral interaction and spontaneous language use, aligning second language learning more closely with first language acquisition His approach advocates for minimal translation and limited focus on grammatical rule analysis, fostering an immersive and communicative environment for learners.
Rivers, Temperley, and Brown all emphasize the importance of creating a natural learning environment when teaching a foreign language Instead of relying on explicit grammatical explanations and translation from students’ first language, effective language teachers should focus on engaging students in verbal communication within the target language This approach fosters more authentic language acquisition and improves communicative competence in learners.
Richards and Rodgers (1986) summarized the key features of the Direct Method, emphasizing the importance of using the second language to foster active oral interaction between teachers and students The method prioritized equipping learners with good grammar through modeling and inductive practice, encouraging students to discover language rules by engaging with authentic linguistic forms Unlike other approaches, the Direct Method focused on teaching grammar within meaningful communication rather than in isolation or isolated contexts.
According to Brown (2000, p 73), neither the grammar-translation nor the direct method was founded on specific linguistic or psychological theories In response to the limitations of these approaches, the audio-lingual method was developed to improve language teaching effectiveness.
The audio-lingual method (ALM) prevailed during the decades of 1940-1970 Brown
In 1994, the study explored a method where teachers in classrooms and language labs focused on providing correct sentence models without explicit grammatical instructions Students were guided to repeat these models orally, emphasizing habit formation and memorization over conscious rule analysis This approach aimed to enable students to automatically use language structures through repeated practice, fostering fluency and spontaneous use of target sentences.
Implications for grammar teaching and learning
Based on the two sections of 2.2 and 2.3, this one presents the pedagogical practices which can be carried out in the two corresponding views as follows
2.4.1 Developing students’ comprehension about grammar in writing
The details of this sub-section can be seen at the two contradictory paradigms: sentential and suprasentential
2.4.1.1 At the sentential level: Focus on accuracy
Students’ understanding about grammar at this level is on the ground of accuracy
Students practice grammatical points to create unrelated yet acceptable sentences, enhancing their language proficiency Repeated drills enable them to produce accurate sentences independently Teachers play a crucial role by correcting mistakes and providing detailed explanations, helping students understand their errors and improve their writing skills for future tasks.
DeCarrico and Larsen-Freeman (2002) emphasize that grammar learning occurs through developing verbal “habit information” and inductive “rule formation.” Initially, students acquire language habits through diverse pattern practice, followed by correcting errors to prevent forming hard-to-eliminate bad habits Finally, they engage in formulating, testing, reviewing, and practicing grammatical structures, which fosters rule understanding, feedback reception, and the ability to produce new sentences This teaching approach is fundamentally based on the Audio-Lingual Method (ALM).
To improve sentence structure, students should practice grammatical exercises focused on isolated sentences in the target language These exercises help learners familiarize themselves with sentence patterns and improve grammatical accuracy For example, Ur emphasizes practicing various types of grammatical exercises to enhance accuracy Incorporating such practice into language learning promotes better understanding of sentence construction and supports overall language proficiency.
(1996, p 84) can be used to achieve this:
Types of grammatical practices of accuracy
Awareness: After being introduced structures, students are given opportunities to encounter them and do a task focusing on the form and/or meaning
Controlled drills: Students produce the examples of the structures The examples are predetermined by the teacher/textbooks and have to conform to clear, closed-ended cues
Meaningful drills: Again the responses are very controlled, but students make a limited choice of vocabulary
2.4.1.2 At the suprasentential level: Focus on fluency (text)
Fluency plays a crucial role in developing students’ comprehension skills within this learning paradigm Initially, beginner students are often tasked with writing disconnected sentences to build foundational skills As learners progress to intermediate or advanced levels, they are expected to produce well-organized and connected sentences Ultimately, they are guided to craft paragraphs, essays, and compositions, either as optional exercises or mandatory assignments, to enhance their writing proficiency.
According to Byrne (1988, p 25), students progress from sentence practice to producing entire texts, which serve as contexts for practicing key writing skills Creating a text allows students to develop cohesion through sentence combination, organization through paragraph construction, and overall coherence This progression ultimately enables students to achieve proficiency in writing within a language.
To achieve success in suprasentential grammatical practices, students should focus on engaging in fluency exercises that enhance their understanding of sentence structure and coherence According to Ur (1996, p 85), these exercises are essential for developing mastery at the suprasentential level, helping learners improve their overall language proficiency Consistent practice with these activities can significantly boost students' ability to construct coherent and grammatically correct extended texts, leading to better communication skills.
Types of grammatical practices of fluency
Guided, meaningful practice: Students form sentences of their own according to a set of patterns but exactly what vocabulary they use is up to them
(Structure-based) free sentence composition: Learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure
(Structure-based) discourse composition: Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within a discourse
Free discourse: Students are given no specific direction to use the structure; however, the task situation is such that instances of it are likely to appear
2.4.2 Developing students’ communication about grammar in writing
The practice to grow students’ comprehension about writing-based grammar requires communication The details are seen in the three sub-sections below
Harmer (1991, p 46) emphasizes that at the suprasentential level, students should focus on drilling grammatical structures that serve their communicative goals Specifically, learners need to practice writing about desired outcomes to effectively convey their intentions This process helps students select appropriate grammatical items aligned with their communicative purposes, enhancing their overall language proficiency.
Texts serve as a means for writer students to perform an action on reader students, facilitating effective communication According to Byrne (1988), writers need to recognize that they are communicating within a written context and understand their target audience to produce impactful writing It is essential for writers to know how to use written language effectively to maintain contact with their readers and facilitate feedback, ensuring that their messages are understood and engaging.
In writing, the communicative context involving both the writer and the reader is interconnected According to Johns (1990), understanding this interaction is crucial for producing effective writing A writer must consider the relationship with the reader to ensure the piece is coherent, cohesive, and well-organized The quality of the writing is ultimately evaluated based on the reader’s comprehension and engagement.
To wrap up, writing should always be done in its socio-cultural context, in which such components as purpose, writer, and reader are to be taken into full account.
Summary
This chapter provides an overview of the theoretical background of grammar in writing Grammar is taught at two contrasting levels: the sentential level, where students learn to craft grammatically correct but often disconnected sentences, and the suprasentential level, which enables them to create cohesive and well-organized paragraphs, essays, and texts Mastery of suprasentential grammar is essential for understanding how to use language effectively and produce coherent written work.
Effective grammatical lessons should be tailored to students' proficiency levels, enabling targeted learning and practice Teachers should incorporate writing exercises that allow students to actively apply grammar concepts, promoting purposeful language use Regular practice of grammar, especially within suprasentential structures, is essential for students to develop confidence and fluency in writing By engaging in consistent grammatical drills, students can achieve seamless writing skills, making grammar a natural part of their writing process.
CHAPTER 3 DESIGN AND METHOD OF INVESTIGATION
Chapter 2 has explored the nature of language as an autonomous system and as a social phenomenon in general and one of its levels – grammar – in particular according to these two paradigms These views about the nature of language and, in our case, grammar, one of its levels, should be taken into consideration in teaching and learning In the light of this theoretical framework, this chapter sets up the research design in terms of research site, participants, data types and methods of data collection, and analytical framework to find out the information to answer to the research questions about the way teachers and students think, feel, and behave in relation to grammar in a writing-based lesson.
Research design
A research design, as defined by Kumar (1996, p 74), is a procedural plan that guides researchers to answer questions in a valid, objective, and cost-effective manner It involves careful consideration of what to study, how to conduct the research, and selecting appropriate procedures to obtain accurate answers Additionally, a well-structured research design outlines the necessary tasks to complete different components of the research process efficiently.
After defining the research problem in Chapter 1, this chapter focuses on justifying the overall methodology and investigation methods It explains how to approach the study and details the procedures to be adopted for effectively answering the research questions.
This study employs an ethnographic approach to explore the role of grammar in writing-based lessons Ethnography allows for an in-depth understanding of classroom interactions and instructional practices, making it an effective method for addressing the main research question and related sub-questions By observing and analyzing naturalistic educational settings, this approach provides valuable insights into how grammar influences students’ writing development Utilizing ethnography enhances the comprehensiveness of the research, offering a nuanced perspective on the integration of grammar into effective teaching strategies.
An ethnographic study was defined in 1985 by Richards, Platt, J., and Platt, H as
Ethnography is the study of the life and culture of a society or ethnic group through personal observation Ethnology, a related field, compares the cultures of different societies or ethnic groups to understand cultural similarities and differences In language studies, ethnographic research involves observing and describing naturally occurring language in everyday interactions, such as between a mother and child or a teacher and students These methods provide valuable insights into how language is used within cultural contexts.
Qualitative research, originally used in sociology to study ethnic communities, has been successfully applied in education due to its focus on “naturally occurring” phenomena This transfer is facilitated by participant observation, a primary method for collecting rich, contextual data In educational research, particularly when exploring language use in classroom settings, qualitative methods prove highly effective in capturing authentic interactions and social dynamics.
In 1995, Hammersley and Atkinson expanded on the concept of participant observation by detailing various types and emphasizing the researcher's level of involvement over time They outlined the specific activities researchers should undertake in the field to gather meaningful data, providing a comprehensive understanding of how participant observation contributes to qualitative research.
Ethnography has become a prominent method in social research and qualitative studies, involving immersive participation in people's daily lives This approach typically requires ethnographers to observe, listen, and question over an extended period, gathering diverse data to understand the core issues of the research By actively engaging with communities, ethnography provides in-depth insights into social behaviors and cultural practices.
This study investigates the role of grammar in writing-based lessons, with a focus on how teacher and student behaviors influence the learning process Understanding classroom interactions is essential to addressing the primary research question, which explores the impact of grammatical instruction on student writing The research approach is specifically designed to examine the dynamics between teachers and students during lessons, providing valuable insights into effective instructional strategies By analyzing behavioral patterns, the study aims to enhance teaching methods and improve student outcomes in grammar instruction within writing-focused contexts.
overtly participate in one of the educational phenomena naturally occurring between teacher and students – the treatment of grammar in a writing lesson,
systematically observe and describe their activities for a rather extended period of time, and
specifically watch what happens in class, listen to what is said by them, and ask questions when necessary to get more insight into the focus of research
More detail of the points generally raised above can be further followed up in the section below about the methodology of this study
This section justifies the methodology employed in this research by describing its relevant issues of research site, participants, data types and methods of data collection, and analytical framework
This study was conducted at the foreign language centre of Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT), located at 176/4 Su Van Hanh Extended Street, District 10, HCMC The centre offers comprehensive English courses at A-, B-, and C-levels, each lasting six months with a total of 300 periods of 45 minutes each The curriculum utilizes the American Streamline series—Departures, Connections, and Destinations—along with supplementary materials designed to develop the four essential language skills: listening, speaking, reading, and writing.
This study focuses on developing essays based on seven core topics provided by the center, with detailed outlines available in Appendix 3 These topics serve as the foundation for students to demonstrate their skills and understanding in the subject area.
(1) Health and wealth, which is more important?
(6) The weather in your country: which season do you like best and why?
(7) How to speak English well?
The centre conducts A-, B-, and C-Level Examination Boards every two months to assist students in obtaining relevant certificates These certifications enhance their opportunities to study English at high school and university levels or secure desirable employment opportunities.
This section explores the two main participants in this classroom setting: teachers and students, highlighting key social variables that influence their roles and interactions.
Student participants were categorized based on their group allocation, with detailed information on the number of students in each group and the overall total The study also considered variables such as English-learning experience, age, gender, and place of residence These demographic and experiential factors are systematically presented in the specified order to provide a comprehensive overview of the participant characteristics.
This study's participants were selected from four of the five B-level classes, with one class excluded due to the teacher's personal reasons The participating classes were systematically coded as B1, B2, B3, and B4.
Female 65% (78/120) Male 35% (42/120) respective numbers of 28, 32, 26, and 34 students Therefore, the total number of the student participants was 120
Most students (100 out of 120) successfully completed a ten-month A-level English course at our language center, building on prior English education from high school, university, or other language institutions The majority (85 students) had studied English for three to seven years during high school, while the remaining 35 students continued studying English for an additional three to five years at university or foreign language centers This extended learning background gave participants a significant advantage when progressing to the B-level course.
What is more, the learners were different from one another in age, gender, and residence The following pie charts showed the different percentages of each kind
Figure 3.2.2.2.1c: Participants' residence Figure 3.2.2.2.1a: Participants' age