INTRODUCTION
Background to the study
With Vietnam's accession to the World Trade Organization (WTO), the importance of English proficiency has significantly increased This has led to a boom in English language studies nationwide The Vietnamese government has prioritized creating an optimal learning environment, exemplified by substantial investments from the Ministry of Education and Training (MOET) to enhance high school English programs Additionally, many teachers are receiving ongoing training to improve their teaching skills in English, ensuring higher quality education for learners.
Vietnamese high school students often struggle to produce high-quality English writing, despite years of learning and performing well in written tests Although they have a solid grasp of grammar, vocabulary, and text structures, they find writing to be a significant challenge This ongoing difficulty highlights the need for improved teaching strategies and student support to enhance their writing skills in high school.
Historically, writing has been undervalued and often neglected until the final stages of language learning, often dismissed as mere homework due to time constraints and strict syllabus demands According to Hedge (1998, cited in Simpson, 2004), writing was primarily viewed as a tool for practicing and reinforcing specific grammatical and lexical patterns Tribble (1998, cited in Simpson, 2004) suggests that students were mainly engaged in “writing to learn” rather than “learning to write,” reflecting a traditional product-oriented approach In foreign language learning, the focus was largely on identifying and correcting grammar, spelling, and punctuation errors, rather than on developing overall writing skills.
The importance of teaching English and writing skills has become increasingly recognized, as the ability to write accurately and effectively is essential for various aspects of daily life, work, and education In the workplace, employees are required to produce formal documents, application letters, reports, and meeting minutes, while in personal life, people often write thank-you notes, messages, love letters, poetry, diaries, and personal lists Additionally, writing extends to creative pursuits such as romance stories, science fiction, and adventure tales for leisure As noted by Zemelman and Daniels (1998), junior and senior high school students are eager to write, capable of writing, and actively do write for school assignments, research papers, and dissertations Furthermore, Lindeman (1995:172) emphasizes the growing importance and positive transformation of writing education across different contexts.
“writing permits us to understand not only the world, but also the self”
1.1.1 The need of teaching writing in high school
Writing is a vital form of communication that often surpasses speech in its effectiveness, which is why developing strong writing skills is crucial in teaching second and foreign languages According to Liz Hamp-Lyons & Ben Heasley (2006), “writing helps our students learn,” serving as an essential tool to reinforce grammatical structures, idioms, and vocabulary Writing encourages students to explore the language beyond basic knowledge, taking risks and engaging actively with new vocabulary and concepts It promotes thoughtful expression, requiring students to carefully select words and construct sentences, thus deepening their understanding and retention Furthermore, the strong connection between thinking and writing makes it an invaluable component of any language learning curriculum, fostering critical thinking and language mastery alike.
Harmer (1998) emphasizes that writing is essential for English language learners, serving as a tool for reinforcement, language development, and accommodating different learning styles He highlights that writing should be regarded as a standalone skill, integral to achieving overall language proficiency.
According to Penny Ur (1996), foreign language learners should develop the ability to produce serious written texts comparable to those expected from educated native speakers This emphasizes the importance of fostering skills that enable learners to create meaningful and sophisticated written communication in their target language, aligning with academic and professional standards.
According to Zemelman & Daniels (1998), junior and senior high school students want and are capable of writing, actively engaging in the writing process Learning to write involves students making sense of the world, exploring ideas, and expressing their own voices and styles It encourages them to connect with their values and invent unique personae on the page Most importantly, writing serves as a means of communication, allowing students to share their work and exchange valuable responses with others, fostering growth and understanding.
Writing is a challenging yet rewarding language skill that is essential to language learning, as highlighted by Trible (1998), who describes it as the most meaningful subject to teach Harmer (1998) emphasizes that writing is a fundamental skill equally important as speaking, listening, and reading, underscoring the necessity of prioritizing both the learning and teaching of writing in language education.
According to Raimes (1998), teaching writing is an effective method for helping students learn new vocabulary and grammatical structures This approach is particularly beneficial in integrated syllabuses, especially for lower-level learners, as writing reinforces language acquisition and enhances overall understanding Incorporating writing activities into language instruction can significantly improve students’ ability to grasp and use new language elements more confidently.
Lindeman (1995) emphasizes that writing is a form of economic power that opens doors to better career opportunities In high school, developing strong writing skills significantly benefits students in preparing term papers and essays, which are essential for college success Furthermore, he highlights that writing is a crucial social necessity, enabling individuals to make sense of the world and fostering social commitment within our society.
“putting it in writing” has greater force than speaking
Writing is a valuable yet challenging skill to develop, but it serves multiple educational purposes According to Byrne (1988), writing accommodates different learning styles and helps improve retention by making students feel more relaxed It also provides tangible evidence of language progress, boosting learners’ confidence Additionally, exposure to the foreign language through writing, especially when skills are well integrated, is more effective than using a single medium Lastly, writing adds variety to classroom activities, increasing language contact both inside and outside the classroom, in formal and informal settings.
Writing is a skill that must be consciously learned, especially within an educational context Most exams, whether assessing foreign language proficiency or other skills, rely heavily on students' writing abilities to evaluate their knowledge According to Harmer (1998: 3), “being able to write is a vital skill for ‘speakers’ of a foreign language as much as for everyone using their own first language.” Therefore, training students to write effectively requires dedicated effort and attention from language teachers to ensure skill development.
1.1.2 Description of English language program at HNHS
The 12th-grade English syllabus at HNHS is part of the MOET's general curriculum, utilizing the "English 12" textbook, which includes 16 units focusing equally on listening, speaking, reading, and writing skills The course comprises six consolidation sessions, with instruction spanning two semesters over 37 weeks and totaling 111 periods of 45 minutes each Throughout the year, students undertake three 15-minute tests and two 45-minute tests, with teacher-led correction sessions to reinforce learning The first eight units are covered in the first semester, while the remaining units are taught in the second semester, with each unit typically lasting five periods—one for each language skill and a final period dedicated to reviewing "Language Focus."
Reading exercises, which involve students engaging with a short text of fewer than 300 words, are designed to familiarize learners with the topic while enhancing their reading skills This stage provides essential information about the entire unit, helping students build background knowledge and comprehension By practicing these readings, students develop important reading strategies that support their overall language proficiency.
Purpose of the study
Many 12th graders at HNHS lack motivation to improve their writing skills, despite the importance of effective communication, reader expectations, and schemata structures Students struggle with structural issues such as choosing appropriate words, applying correct grammar, and developing ideas around specific topics They often fail to meet communicative purposes in their writing or consider the social context, leading to confusion over organization, discourse, and grammatical structures suited for different writing genres Consequently, their writing difficulties persist.
Effective writing skills are essential for 12th-grade students at HNHS, yet challenges persist in teaching and learning writing, particularly when utilizing the GBA method This study aims to identify these issues and improve writing instruction to enhance students' writing proficiency.
1 To find out the advantages and disadvantages of the GBA in the teaching of writing skills to 12 th graders at HNHS
2 To investigate difficulties that students and teachers at HNHS are facing as applying the GBA in teaching and learning of writing skills
3 To suggest solutions toward improving the teaching and learning of writing skills as applying the GBA
In order to reach these objectives stated above, the study focuses on answering these following questions:
1 What are advantages and disadvantages of the GBA in the teaching and learning of writing skills?
2 What difficulties do teachers at HNHS have as applying the GBA in the teaching of writing skills?
3 What kinds of activities in the classrooms that enhance the teaching and learning of writing skills as applying the GBA?
1.3 The significance of the study
Analyzing the survey findings will identify the underlying causes of challenges when implementing Game-Based Assessments (GBA) in teaching writing skills, leading to targeted recommendations that facilitate the writing process It is essential for English teachers at HNHS to consider whether adjustments to lesson plans and testing methods are necessary to improve students’ writing abilities As GBA is a emerging trend in high school English education, investigating its application is crucial for enhancing teaching effectiveness This research provides valuable insights for both teachers and students across Vietnamese high schools facing similar educational contexts, ultimately aiming to improve learners’ writing skills through innovative assessment strategies.
This study focuses on teachers and students at HNHS in Long An Province, primarily examining the application of the GBA in teaching and learning writing skills Due to space-time limitations, the research concentrates specifically on writing instruction, excluding other classroom activities The small sample size of teachers and students may limit the representativeness of the findings, restricting their generalizability to broader populations and other educational settings.
1.5 The organization of the thesis
The thesis consists of five chapters
Chapter One provides a comprehensive background of the study, highlighting the challenges faced in teaching high school writing skills, especially at HNHS It discusses the issues related to effective writing instruction and learning processes, emphasizing the need for improved approaches The chapter clearly states the purpose of the research and underscores its significance in enhancing student writing performance Additionally, it outlines the delimitations and limitations of the study, ensuring a focused scope, and describes the overall organization of the research to guide readers.
Chapter two gives a review of the relevant literature to the issues of the GBA in the teaching and learning of writing skills in three main sections:
Integrating the Genre-Based Approach (GBA) into teaching writing offers numerous benefits, making it an effective strategy for developing students' writing skills The GBA emphasizes contextually relevant writing practices and genre awareness, which enhance learners' ability to produce coherent and purpose-driven texts As an embodied, integrated approach to language teaching, GBA combines form, function, and context, fostering comprehensive language development Implementing the GBA in writing instruction encourages students to understand the structural conventions of different genres while actively engaging with real-world communication Overall, the GBA serves as a valuable framework that promotes meaningful learning and improves writing proficiency through its holistic and genre-focused methodology.
Chapter three, organized into two sections, outlines the study's methodology The first section identifies the research questions and objectives guiding the study, providing clarity on the core aims The second section details the research design, including participant selection, data collection instruments, and strategies to ensure reliable data collection, all aimed at effectively addressing the research questions.
Chapter four presents an analysis of questionnaire responses from students and teachers, as well as teachers’ interview data, to assess the current state of writing skill instruction at HNHS The analysis aims to identify the actual teaching and learning practices, highlight the challenges faced by both students and teachers in implementing the GBA approach, and propose activities that can effectively enhance students’ writing skills through GBA adoption.
Chapter five provides valuable recommendations, highlighting effective activities and strategies to enhance writing skills for both students and teachers This chapter offers practical approaches to improve teaching and learning processes, ultimately supporting student success in writing Additionally, it includes a comprehensive conclusion that summarizes key insights and future implications for writing education.
This chapter provides an overview of the study, including its background, purpose, significance, limitations, and thesis organization The main goal is to offer practical benefits to teachers and students at HNHS by identifying challenges in teaching and learning writing skills The research aims to highlight students' and teachers' problems and propose useful, feasible suggestions to enhance the effectiveness of students' writing skill development.
Delimitations and limitations
This study focuses on the application of the GBA in improving writing skills among teachers and students at HNHS in Long An Province Due to limited space and time, the research specifically examines how GBA is utilized in teaching and learning writing, excluding other aspects of classroom activities The sample size of teachers and students is relatively small, which may limit the representativeness of the findings Consequently, the results may not be generalizable to other educational settings or broader populations.
The organization of the study
The thesis consists of five chapters
Chapter One provides an overview of the study's background, highlighting the challenges faced in teaching writing skills at the high school level It discusses the current state of writing instruction and learning at HNHS, emphasizing the importance of effective writing education The chapter clearly states the purpose of the study and explains its significance in improving writing practices Additionally, it outlines the delimitations and limitations of the research and describes the overall organization of the study, setting the foundation for subsequent chapters.
Chapter two gives a review of the relevant literature to the issues of the GBA in the teaching and learning of writing skills in three main sections:
The article explores common approaches to teaching writing, highlighting the benefits of the Guided Brainstorming Approach (GBA) in enhancing students' writing skills It emphasizes how the GBA serves as an effective tool for developing writing competence by fostering creativity and structured idea generation Additionally, the GBA is presented as an integrated approach to language teaching, promoting cohesive skill development across various linguistic domains Overall, incorporating the GBA into writing instruction offers a learner-centered, interactive method that improves writing proficiency while aligning with modern language teaching strategies.
Chapter three outlines the study's methodology, with the first section identifying the research questions to clarify the study's main objectives The second section details the research design, including participant selection, data collection instruments, and strategies to ensure reliable data collection, essential for answering the research questions effectively.
Chapter four presents an analysis of questionnaire responses from students and teachers, as well as teachers’ interview data, to provide insights into the current state of teaching and learning writing skills at HNHS The study aims to identify the actual teaching practices, highlight the challenges faced by both students and teachers in implementing the Growing Brain Approach (GBA), and suggest activities that can effectively enhance students’ writing skills through GBA adoption.
Chapter five offers valuable recommendations and proposes effective activities and strategies to enhance the teaching and learning of writing skills for both students and teachers The chapter also includes a comprehensive conclusion that summarizes key insights and future directions for improving writing instruction.
This chapter provides an overview of the study, including its background, purpose, significance, limitations, and organization The research aims to offer practical benefits to teachers and students at HNHS by identifying key challenges in teaching and learning writing skills The thesis presents useful, feasible suggestions to address students’ and teachers’ problems, ultimately enhancing the effectiveness of students' writing skill development.
LITERATURE REVIEW
The Genre-based Approach in the teaching of writing skills
Understanding genres is a crucial aspect of reading comprehension, as it encompasses the various “knowledge” and “competencies” that readers bring to the text, which writers often assume they possess Each genre and sub-genre features characteristic text structures, making it important to analyze and describe these typical constructions to improve understanding Recognizing genre-specific patterns enhances both reading skills and writing effectiveness, enabling readers to navigate texts more confidently and authors to craft more coherent and targeted content.
Kress (1989) emphasizes that genres are "forms of text" characterized by specific linguistic features that are influenced by social context rather than solely by individual authorship, highlighting the importance of understanding genre as a social process (Kress and Knapp, 1992) He argues that knowledge of the social functions and power dynamics of texts should be integrated into curricula across subjects Wittgenstein (1995) contributes to this understanding by describing language as a series of "language games," where meaning is performed and exchanged through rules governing various types of communication, such as commands, explanations, and narratives Recognizing the performative and dynamic nature of texts provides a more effective framework for classroom teaching compared to rigid, structural text-type models.
Marianne Celce-Murcia and Elite Olshtain (2000) define coherence as a key feature of well-written texts, emphasizing the importance of top-down planning and organization They highlight that effective writing also requires adherence to specific local features, including selecting appropriate vocabulary and grammatical forms Additionally, the proper use of cohesive devices, correct punctuation, and attention to detail are essential in ensuring clarity and flow Incorporating these elements enhances text coherence, making it more comprehensible and engaging for readers.
Understanding the purpose and organization of texts is essential for students to effectively analyze and produce different genres Students should become familiar with literary, factual, and media texts, each with unique communication modes A text can be any act of communication, from a friendly greeting to a television advertisement, novel, or film, and each type exhibits distinctive characteristics based on its function Texts can be classified into categories such as everyday, formal, entertaining, or informational, often following established conventions To help students comprehend how texts work, teachers must provide a technical understanding using appropriate terminology, enabling students to analyze and produce effective texts across various contexts.
The genre and grammar-based approach emphasizes that genre is not deterministic but depends on the relationship between social purpose and grammatical resources, making it more relevant for effective communication Context plays a crucial role as a motivating framework for text production, connecting virtual intentions to real-world situations, which underscores the importance of genre Without a clear understanding of genre, grammar remains too abstract to teach effectively, reducing it to mere correctness rules This is why progressivists rejected traditional grammar as a tool for social conformity rather than meaningful literacy development Grammar is a vital literacy technology that becomes truly meaningful when aligned with the purpose and functions of texts, enabling learners to become proficient and purposeful communicators.
Grammar encompasses the resources available to language users for producing clear and effective texts A solid understanding of grammar allows speakers and writers to move from unconscious language use to conscious manipulation, enhancing communication accuracy It primarily focuses on how texts are structured and organized based on genre, purpose, audience, and message Grammar also examines how all parts of a text—such as sentences, tense, reference, and cohesion—are systematically structured and coded to ensure the text serves its intended purpose and functions effectively as written communication.
A genre-based grammar examines the syntactical aspects of language, focusing on how sentences are organized through appropriate use of prepositions, plurals, articles, and agreement, which helps us understand language in social contexts It emphasizes analyzing grammatical structures and features that shape different text forms, considering the genre’s influence on grammatical choices in writing Grammar is viewed from three perspectives: the generic, the textual, and the syntactical, each highlighting different aspects of language organization From a technical standpoint, grammatical terms are categorized as formal—classifying words like nouns, adverbs, and adjectives—and functional, which describe how these words are used in sentences as subjects, objects, or predicates Understanding both form and function through precise terminology allows for effective description and analysis of language in context.
Genre, texts, and grammar are closely interconnected in writing, playing a vital role in guiding students towards effective writing skills Understanding these three fundamental categories helps students improve their writing by providing clear structures, styles, and grammatical accuracy Mastery of genre, text types, and grammar enhances students' ability to produce coherent and well-organized written content, ultimately fostering better communication skills.
Genre, the social context and relations in which texts are produced
Text, the language processes used to construct products
Grammar, the choices and limitations language – users have when putting words together in texts
In applying the GBA to teaching writing skills, both teachers and students must focus on key aspects to produce effective writing aligned with communication goals The GBI integrates the product and process approaches, resulting in a process-genre approach, as highlighted by Badger and White (2000) This approach enables students to understand the importance of both the writing process and genre conventions in developing their writing proficiency.
Effective writing requires a deep understanding of language, context, and purpose, combining genre and product approaches Developing writing skills involves nurturing learners' potential through process-oriented methods and providing targeted input that prompts learners to respond and improve.
Effective writing within a specific genre requires adherence to its constraints, but for writing to be truly accessible, it must also be cohesive and coherent Writers utilize various linguistic techniques, such as grammatical devices, pronouns, reference words, and lexical repetition, to connect ideas smoothly and help readers understand the text Cohesion is primarily achieved through the use of pronouns, reference words, and logical markers, ensuring clarity even when words are omitted or substituted Combining cohesion and coherence enhances the readability and overall quality of the text, making it more understandable and engaging for the audience.
The cohesive devices help to bind elements of a text together so that we know what is being referred to and how the phrases and sentences relate to each other
According to Harmer (1998), for a text to be coherent, it must possess internal logic that allows the reader to understand the writer’s purpose and line of thought Coherence is essential because, without it, a text lacks clarity and meaning When a text is coherent, readers can easily grasp the writer’s intent and follow the progression of ideas, ensuring effective communication.
Coherence, therefore, is often achieved by the way in which a writer sequences information, and this brings us back to the issue of genre and text construction
So far, genre has been discussed in terms of process and the use of different structural and grammatical resources as engaging in different genres
2.2.2 Pedagogical principles of the GBA
According to Halliday and Painter, language should be learned through guidance and instructions, emphasizing the importance of structured learning This principle is rooted in the work of Soviet social psychologist Vygotsky, who highlighted the critical role of social interactions and guided support in language development Vygotsky's theories suggest that effective language learning occurs through guided assistance within the learner's Zone of Proximal Development, underscoring the significance of instructional guidance in acquiring language skills.
Instruction plays a crucial role in shaping a schoolchild’s concepts and directing their overall development, as highlighted by Vygotsky (1996) His work emphasizes the importance of the gap between a child's current abilities through independent problem-solving and their potential growth through guided assistance Research by Halliday (1975) and Painter (1991) demonstrates how parents actively support children in constructing spoken language through scaffolding techniques Therefore, implementing a curriculum that combines modeling, joint construction, and independent practice can lead to a more effective approach to teaching students how to write.
Genre pedagogy is a highly interventionist approach that emphasizes the crucial role of teachers in organizing and guiding students through learning challenges Based on fundamental principles of the GBA, it is believed that with proper guidance and instruction from teachers, students can effectively navigate and overcome academic difficulties This pedagogical method highlights the importance of teacher intervention in the learning process to enhance student outcomes.
The Genre-based approach as an integrated approach
To develop students' writing skills, teachers should focus on raising awareness of how language functions as a communication system, primarily through extensive exposure to the language Reading plays a crucial role in this process, significantly contributing to the development of writing abilities In fact, reading can often be more important than writing, as it allows individuals to receive instructions and absorb particular ideologies, while writing serves to convey instructions and shape social views Therefore, fostering reading habits is essential for language education and understanding societal perspectives.
Developing reading and writing skills together is essential for effective communication True understanding of any text—whether informal letters or formal expositions—relies on recognizing the devices the writer uses to convey meaning Appreciating these writing techniques is a crucial step toward enhancing one's own writing abilities.
2.3.2 The relationship between writing and speaking
When considering how people write, it is necessary to consider some differences between speaking and writing both in terms of forms and in the processes
Firstly, as far as the nature of activity concerned, White (2000: 260) said
Writing is not a natural activity; while all normal individuals learn to speak effortlessly, they must be explicitly taught how to write According to Nunan (1987), learning to write is not simply a natural extension of learning to speak a language, highlighting that speaking is learned spontaneously, whereas writing requires formal instruction Additionally, a key feature of written language is its ability to transcend time and space, allowing messages to be preserved and accessed across different eras and locations.
(1998) states that speaking is often transient whereas writing tends to be permanent as it can be received stored and referred back to it anytime
Speaking and writing serve different social roles; speaking focuses on building relationships and tends to be informal and repetitive, while writing emphasizes recording information, completing tasks, and developing ideas with a more formal and concise approach.
It progresses logically with fewer digressions and explanation
Writing is a one-way communication that often necessitates a distant, formal tone because the writer may not know their audience In contrast, speaking is a two-way process involving personal interaction, where speakers and listeners use expressions, gestures, stress, and body language to maintain their relationship While face-to-face conversations rely heavily on non-verbal cues like gestures and tone of voice to convey meaning, writing uses fewer signs and symbols, such as punctuation and sentence structure, to express nuance and intent This distinction underscores the importance of tone and symbols in both spoken and written communication for effective understanding.
Spontaneous speech and written text differ significantly in structure and language use, with writing typically following a clear discourse organization and more complex sentences, while speech often consists of smaller phrases and chunks of language Although some conversations follow preset patterns, many spoken exchanges are unpredictable, impacting their correctness and well-formedness Written texts contain a higher proportion of content words compared to grammatical words, whereas spoken language features fewer content words, reflecting its informal nature Additionally, spoken language exhibits dialect variations, while written language generally adheres to standard grammar, syntax, and vocabulary, emphasizing the formal and organized nature of writing.
Speaking and writing are distinct forms of communication, yet they also share similarities and interdependence Both are embodied in different mediums—phonology for speech and graphology for writing—but they draw upon the same linguistic resources, such as grammar and lexis The key difference lies in their functions: speech serves as the language of immediate, face-to-face interaction, while writing facilitates communication over a distance.
According to Brookes & Grundy (1990), spoken language is primary, serving as the foundation from which written language develops Writing aims to create a dialogue with readers and explores our relationships with them Despite being different modes of communication, spoken and written language share many linguistic rules, highlighting their close relationship and interconnectedness.
2.3.3 The GBA as an integrated approach
The Genre-Based Approach (GBA) is primarily recognized as an effective methodology for teaching writing According to Derewianka (2003), “teaching of genres generally privileges the written mode,” highlighting the emphasis on written language in GBA Numerous studies, including those by Campel and Kalantzis (1993), Kay & Dudley-Evans (1998), Kongpetch (2006), Reid (1987), Richardson (1991), and Murphy, have predominantly focused on using genre as a key strategy to enhance writing skills This approach underlines the importance of genre awareness in developing students' writing competencies.
Although limited literature exists specifically addressing the genre approach as an integrated method, studies indicate that using the Genre-Based Approach (GBA) effectively supports teaching all four language skills simultaneously The genre approach encourages the integration of reading, writing, listening, and speaking within a comprehensive framework, promoting language learning and communication skills According to Celce-Murcia (2000), GBA facilitates a holistic teaching strategy that enhances students' ability to utilize language functionally across different contexts.
The GBA’s distinctive feature is the integration of the four macro-skills of language—listening, speaking, reading, and writing—highlighting the importance of both spoken and written forms in language teaching (Kongpetch, 2006) While the primary focus of the GBA is on teaching written language, including speaking skills is essential as they complement each other in practice Derewianka (2003:141) emphasizes that students should have opportunities to develop genres orally, serving as a bridge to written texts Additionally, Rothery (1996:107) supports this approach by advocating for oral practice to enhance overall language development.
Although the focus of the cycle is on literacy, students engage in talking and listening alongside reading and writing Kay and Dudley-Evans (1998) emphasize that genres exist in both speech and writing, and understanding these genres can enhance teaching across speaking, listening, reading, and writing This highlights the integration of the four macro-skills in GBA-based instruction Moreover, implementing writing instruction through GBA involves not only combining these language skills but also teaching essential academic skills such as note-taking and data gathering (Gibbons, 2002; Rothery, 1996).
Teaching language using the GBA also involves content integration that is
“bringing content from the students‟ field of study into the language curriculum”
Integrating students' field of study into classroom content enhances engagement and contextual understanding by selecting texts aligned with relevant topics or themes This approach ensures that learning materials are meaningful and applicable to students' academic interests For example, Martin's work demonstrates effective integration of specialized texts, showcasing how thematic content can be tailored to students' disciplines to improve comprehension and motivation in language learning.
(1990) and Macken-Horarik (2002) that model the integration of teaching literacy and science in teaching using expository and explanatory genres
When integrating texts from the same genre, it is crucial to recognize that they may have different structural and linguistic features According to Paltridge (2001), texts within the same genre can vary significantly in their linguistic characteristics despite serving similar social functions and communicative purposes For example, scientific explanatory texts may share social goals with other explanatory genres but differ greatly in their language use As Martin (1990) highlights, the overall pattern and linguistic features of the scientific genre are distinct and context-specific.
„special‟; “it is not just the words; the grammar is special too” Similarly, Hutchinson and Water (1987, cited in Parkinson, 2000:370) claim that it is
Understanding the differences in vocabulary and the higher frequency of specific grammatical forms is essential to distinguish scientific language from everyday speech These distinctions should be emphasized to students to make them aware of the language's purpose-driven use According to Mohan (1986, cited in Parkinson, 2000: 373), language learning through content allows learners to "not only learn the language but also use it to learn," highlighting the dual benefit of content integration in General Basic Education (GBA) This approach enables students to acquire both knowledge in their field and the language skills related to it, preparing them for practical application in real-world contexts.
METHODOLOGY
Research contexts
The study was conducted at the end of the first semester of the school year 2011-
In 2012, teachers and students spent 17 weeks studying the first eight units of the textbook, providing an ideal period for a survey At this point, students had completed their English exams, allowing them to assess their performance and identify areas for improvement The study aimed to offer valuable insights to support students in enhancing their overall English skills, particularly in writing.
Teachers have already graded their students' papers and are well aware of the common mistakes made by students This insight allows them to evaluate and improve their teaching methods to enhance English language learning By analyzing these errors, educators can implement more targeted strategies that promote more effective language acquisition for their students.
Students at HNHS are organized into three grades: 10th, 11th, and 12th grade Each grade typically comprises around 10 classes, providing a diverse and comprehensive educational environment Specifically, the 12th grade consists of nine classes with approximately 395 students, highlighting the school's sizable senior class.
HNHS employs a dedicated team of eleven English language teachers aged between 31 and 50, all of whom have received formal training from reputable institutions such as the University of Pedagogy, USSH in Ho Chi Minh City, Can Tho University, and Hue University Most of these educators are enthusiastic and committed to adopting innovative teaching methods to enhance language learning outcomes This qualified and motivated staff ensures that students receive high-quality English instruction aligned with modern pedagogical approaches.
As in the chart, most of teachers have more than 5 years of experiences in teaching English at this high school However, heavy teaching load (from 30 –
Working 42 periods per week significantly impacts teachers' health, limiting their time to update their knowledge and design effective lessons This workload can lead to increased stress and reduced professional development opportunities, ultimately affecting the quality of education they provide Managing workload is essential to ensure teachers can maintain their well-being while delivering engaging, well-prepared lessons.
Research questions
This thesis investigates the practical application of the Growth-Based Approach (GBA) in teaching and learning writing skills at HNHS It aims to assess how GBA is integrated into classroom practices to improve students' writing proficiency Additionally, the study explores effective activities that can enhance students' writing development when adopting the GBA The findings aim to provide valuable insights into optimizing writing instruction through GBA at HNHS.
In order to achieve its aims, the study is guided by the following questions:
1 What are advantages and disadvantages of the GBA in the teaching and learning of writing skills?
2 What difficulties do teachers at HNHS have as applying GBA in the teaching of writing skills?
3 What kinds of activities in the classrooms that enhance the learning of writing skills as applying the GBA?
Necessary data to serve those research questions is collected through two sets of questionnaires and an in-depth interview with 4 experienced English teachers.
Research design
The study was carried out at the end of the first semester of the school year 2011-
2012 The target population consisted of the two following main groups of subjects:
The study involved all 395 twelfth-grade students across nine classes, ensuring comprehensive participation These students were chosen because they were familiar with their teachers and teaching methods, which helped provide consistent responses As they had completed five terms of writing instruction—four in tenth and eleventh grades, and one in twelfth grade—they were well-equipped to answer the questionnaires reliably The sample size was sufficiently large to represent the entire student population of approximately 1,300 students at the school, enhancing the validity of the findings.
The study was crucial for helping students identify their mistakes and learn from their experiences, especially for twelfth graders preparing for university entrance exams This process allowed students to recognize their strengths and weaknesses, enabling them to improve their performance and increase their chances of success.
This study focused on identifying the main challenges faced by HNHS students in writing Gathering students’ own thoughts and attitudes was essential to understanding their genuine experiences Their responses provided valuable insider perspectives, helping to avoid researcher bias and ensuring that conclusions were based on authentic student insights rather than external assumptions.
Eleven veteran English teachers at HNHS participated in the survey, bringing years of teaching experience that provided them with in-depth knowledge of their students' strengths and weaknesses Their extensive experience enables a comprehensive understanding of student needs, making their insights valuable for improving English education at the school.
Four experienced teachers, who have significantly contributed to developing students' major and academic knowledge, participated in interviews to provide valuable insights They expressed high expectations for students' ability to understand English materials, reflecting their commitment to language proficiency The data collected from these interviews were crucial in addressing the research questions, offering detailed information about teachers' current classroom approaches and activities during writing lessons This comprehensive understanding highlights the effective strategies teachers use to enhance students' writing skills in an English learning environment.
All teachers were willing to enter for the study with the hope that their students would be able to improve their learning skills
The study utilized questionnaires as the primary data collection tool, complemented by interviews to validate and enrich the results Students responded to multiple-choice questions, although some answers may have been randomly selected by participants To ensure comprehensive insights, teachers also participated in interviews, providing their perspectives and clarifying their viewpoints This mixed-method approach enhanced the reliability and depth of the research findings.
This study utilized two separate questionnaires: one completed by students and the other by teachers, to gather comprehensive data The teacher questionnaire aimed to address the research questions and identify the most effective writing instruction techniques in selected high schools By synthesizing responses from both questionnaires and interviews, the research pinpointed suitable teaching methods for enhancing student writing To ensure the accuracy and reliability of the data, a detailed data collection process involving multiple steps was meticulously followed.
This study utilized two carefully designed questionnaires targeting students and English language teachers at HNHS to gather comprehensive data The primary aim was to explore the current situation at HNHS, focusing on aspects such as textbook usage, classroom activities, and teaching approaches These questionnaires were developed to effectively answer the research questions and provide insights into the teaching and learning environment at the school.
To ensure clarity and accurate responses, all questionnaires were provided in both English and Vietnamese versions, minimizing potential misunderstandings among participants The Vietnamese and English questionnaires are available in Appendices 1 and 2, respectively.
In respect of the construction, the student questionnaire consisted of three parts with 19 questions
The initial section of the article explores students' attitudes toward writing through five key questions It begins by assessing students' overall interest in learning English, providing insight into their motivation levels The survey then identifies the specific language skills students wish to prioritize, highlighting their learning preferences Additionally, students are asked about the types of writing they engage with in class, as well as the most challenging aspects of writing, to better understand their difficulties Finally, the questions gather students' opinions on the adequacy of the time allocated for writing exercises in class, offering valuable feedback for improving writing instruction.
The second part of the study includes 12 questions (Q6-Q17) designed to explore students' perceptions of their writing skill development and the effectiveness of their teachers' instructional methods Additionally, the researcher aims to identify common challenges students face when learning writing in the classroom This section provides valuable insights into the relationship between teaching strategies and students' writing progress, highlighting areas where pupils may struggle and suggesting potential improvements in teaching approaches.
Questions 6 and 7 assess students' awareness of their teacher’s writing instruction methods and their attitudes toward these approaches, ensuring students understand the teaching strategies used Question 8 explores students’ opinions on whether the teaching methods effectively support the development of other language skills, including speaking, listening, and reading.
Question 9 and 10 are to know what students need before they start to write while the next two questions (Q11 – Q12) search for students‟ ideas toward the importance of teacher‟s explanation of writing genre in writing These two questions aim at checking the necessary of genre information for students in writing in general and in organizing the content as well as in learning vocabulary and grammar
Question 13 assesses how students engage with instructional materials, highlighting their comprehension and application skills Question 14 evaluates students' awareness of the communicative purposes behind different texts, emphasizing the importance of using appropriate vocabulary to express social functions effectively Question 15 seeks to gather students' opinions on teachers’ feedback, reflecting their perceptions of how constructive comments influence their learning process.
The final two questions (Q16 and Q17) in this section assess students' perceptions of the classroom activities during the writing period and evaluate whether the textbook’s writing tasks are effectively aligned with their teachers’ instructional approaches These questions aim to gather insights into students' engagement and the suitability of the textbook content in supporting their writing development, providing valuable feedback for improving teaching methodologies and curriculum design.
Data analysis
The collected data were systematically analyzed through multiple steps, starting with coding and classifying raw materials from questionnaires and interviews using SPSS The survey results were visually represented with graphs, bar charts, and pie charts, highlighting key statistics such as averages, minimums, maximums, and fluctuations Quantitative analysis of interview data was performed using Microsoft Word's internal functions, while qualitative insights were derived by categorizing major response points into organized tables.
Utilizing advanced software enabled the presentation of most results in informative graphical formats, enhancing clarity and understanding of key findings The final step involves objective reporting by the researcher, including insightful interpretation of the graphs to provide meaningful insights from the researcher's perspective.
This chapter summarized the research methodology, focusing on the research design, context, participants, and data collection procedures The study employed two primary data collection methods: questionnaires and interviews Data were obtained from students and English teachers through dedicated questionnaires, as well as from in-depth interviews with subject teachers All collected data were carefully analyzed, with detailed findings and discussions presented in Chapter 4.