INTRODUCTION
BACKGROUND TO THE STUDY
As an experienced English teacher, I have observed that writing remains a challenging skill for many students at Binh Thuan Community College (BTCC) Students often struggle due to limited vocabulary, insufficient grammatical structures, and difficulty organizing and linking ideas effectively Additionally, a lack of ideas significantly hampers their ability to develop coherent and engaging texts Consequently, their written work frequently contains lexical and grammatical errors and lacks coherence, leading to poor performance in English writing tests This results in limited communication effectiveness through writing Both student and teacher opinions, gathered through questionnaires (pages 29-34), and pretest results (pages 34-39 in chapter 4) clearly highlight these writing difficulties.
At BTCC, both the curriculum and instructional practices for reading and writing often overlook or underestimate the significant impact that reading has on writing development This lack of recognition suggests that the vital connection between reading proficiency and effective writing skills is not adequately addressed in teaching strategies Emphasizing the interdependence of these subjects can enhance students' overall literacy skills and lead to more comprehensive language comprehension and expression.
BTCC's second-year English majors undertake 45-period Reading and Writing courses in their first semester, each covering six chapters The Reading course utilizes Kirn and Hartmann's "Interactions 2 – Reading" (2002), while the Writing course is based on Pavlik, Segal, and Blass's "Interaction 2- Writing" (2002) The Writing textbook features twelve chapters focusing on different genres such as description, letters, narration, and argument, each illustrated with samples followed by practice tasks Conversely, the Reading textbook also contains twelve chapters but offers limited or no reading passages that exemplify the genres covered in the Writing course, primarily emphasizing exposition This scarcity of genre-specific reading samples hampers second-year students' ability to develop a comprehensive understanding of the genres necessary for producing quality written work.
These two courses are taught by different teachers who rarely share their teaching experiences, leading to a disjointed learning approach Additionally, both students and teachers often overlook the significant benefits of reading on improving writing skills This lack of recognition diminishes the positive impact that the reading course could have on students' writing development.
Research consistently demonstrates that reading significantly influences writing skills both in Vietnam and worldwide Experts such as Harmer (2007) emphasize that reading enhances language acquisition, particularly vocabulary, grammar, and writing Perera (1984) and Rosemary and Roskos (2002) highlight that reading helps learners internalize language features and text organization, thereby improving their writing abilities Lancia (1997) suggests that learners can draw ideas from reading to develop their writing spontaneously Escribano (1999) underscores that proficient reading is essential for producing high-quality writing, while Krashen (1989) advocates reading exposure as a primary method for developing comprehension, vocabulary, and writing skills Further, Wai-King Tsang (1996) finds that reading provides vital linguistic input for acquiring writing abilities Similarly, Corden (2007) notes that reading positively impacts the quality of independent writing, reinforcing the vital link between reading and effective writing development.
Research in Vietnam (Vo Thi Nu Anh, 2004; Le Hoang Dung, 2004) confirms that teaching reading has a positive impact on students' writing skills However, these findings are primarily based on data collected through questionnaires, suggesting a need for further experimental studies to strengthen the evidence.
This study aims to address the gap in research regarding the impact of reading on writing skills in Vietnam By employing an experimental method, it investigates how teaching reading influences the development of students' writing abilities The findings will provide valuable insights into effective teaching strategies that enhance both reading and writing proficiency among Vietnamese students.
SIGNIFICANCE OF THE STUDY
Understanding the strong connection between reading and writing courses is essential because these skills share fundamental similarities that enhance overall literacy Recognizing the link helps educators develop integrated teaching strategies, improving student comprehension and communication abilities Emphasizing the relationship between reading and writing fosters more effective learning, allowing students to better develop their language skills Therefore, paying attention to how reading and writing intersect is crucial for designing comprehensive and impactful curriculum plans.
First of all, writing skills and reading skills are two factors of literacy, which are very important for each person’s development and success Harmer (2004) writes
Education, encompassing both literacy and numeracy, is essential for the entire population, not only to ensure the efficient functioning of society but also to promote personal fulfillment and individual advancement.
Reading and writing are interconnected activities that involve understanding and conveying messages through written texts Reading enhances writing skills by helping us comprehend the writer’s messages, while writing enables us to communicate effectively with readers who are not physically present According to Byrne (1988), writing is primarily for the reader, involving encoding thoughts into language, and reading is about decoding and interpreting that message To fully grasp a reading text, readers must analyze vocabulary, grammar, and logical organization used by the writer Successful communication requires writers to adopt the perspective of a reader, and readers to consider themselves as writers to better understand the text.
Developing strong English reading and writing skills is essential for students to improve their language proficiency Reading and writing offer opportunities to enhance vocabulary, grammar, and logical understanding, thereby expanding their linguistic knowledge Mastering reading comprehension helps students better understand texts and effectively interpret messages, ideas, and emotions Additionally, improving writing skills enables students to express their thoughts clearly and accurately Overall, focusing on reading and writing development fosters greater interest and motivation in learning English, contributing to overall language mastery.
STATEMENT OF THE PURPOSE
This study aims to explore the specific impact of the reading course on improving writing skills among second-year English-major students at BTCC It seeks to identify how reading instruction influences writing development and outlines effective strategies to enhance EFL teaching The research focuses on enhancing reading and writing courses to better support language learners at the college Findings will provide valuable insights into optimizing educational methods for EFL students to achieve better proficiency.
RESEARCH QUESTIONS
My research aims at answering the following questions:
1 What difficulties do second year students have in learning writing skills?
2 In what ways can the Reading course help to improve these students’ writing skills?
3 What implications can be drawn to improve Reading and Writing courses?
ORGANIZATION OF THE THESIS
This thesis comprises five chapters and a conclusion, starting with Chapter 1, which describes students' writing difficulties, the reading and writing syllabuses at BTCC, and highlights the study's significance, purposes, and research questions Chapter 2 offers a comprehensive review of relevant literature and prior research related to the study In Chapter 3, the methodology is outlined, including questionnaires for teachers and students, and an experimental approach where students in the experimental class received supplementary passages and exercises to enhance reading skills Chapter 4 presents the data analysis and key findings from the study, providing insights into the effectiveness of the interventions Chapter 5 offers practical implications and recommendations to improve students' writing and reading skills based on the research results The thesis concludes with a concise summary emphasizing the main ideas and core contributions of the study, ensuring clarity and coherence for SEO optimization.
LITERATURE REVIEW
THEORETICAL BACKGROUND
Clear evaluation criteria are essential for assessing how reading influences writing, as highlighted by numerous researchers such as Lalande (1982), Semke (1984), Zamel (1985), Robb, Ross, and Shortreed (1986), Colomb and colleagues (1991), Lee and Vanpatten (1995), and Olson and Land (2007) Most criteria for good writing emphasize key elements including content, vocabulary, grammar, and coherence, as reinforced by scholars like Lee and Paulson (1992), Brown (1994), Steve Peha (1995-2003), and Carl-Georg Bank (2006) These shared perspectives underscore the importance of well-defined judgment parameters in evaluating written work to ensure clarity and consistency.
First of all, Brown (1994) supposes that this list of criteria includes content, organization, vocabulary use and grammatical use
Moreover, according to Carl-Georg Bank (2006), students and instructors can evaluate a piece of writing using the “four Cs”: content, clarity, coherence, and craft
Effective content begins with clear and precise information conveyed through carefully selected words Ensuring coherence involves creating a logical flow of ideas and proper sentence connections, which enhances readability Additionally, proper craft—including correct punctuation, spelling, and grammar—is essential for professional and impactful communication (Bank, 2006)
In addition, according to Teitelbaum (2003), coherence can be achieved in many ways, including:
• Use of transitional words or phrases
• Repetition of key thoughts and lexical items
• Use of synonyms, parallel grammatical structure and the same point of view
According to Steve Peha (1995-2003), effective writing is characterized by interesting and significant ideas, well-organized structure, and a distinctive voice that aligns with the desired tone—whether formal, casual, friendly, or reserved It also relies on precise and memorable word choices, smooth and expressive sentence fluency, and correct use of conventions such as punctuation, spelling, and grammar to ensure clear communication.
Lee and Paulson (1992) emphasize that the evaluation of compositions should prioritize content, organization, vocabulary, and language, with respective scores of 30, 25, 25, and 20 out of 100 Their criteria require that content be complete and relevant, organization be logical and well-structured with clear connections between ideas, and vocabulary be varied and used effectively with minimal grammatical errors Additionally, Lee and Vanpatten (1995) highlight the importance of teaching students how to apply these evaluation criteria to assess their own work and that of their peers When learners understand how their compositions are evaluated, they tend to write more carefully, aligning their work with the established standards.
Understanding writing challenges helps researchers identify specific difficulties students face, leading to targeted strategies for improvement According to language experts, writing is one of the most challenging skills to master, emphasizing the importance of effective teacher guidance Supporting students in developing strong writing skills is essential for their overall language proficiency and academic success.
Writing is often considered the least proficient skill among language learners, even after extensive practice, due to psychological, linguistic, and cognitive challenges (Byrne, 1988) Psychologically, writing is solitary and lacks the immediate interaction and feedback present in speaking, making it more difficult for learners (Byrne, 1988) Linguistically, writing requires careful organization of sentence structures and coherence, as opposed to the spontaneous nature of speech supported by interaction (Byrne, 1988) Cognitively, writing demands conscious effort and mastery of language forms and idea organization, unlike speaking which often occurs effortlessly (Byrne, 1988) A common difficulty noted by Byrne (1988) is the lack of ideas, which many students experience when required to write Additionally, Celce-Murcia (2000) highlights that students often fear they cannot generate ideas or express them properly, hindering successful writing Furthermore, research by Aly and Abdul-Sadeq (2006) on postgraduate students revealed challenges such as grammatical issues, understanding educational terminology, technical writing difficulties, and lexical limitations.
According to Dr Levine (2002), writing development can be hindered by several challenges, including sequential ordering issues such as poor narrative sequencing and lack of transitions, as well as memory problems like limited vocabulary, misspellings, and grammar errors Language ability difficulties, such as unconventional grammar, limited vocabulary, and challenges with sentence structure and word order, also impede writing progress Additionally, students may struggle with reading back their work or understanding word sounds, spelling, and meaning Higher-order cognition issues, such as difficulties in generating and elaborating on ideas, organizing thoughts, and developing opinions suited to the audience, further affect writing skills—especially in tasks requiring creativity and critical thinking A survey by Athabasca University highlights these common obstacles faced by writers.
1997 till 2009, poorly developed skills in decoding, and reading are among the difficulties that may interfere with students’ acquisition of writing skills
Writing is a complex skill that requires mastery of language fundamentals like vocabulary and grammar, as well as advanced reading skills and higher-order cognitive abilities such as developing, organizing, and explaining ideas Successful writing also involves understanding the audience, creativity, and critical thinking Due to these diverse demands, students often find it challenging to produce compositions that meet evaluation criteria and to communicate effectively through writing both during their education and in future contexts.
Writing difficulties can arise from various factors, including challenges with vocabulary, grammar, idea development, and coherence To address these issues, my thesis focuses on a reading course designed to improve writing skills by targeting these key areas This approach aims to enhance overall writing proficiency and foster clearer, more cohesive communication.
2.1.3 Relationship between reading and writing
Understanding the connection between reading and writing is crucial for researchers to grasp how reading influences writing skills Traditionally, reading has been viewed as a receptive process, while writing is seen as a productive activity, highlighting their distinct roles Recognizing these interrelated processes can enhance literacy development and improve educational strategies, emphasizing the importance of integrated reading and writing instruction.
1997) More and more researchers have recognized the connections between reading and writing and identified them as the processes of meaning construction (Paris, Wasik
Reading and writing are fundamentally connected as meaning construction processes; writing involves encoding thoughts into written messages, while reading entails decoding and interpreting those messages Byrne (1988) emphasizes that writing is about translating thoughts into language for others to interpret, whereas reading is about constructing meaning from the written text Nuttal (1982) further explains that the writer encodes a message into words, and the reader decodes or interprets this message, highlighting the interdependent nature of writing and reading in communication.
Effective reading and writing are interconnected through shared background knowledge and assumptions, which are essential for successful comprehension and communication According to Nuttal (1982), these shared assumptions include language knowledge, attitudes, beliefs, and values common to individuals raised in the same society Good writers anticipate their readers’ background knowledge and interpret how readers will understand their chosen language, words, and structure, enabling them to craft texts that are easily readable (Brown, 1994) Conversely, proficient readers activate their prior knowledge and schemata about language and the world to decode and interpret texts effectively (Wallace, 1992) Therefore, successful reading and writing depend on mutual understanding, context clues, and the ability to infer the writer’s intended message beyond explicit words.
Reading and writing are interconnected skills, where proficiency in one can enhance the other Reading extensively exposes students to diverse texts, providing valuable insights into effective writing techniques and potential topics, as noted by Brown (1994) Byrne (1988) emphasizes that engaging with naturally written, interesting texts can significantly improve writing skills According to Kroll (1990), reading serves as an essential input for developing writing, as passages act as models for skill acquisition Studies by Stotsky (1983) highlight the strong correlation between reading achievement and writing ability, while Kroll (1990) further argues that better writers tend to be better readers, as they read more and produce more syntactically complex texts.
To sum up briefly, reading and writing share some certain connections with each other and the exposure to one can be beneficial to the other and vice versa
However, in the scope of this study, only the benefits of reading on writing are examined and how reading influences writing efficiency can be shown in the part below
2.1.4 Impact of reading on writing
Extensive research by experts such as Krashen (1989), Kroll (1990), Brown (1994), Escribano (1999), Harmer (2007), Coxhead and Byrd (2007), and Corden has demonstrated that reading significantly enhances writing skills Reading exposes individuals to diverse vocabulary, sentence structures, and writing styles, which positively influences their own writing development Incorporating ample reading into language learning can improve writing coherence, vocabulary expansion, and overall writing proficiency, making it a vital component of effective language education.
2007) Some main advantages of reading on solving writing challenges and on improving the acquisition of writing can be stated below
Reading enhances students’ vocabulary and demonstrates how to use words appropriately in different contexts, which is vital for developing writing skills According to Harmer (2007), increased reading leads to vocabulary expansion that benefits writing proficiency Harmer emphasizes that reading positively impacts both vocabulary development and students’ writing abilities, supported by Krashen (1989), who also asserts that reading promotes vocabulary acquisition However, mastering writing requires not only understanding word meanings but also knowing how to select and use words effectively in specific contexts, with reading serving as the best method for acquiring this nuanced knowledge.
EMPIRICAL FINDINGS
Extensive research from scholars worldwide (Stotsky, 1983; Perera, 1984; Cullinan, 1987; Kress, 1986; Byrne, 1988; Krashen, 1989; Kroll, 1990; Short & Pierce, 1990; Harwayne, 1992; Brown, 1994; Lancia, 1997; Escribano, 1999; Rosemary & Roskos, 2002; Harmer, 2007; Coxhead and Byrd, 2007; Corden, 2007) and a few studies in Vietnam (Le Hoang Dung, 2004; Vo Thi Nu Anh, 2004) demonstrate that reading significantly influences writing development Being proficient in reading, analyzing, and interpreting texts enhances writing efficiency by exposing learners to well-crafted texts, which foster familiarity with writing conventions, improve reading comprehension, expand vocabulary, and support grammatical and stylistic development The main findings highlight that reading promotes writing skills by enriching language understanding and stylistic expression.
Many researchers worldwide, including a few in Vietnam, have emphasized the importance of integrating reading and writing skills in English language teaching to enhance the connection between these two competencies Their focus is on exploring how reading can positively impact writing development, promoting more effective language acquisition This integration aims to improve students’ overall communicative abilities by leveraging reading activities to strengthen writing skills.
Numerous researchers emphasize the importance of integrating reading and writing instruction through a cognitive strategies approach Wong Fillmore (1986), Anderson and Roit (1994), and members of the Education Alliance (Coady et al., 2003) highlight this integration as vital for effective teaching Additionally, scholars such as Olson (2003), Flower and Hayes (1981), Langer (1989), Paris, Wasik, and Turner (1991), Tierney and Pearson (1983), and Tompkins (1997) have focused on identifying teaching and learning strategies that seamlessly combine reading and writing skills Furthermore, Olson and Land (2007) conducted research on how integrating these skills can enhance learners’ interest, confidence, and competence as independent readers and writers, emphasizing the benefits of such instructional approaches for learner development.
Research by Le Hoang Dung (2004) highlights the strong mutual relationship between reading and writing skills, emphasizing the urgent need to integrate these skills into teaching and learning processes He advocates for combining the process approach, which encourages students to revise their drafts based on reader feedback, with the product approach, where students learn through models of high-quality writing and understand assessment criteria Dung underscores the critical influence of reading on developing effective writing skills and stresses the importance of raising students’ awareness of this connection to enhance their overall language proficiency.
Vo Thi Nu Anh (2004), in her study on the impact of reading on writing skills among second-year English majors at the University of Social Sciences and Humanities, Vietnam National University - Ho Chi Minh City, supports integrating reading and writing in language education Her research found that both L1 and L2 reading significantly influence writing proficiency, and students with positive reading habits tend to be more proficient writers (Vo Thi Nu Anh, 2004).
Many researchers agree that integrating reading and writing significantly benefits students, leading to notable improvements in both skills (Olson, 2003; Flower and Hayes, 1981; Langer, 1989; Paris, Wasik, and Turner, 1991; Tierney and Pearson, 1983; Tompkins, 1997) Vo Thi Nu Anh (2004) and Le Hoang Dung (2004) emphasize that this integration helps students overcome writing obstacles and focus on the features of effective writing to produce "beautiful natural written English." Wai-King Tsang (1996) highlights that integrating reading and writing enhances linguistic input and makes acquiring writing skills more effective Additionally, this approach promotes independent, autonomous, active, and successful reading and writing abilities across various contexts (Flower & Hayes, 1981a; Paris et al., 1991; Pressley, 1991; Jimenez, Garcia, Pearson).
Integrating reading and writing skills is crucial for helping English language learners (ELLs) develop academic literacy, as argued by Vaugh and Klinger (2004), Lee and Vanpatten (1995), Brown (1994), and others This approach enhances students’ confidence and competence as independent readers and writers, equipping them to succeed in advanced educational settings (Olson and Land, 2007) By defining communication as expressing, interpreting, and negotiating meaning, an integrated teaching approach enables learners to better interpret messages in reading and to more effectively develop and articulate ideas in writing (Lee and Vanpatten, 1995).
Research indicates that teachers' strong skills in text analysis significantly enhance students' writing abilities by helping them understand how writers organize information, select vocabulary, and structure texts to communicate effectively with readers This process of analyzing texts fosters the development of learners’ schemata for writing and deepens their awareness of the audience, ultimately improving their writing skills (Escribano, 1999; Coxhead and Byrd, 2007; Roy, 2007; Hyland, 2007).
Escribano (1999) emphasizes the importance of teaching reading and writing skills at Madrid Polytechnic University, highlighting that text-type analysis tasks effectively help students develop schemata for writing These activities facilitate the integration of English reading and writing objectives, promoting a cohesive learning experience By leveraging such pedagogical strategies, educators can enhance students' comprehension and writing abilities, aligning with best practices in language instruction.
Reading must be taught to help learners comprehend texts effectively, enabling them to produce appropriate essays (1997) Experienced readers develop the ability to find clues within texts to understand the writer’s thoughts and anticipate upcoming ideas (Escribano, 1999) Therefore, teachers should focus on training students to interpret texts and practice predicting skills, which enhance their logical thinking and communication abilities with writers through reading.
Stating that reading is concerned with the recognition of the aspects of the written text while writing is with the production of the text, Kennedy & Bolitho (1985:
85), like Escribano, also regard reading as a necessary precondition for a writing task since the writer must recognize the structure of a particular type of writing before he can produce it
Research by Coxhead and Byrd (2007) highlights that analyzing academic texts helps students identify key vocabulary and grammar needed for fluent, academic writing Teachers should create opportunities for students to focus on and produce these language items in class, especially lexicogrammatical sequences—fixed sets of words that often appear together and are stored as units in memory Examples include four-word sequences like "as a result of," phrasal verbs such as "look up," noun phrases like "the number of," and passive constructions requiring prepositions, such as "are shown in." Mastery of these sequences facilitates easier writing and signals fluency and academic competence, making them essential for language learners aiming for academic success.
Research by Corden (2007) demonstrates that analyzing literary devices such as word choice, sentence variation, similes, metaphors, and personification in texts can significantly enhance children’s narrative writing skills Discussing how authors craft texts not only deepens understanding but also evokes emotional responses from readers (Rosentblatt, 1995) Therefore, teachers should act as “artistic” models, demonstrating the creative writing process—structuring, thinking, re-reading, and revising—to help learners develop their own expressive skills (Grainger, Grooch, & Lambirth, 2005).
Depending on the theory of genre-based writing instruction, which draws teachers’ attention to considering how texts actually work as communication, Hyland,
Research by Escribano (1999), Coxhead and Byrd (2007), Corden (2007), and others emphasizes that effective writing instruction should focus on teaching students how to analyze grammatical structures within texts This approach enables learners to decode and encode meaning in recognizable and coherent ways By understanding the grammatical components of texts, students develop stronger writing skills and greater fluency in communication Educators should prioritize teaching students to analyze and interpret grammatical patterns to enhance their overall writing proficiency.
Effective writing instruction requires teachers to understand how texts are structured and interpreted, enabling them to guide students in analyzing a writer's organization and purpose When students develop strong reading and comprehension skills, they can better understand and replicate effective text structures, enhancing their writing abilities Therefore, improving reading competence directly contributes to better writing skills, and teachers who possess strong reading comprehension can teach writing more effectively.
An integrated approach to teaching reading and writing skills, combined with text analysis, enhances students' ability to become independent, active, and critical readers and writers This method activates and builds students' schemata for writing, facilitating skill development It effectively supports the theory that reading and writing are interconnected and underscores the positive impact of reading on writing abilities.
METHODOLOGY
RESEARCH QUESTIONS
My research aims at answering the following questions:
1 What difficulties do second year students have in learning writing skills?
2 In what ways can the Reading course help to improve these students’ writing skills?
3 What implications can be drawn to improve Reading and Writing courses?
METHODOLOGY
This study utilized multiple research instruments to address its research questions, including an experiment in teaching reading, which involved a pretest and posttest to evaluate students' writing progress Additionally, questionnaires were employed to gather insights from students and teachers regarding writing difficulties and improvements, providing comprehensive data on student performance and perceptions.
This study began with a pretest and two questionnaires administered to students and teachers to identify common challenges in learning English writing, informing the design of targeted reading exercises to enhance writing skills An experimental approach was then implemented, involving two second-year EFL classes at BTCC—one serving as the experimental group receiving reading instruction, and the other as the control group without such treatment The teacher delivered specialized reading activities to the experimental class, aiming to assess whether reading instruction could improve writing ability The effectiveness of the intervention was evaluated through pretests and posttests, with questionnaires used to measure the impact of reading instruction on students’ writing development, providing comprehensive insights into the relationship between reading skills and writing proficiency.
Stage Research instruments Subjects Purposes Research questions
Pre-treatment test 82 students (from 2 classes of X & Y)
Identify students’ difficulties in writing
1 What difficulties do second year students have in learning writing skills?
Experiment group was provided with more reading texts and exercises Experiment group:
Examine the possible impact of the Reading course on the students’ writing skills Post-treatment test
Identify specific impacts that the teaching of Reading has on the students’ writing skills
2 Can the Reading course help to improve these students’ writing skills?
3 What implications can be drawn to improve Reading and Writing courses?
At the start of the treatment, a pretest in writing (Appendix 5) was administered to assess students' writing challenges and establish a baseline for their skills This initial assessment helped identify specific difficulties and guided the development of targeted interventions Additionally, the pretest results provided a means to evaluate and compare the writing abilities of students across both groups.
In the experiment, the experimental group received targeted treatment materials, including additional reading passages and exercises, during a 45-period reading course, while the control group did not These materials were specifically designed based on students’ pretest difficulties, their feedback on writing challenges gathered through questionnaires, and teachers’ insights into students’ writing skill obstacles This approach aimed to address individual student needs and improve writing proficiency through tailored instructional content.
A posttest was conducted after the treatment to assess differences between the control and experimental groups, based on scores assigned by the students' Writing teacher The effectiveness of the treatment was evaluated through changes in pre-test and post-test scores, students’ writing progress, and feedback collected from both students and teachers through questionnaires These comprehensive measures provided insights into the impact of the intervention on students’ writing skills and perceptions.
Students’ writing skills were evaluated based on four key criteria: the variety of vocabulary used, the correct application of linking words, accurate use of verb tenses, and the effective transfer of ideas from additional passages into their posttest writings These criteria were consistently applied to assess and score students’ writings in both the pretest and the posttest, ensuring a comprehensive evaluation of their language development.
This study involved 82 second-year college students majoring in English at BTCC, with 41 students in the control group and 41 in the experimental group By the first semester of their second year, students had completed two Writing courses and two Reading courses, giving them foundational experience in English reading and writing skills The students were of similar ages, ranging from 19 to 20 years old Class X served as the control group, while Class Y was designated as the experimental group; the selection process for these groups was detailed in Chapter 4.
All eight teachers at the college, including seven females and one male, participated as respondents in the study The majority of them (7 out of 8) possessed over ten years of English teaching experience, indicating a highly experienced teaching staff Additionally, more than half of the teachers (5 out of 8) held M.A degrees in TESOL or were currently pursuing M.A courses in TESOL, reflecting their strong academic backgrounds in English language teaching.
The instruments of my study include an experiment, and four questionnaires, two of which were for the students and another two for the teachers
3.2.2.1 Description of the student questionnaires
The students were asked to answer two questionnaires called S1 and S2 based on a five-point Likert Scale (Likert, 1932)
The questionnaires aimed at identifying the type of the treatment conducted in the Reading course and at investigating the influence of teaching Reading on writing skills
The study utilized two questionnaires to assess students' writing challenges and the impact of reading instruction Questionnaire S1 (Appendix 1) comprised five questions focused on students’ difficulties with ideas, vocabulary, grammar, coherence, and tenses in writing Meanwhile, Questionnaire S2 (Appendix 2) included two questions aimed at examining how teaching reading influences students’ writing skills These tools provided valuable insights into the relationship between reading habits and writing proficiency.
Questionnaire S1 was answered by the students two weeks before the experiment was carried out Meanwhile, Questionnaire S2 was answered by the students one week after the experiment
The questionnaires were concise and time-efficient, ensuring minimal disruption to students’ schedules To facilitate understanding, the researcher orally explained each question in Vietnamese, allowing students to easily grasp the content A total of 82 students completed the questionnaires, and all responses were subsequently converted into numerical data for analysis in the following chapter.
3.2.2.2 Description of the teacher questionnaires
Two questionnaires, T1 and T2, were administered to teacher informants to gather detailed insights into students' writing difficulties and to explore effective strategies for enhancing students' writing skills through reading instruction.
The T1 questionnaire (Appendix 3) comprised six questions designed to identify second-year English majors’ common writing difficulties and to determine how reading courses can support improvements in their writing skills Question 1 focuses on uncovering typical errors and challenges students face during writing tasks, providing insight into their specific needs Question 2 aims to establish effective strategies within the reading course to help students overcome these writing challenges Question 3 explores whether an integrated reading and writing syllabus would be beneficial, while Question 4 examines if the same instructor should teach both skills for better learning outcomes Finally, Questions 5 and 6 investigate how the reading course can further enhance students’ writing abilities, highlighting the importance of integrated skill development.
Teachers completed Questionnaire T2 (Appendix 4) after the experiment, consisting of two questions aimed at assessing the impact of the third-semester Reading course on students' writing skills The questions focused on evaluating improvements in content, vocabulary, grammar, tenses, and coherence Respondents rated their perceptions on a scale from 1 (not at all) to 5 (a lot), and the average responses provided insights into how effectively the course enhanced students' writing abilities.
3.2.2.3 Description of the experimental process Pretest of writing: First, before the Reading course and the Writing course started, a pretest of writing which I composed (Appendix 5) was given to both the experimental class and control class to identify the difficulties that these students faced in writing and to evaluate the levels of writing of all the subjects Next, I marked this pretest The subjects’ writings and scores in this pre-test, together with the responses from the first questionnaires for the teachers and the students, were analyzed to discover the students’ real problems with writing These writing difficulties faced by the students were used as the basis for the selection of the additional texts and exercises to be included in the Reading course
During a 45-session reading course, the experimental class (Class Y) received increased exposure to reading texts and exercises (Appendices 7 & 8), while the control class (Class X) did not, to evaluate the impact of enhanced reading practice on learners' performance.
DATA ANALYSIS AND FINDINGS
DATA ANALYSIS
The students' writing difficulties stemmed from their own perspectives and their teachers' opinions, as revealed in questionnaire data These challenges were further confirmed by the pretest results conducted before the treatment, indicating consistent issues in their writing skills.
The responses for Questionnaires S1 and S2 came from 80 students because two students were absent and the answers for Questionnaires T1 and T2 came from 8 English teachers
Based on the data in Table 4.1, a significant majority of students found the Writing subject to be "very difficult," with 78.8% (63 out of 80) expressing this view, while an additional 15% (12 out of 80) considered it "difficult." Importantly, no students rated the subject as easy or not difficult at all, highlighting that Writing is perceived as a highly challenging subject among students.
Table 4.1 Writing is difficult Question 1
Difficulty degree of the writing subject Total checks %
A majority of students specified that grammar, coherence, vocabulary, and content were very difficult aspects in writing to them While grammar was considered
“very difficult” by 86.3% students, these figures for coherence, vocabulary and content were 83.8%, 81.3% and 78.8% respectively
Table 4.2 Difficult aspects in writing
Total checks % Total checks % Total checks % Total checks % Total checks %
T o ta l ch ec k s % T o ta l ch ec k s % T o ta l ch ec k s % T o ta l ch ec k s % T o ta l ch ec k s %
Chart 4.2 Difficult aspects in writing
Many students find various writing genres challenging, with 80% struggling with argument essays In contrast, a smaller proportion, 65%, find letter writing difficult Additionally, 70% of students face difficulties with descriptive writing, while 73.8% find narration challenging Overall, students experience significant challenges across different writing genres, highlighting the need for targeted writing skill development.
Table 4.3 Difficult genres of writing
Total checks % Total checks % Total checks % Total checks % Total checks %
Students generally found some writing topics more challenging than others, with Global Connections, Business and Money, and Lifestyles Around the World considered the most difficult In contrast, topics such as Jobs and Professions, City Life, and Education and Students were perceived as easier to write about This variation highlights differences in perceived complexity among various subject areas, impacting students' confidence and writing performance.
1 Education and student Life 1 The least challenging 72 90
6 Global Connections 6 The most challenging 72 90
Grammar tends to be more challenging for students than the positions of adverbs or adjectives According to Table 4.4, 90% of students agree that tense issues are a major concern Specifically, tenses such as Present Perfect, Simple Past, and Simple Present are the most difficult, with 83.8% of students confirming these challenges as shown in Table 4.5.
Table 4.5 Difficult grammar points Question 5
Grammar point Numbered as Total
1 Simple Future Tense 1 The least challenging 67 83.8
3 Positions of Adjectives in Noun Phrases 3 67 83.8
5 Position of Adverbs of Frequency 5 67 83.8
10 Present Perfect Tense 10 The most challenging 67 83.8
Answering question 1 in Questionnaire T1, all the teachers said that the students of the two classes X and Y had many difficulties in writing: lack of vocabulary, structures, grammar, transitions and ideas
Teachers observed that students' vocabulary skills were limited, with many students struggling to use lexical items accurately For instance, students often misused common idiomatic expressions like ‘now and then’ and ‘work hard,’ frequently substituting them with incorrect forms such as ‘work hardly.’ Additionally, frequent spelling mistakes further reflected their inadequate vocabulary proficiency, impacting the overall quality of their writing.
Teachers observed that students made numerous grammatical errors, particularly struggling with correct tense usage in their writing Notably, students often used the simple present tense in letters, neglecting the appropriate use of simple future or near future tenses Additionally, they frequently confused the simple past tense with the present perfect tense, leading to inaccuracies Furthermore, students had difficulty correctly placing adverbs of frequency, which impacted the clarity and correctness of their sentences Improving tense consistency and adverb placement are essential areas for enhancing students' grammatical proficiency.
Many writers frequently place adverbs like “always,” “usually,” and “often” incorrectly within sentences They also often lack knowledge of the correct placement of adjectives in noun phrases, leading to unclear or awkward expressions Additionally, writers tend to rely on limited grammatical structures, which can reduce the variety and richness of their writing Improving understanding of adverb placement, adjective order, and diverse sentence structures can significantly enhance writing clarity and coherence.
When evaluating coherence, they said that these students usually used very few transitions in their writings
The participants acknowledged that a lack of ideas was a significant challenge in their writing process They also noted that many writing topics in the course book were impractical, making it difficult for students to generate sufficient and relevant ideas for their essays This highlights the need for more engaging and practical writing prompts to improve students' idea development and overall writing skills.
Many students struggle to write about the advantages of a large college in Chapter 1 because they lack personal experience studying at such institutions, having mostly graduated from small colleges like Binh Thuan Community College without exposure to large universities Additionally, the topic of studying abroad, discussed as an advantage in the same chapter, is not practical for most students since they have not yet had the opportunity to study abroad.
In Chapter 3, a model letter is provided for readers to respond to a report about individuals who evade taxes on income from small home businesses However, this topic is complex and less relevant to students, as it does not directly relate to their practical experiences.
In chapter 6, ‘the effects of globalization on your life’ is too general and immense for students to understand
Many students may find it challenging to write about experiences of living in a foreign country and learning a new language because they lack personal connections or firsthand knowledge of such situations Without having met someone who has faced these challenges, students might struggle to provide detailed and authentic insights Developing understanding and empathy for these experiences can enhance their writing and storytelling skills.
In chapter 9, to write a description of a planet is not an easy, even impossible thing for most students
In brief, all 8 (100%) teachers agreed that our second year students encountered problems with inadequate knowledge of vocabulary, grammar, tenses, ideas and linking devices in writing
The pretest student writings revealed common challenges in producing coherent and error-free texts, reflecting issues identified in their questionnaires These difficulties included frequent mistakes in vocabulary, grammar, and tense usage, as well as a lack of clear ideas and logical flow within their compositions Sample writings (Samples 1, 2, and 3) demonstrate these persistent issues, highlighting the need for targeted instructional support to improve writing skills.
Sample 1: The errors made in a very weak writing
I am a student at Binh Thuan Community College, a large institution with a spacious campus and extensive facilities The school offers a wide range of equipment and resources, allowing students to study and learn various subjects effectively The teachers are friendly and supportive, creating a positive learning environment Additionally, the college has a large library where I can access a variety of books and study materials whenever I want.
This student recognizes some advantages of large colleges but struggles with writing errors and incomplete development The short length of only about 40 words indicates difficulties in expanding ideas and vocabulary, which are essential for conveying a clear message Common mistakes include misspelling words like “equipment” as “equidment” and incorrect verb usage such as “teachers is,” “can to study,” and “can to read.” Additionally, errors like “I’m a student Binh Thuan Community College,” “tree very much,” and “There is equidment very much” hinder clarity and professionalism The writing relies solely on simple sentences with minimal connectors, resulting in a lack of coherence and smooth flow Improving vocabulary, grammar, sentence structure, and development of ideas will enhance the quality of the writing and better communicate the advantages of large colleges.
Sample 2: The errors in a fair piece of writing
FINDINGS
The analysis highlights that supplementary passages and exercises in the Reading course significantly enhanced students' writing skills Initially, both control and experimental groups had similar performance levels before the intervention However, posttest results demonstrate that the experimental group showed greater improvement in writing, likely due to increased motivation and targeted practice Notable progress was observed in areas such as vocabulary, grammar, tenses, ideas, and coherence, indicating the effectiveness of the supplementary materials in developing comprehensive writing abilities These findings provide valuable insights into effective teaching strategies for improving reading and writing skills among students.
Table 4.13 Improvements in the experimental students’ writings
Aspects in writing General Comments Specific Comments
Vocabulary Considerably expanded and developed
-A richer range of vocabulary -Fewer misspelt words -More lexical items correctly used
Grammar A lot improved -More lexicogrammatical sequences correctly used -More precise knowledge of tenses
Coherence Improved -More connectors correctly used
Content More complete, thorough, interesting and easier to understand or interpret
-More ideas that are interesting -Ideas more clearly and thoroughly explained
Collaborating between Reading and Writing teachers to explore students' writing challenges and review the Writing course syllabus can enhance learning outcomes By working together, teachers can identify students' difficulties and provide targeted texts and exercises, offering additional language support to improve students' writing skills This cooperative approach ensures a more effective and comprehensive writing instruction, benefitting students' overall language development.
To address second-year students' actual writing challenges, teachers should provide additional passages and exercises focused on vocabulary, grammar, coherence, and content These supplementary materials help students recognize and understand words, phrases, structures, and ideas, enabling them to grasp the writer's message and purpose Furthermore, such practice enhances students' ability to incorporate these elements into their own writing, allowing them to effectively express their messages and achieve their writing objectives.
The experiment revealed that over 50% of students felt the reading course significantly improved their writing skills; however, this suggests room for enhancement The limited number of passages and the simple language used in reading texts may restrict students’ exposure to the target language Incorporating more passages related to writing tasks, with richer vocabulary, varied structures, and diverse ideas, can provide better exposure and facilitate more effective language development Therefore, expanding the reading material to include topics connected to writing tasks will better support students' overall language acquisition.
The experiment revealed that the current Reading course had a limited impact on students’ understanding of coherence, despite improvements in vocabulary, grammar, and content knowledge To enhance the course’s effectiveness in teaching coherence, teachers should incorporate more well-structured passages that emphasize a clear logical flow of information Additionally, increasing the number of practice exercises, such as Type 5 and Type 7 tasks, can further strengthen students’ ability to grasp coherence in reading comprehension.
10) are related to writing a sentence rather than a paragraph This may have limited their practice in constructing coherent paragraphs Therefore, to improve the coherence as well as the other aspects in the students’ writings, more exercises dealing with paragraphs should be also supplied for the students to do
Additional passages are essential for enhancing students’ writing schemata; however, relying on a limited number of texts and simple language in reading materials restricts their ability to access and understand written English effectively To address this, diverse reading passages that relate to writing topics and include a broader range of vocabulary, phrases, structures, and ideas should be provided These passages should also demonstrate good coherence, enabling students to read, analyze, and improve their writing skills more comprehensively.
Supplementary exercises have been effective in helping students overcome writing difficulties; however, most focus primarily on using specific words, phrases, and sentence structures Only the "Summarizing" exercise (Type 10) teaches students how to compose an entire paragraph To enhance students' writing skills further, incorporating additional exercises like "Fill in the blanks of an incomplete passage" would provide more opportunities for students to practice paragraph formation and development This approach can lead to better improvements in their overall writing ability.