INTRODUCTION
Rationale
In the modern global landscape, language is crucial for effective communication, with English recognized as the international lingua franca for information exchange In Vietnam, proficiency in English is increasingly essential for individuals, particularly students, aspiring to secure high-paying jobs or advance their careers.
English serves as an essential international language for communication and academic purposes, necessitating the development of four key skills: listening, speaking, reading, and writing Among these, writing is particularly vital for learners of English as a foreign language, as it plays a crucial role in international business correspondence, advertisements, job applications, and reports Proficiency in English writing not only aids students in excelling in exams but also enhances their job prospects, especially in private companies operating on a global scale Additionally, writing fosters critical thinking and helps learners organize their ideas while improving their ability to summarize, analyze, and critique information.
Within the university environments, students have to deal with various types of written discourse including narration, description, exposition, and argumentation In short, an
Argumentative essays are a crucial component of academic writing at the university level, serving as an essential tool for students to persuade others to accept their viewpoints on various topics This genre is particularly significant for test-takers in assessments like CEFR, TOEFL, and IELTS, as it demonstrates their argumentative skills Despite its importance, research indicates that argumentative writing is one of the most challenging forms of writing, often leaving English majors struggling with clarity, organization, and audience awareness Many students find it difficult to present convincing arguments supported by clear evidence and effective refutation Additionally, factors such as linguistic competence—encompassing vocabulary, grammar, and coherence—and background knowledge significantly impact students' writing abilities.
Recognizing the challenges students face in writing argumentative essays, previous research by scholars such as Rahmatunisa (2014), Zhu (2001), and Kakan-dee and Kaur (2014) has identified various difficulties However, there is a lack of studies focusing specifically on the struggles encountered by English-majored sophomores at Tay Do University Therefore, this research titled “A Study on the Difficulties in Writing Argumentative Essays of English-Majored Sophomores at Tay Do University” aims to thoroughly investigate these challenges and provide support for English learners, particularly sophomores at Tay Do University.
3 realize their own obstacles in writing argumentative essays Hence, the researcher hopes that students can improve their writing skill positively.
Research aims
This study aims to identify the challenges faced by English-majored sophomores at Tay Do University in writing argumentative essays Additionally, it seeks to help students overcome these difficulties and enhance their writing skills effectively.
The significance of study
This study investigates the challenges faced by English-majored sophomores at Tay Do University in writing argumentative essays, helping students identify their writing barriers The findings aim to assist teachers in evaluating and enhancing students' writing skills Additionally, the study proposes solutions to address the identified issues, facilitating the construction of effective argumentative essays Ultimately, it offers valuable insights and recommendations for future research in this area.
The organization of study
The study consists of five chapters:
Chapter 5: Conclusion, implications, limitations, and recommendations
LITERATURE REVIEW
Definitions of writing and its importance
Experts define writing in various ways, emphasizing its role in conveying information and expressing original ideas Rivers (1981) describes writing as the organized communication of thoughts in a new language, while Brown (2001) views it as a cognitive process that allows for extensive planning and revisions before finalization Elbow (1973) adds that writing involves a two-step process: understanding meaning and translating that meaning into language This reflective nature of writing showcases our thoughts, yet students who hesitate to write often face challenges in articulating their ideas and forming coherent sentences.
Writing is a complex activity that involves both physical and mental processes According to Nunan (2003), writing encompasses the physical act of transferring words or ideas to a medium, as well as the mental effort of generating ideas, determining how to express them, and structuring them into coherent statements and paragraphs for clarity Furthermore, Abu Rass (2015) emphasized that writing is a challenging skill to master.
Writers, whether native or nonnative speakers, face the challenge of balancing various elements in their writing, including content, organization, purpose, audience, vocabulary, and mechanics This balance requires careful attention to punctuation, spelling, and capitalization to ensure clarity and effectiveness in communication.
Writing is a multifaceted process that demands proficiency in grammatical structures, conceptual thinking, and evaluative skills (Heaton, 1990; 1988) Kassem (2017) emphasizes that writing is particularly intricate, necessitating mastery over a wide range of tasks, from letter formation and spelling to the effective application of rhetorical patterns.
In conclusion, writing is a productive activity in which the writer uses his or her own language to express, analyze, prove or convince about the specific topic in a structured form
Mastering writing is an essential skill for students, as it fosters critical and deep thinking, which is crucial for producing quality work Furthermore, writing is a vital aspect of education, career development, and everyday functioning in our society.
Learning to write equips students with the skills to express their ideas and thoughts effectively According to Sajid and Siddiqui (2015), writing is recognized as a crucial skill that significantly improves educational performance Similarly, Alfaki emphasizes the importance of writing in the learning process.
Writing is a crucial language skill that effectively conveys individual thoughts, views, and emotions It serves as a medium for sharing ideas and persuading others, while also facilitating the learning of language forms Language instructors can integrate both communication and language structure into their lessons, designing classroom activities that enhance students' writing abilities and overall language proficiency.
Writing serves as a versatile tool that aids learners in articulating and organizing their thoughts more effectively It not only enhances memory retention but also facilitates the sharing of ideas, as highlighted by Graham et al (2008).
Mehrabi (2014) emphasizes that writing requires a deeper understanding of grammatical structures compared to receptive skills and even speaking It possesses unique attributes that contribute significantly to overall language learning Writing not only allows students to practice and retain material in long-term memory but also aids in the acquisition of grammar, vocabulary, and patterns for many learners As a fundamental aspect of clear communication, writing is essential Moreover, enhancing writing skills is a challenging and dynamic cognitive process that demands more than just vocabulary mastery and linguistic ability.
Essay
In the Preface of Collected Essays by Huxley (1923), it is noted that an essay is a concise piece of writing Langan (2004) simplifies the definition by highlighting that while a paragraph focuses on one main idea, an essay consists of multiple paragraphs centered around a central idea Similarly, Zemach and Rumisek (2005) emphasize that an essay is a collection of paragraphs addressing a single topic, typically requiring at least three paragraphs, though a five-paragraph structure is common in academic writing Therefore, crafting an essay involves developing a cohesive thesis that unifies the content.
An effective essay typically comprises seven statements, including three supporting paragraphs that begin with a clear topic sentence According to Oshima and Hogue (1981), an essay is defined as a written work that includes an introductory paragraph, a body, and a concluding paragraph (p.76).
An essay is a concise written work consisting of several paragraphs that explores a specific topic, where the author articulates their opinions and aims to convey particular points, supported by relevant details and facts.
2.2.2 Basic structure of English essays
Essays, despite their various types, generally follow a consistent format As outlined by Langan (2004), a standard college essay typically consists of three main parts: an introductory paragraph, a body with supporting paragraphs, and a conclusion This traditional structure is often referred to as a one-three-one essay or a five-paragraph essay.
Introduction - Open remarks to catch reader’s interest
Definitions of argumentative essay
An argumentative essay is a structured form of writing where the author presents a reasoned argument, backed by evidence and counterarguments, to persuade the audience to accept a specific claim (White & Billings, 2008) Effective argumentation involves taking a clear stance, anticipating opposing viewpoints, and refuting those ideas with credible evidence to gain the reader's trust (Chase, 2011) According to Oshima and Hogue (2006), writers of argumentative essays express agreement or disagreement on a particular issue and substantiate their opinions with logical reasoning For students, mastering the art of writing an argumentative essay requires the ability to articulate their position clearly and support it with compelling evidence.
“the clear and logical presentation facts (premises) so as to arrive at valid conclusions”
An argumentative essay is a structured paper that uses logical evidence to persuade readers to accept a specific opinion or take action.
Writing an argumentative essay presents a greater challenge than narrative writing, as it demands more cognitive effort (Crowhurst, 1990) In this form of writing, the author takes a stance on a controversial topic, offering reasons and opinions while clarifying and illustrating these points to persuade the audience (Reid, 1988) Applebee (1984) describes argumentative writing as having a hierarchical, analytical structure that necessitates systematically supported critical arguments.
(1987) gave a broad definition of argumentative writing: “written persuasive discourse integrates the rational and affective appeals and the appeals to credibility” (p.185) Choi
(1988), defined argumentative writing as “one kind of writing whose main purpose is to persuade the reader to accept the writer’s belief or opinion” (p.17)
An argumentative essay is structured around a clear thesis statement, aiming to persuade readers to adopt the writer's perspective on a controversial topic To effectively argue their point, the writer presents a claim supported by logical reasoning and evidence, while also addressing and countering potential opposing arguments.
The difficulties in writing argumentative essays
Writing is a challenging skill to master, especially for first and foreign language learners, as highlighted by Umar and Rathakrishnan (2012) Among various writing tasks, crafting an argumentative essay stands out as a common yet daunting assignment for university students Many students encounter significant difficulties when tasked with writing argumentative essays This article will explore the challenges associated with this type of writing, drawing insights from existing literature.
Linguistic competence is crucial for students to effectively engage with writing subjects As defined by Brown (2000), it encompasses an individual's foundational understanding of a language's system, including grammar rules, vocabulary, and the integration of these components Therefore, linguistic competence involves various elements, such as grammar, vocabulary, and coherence, all of which are essential for proficient writing.
Vocabulary knowledge is viewed as an essential tool for mastering any language skills; it also contributes to the understanding of written and spoken texts Wilkins (1972) wrote
Effective communication relies heavily on both grammar and vocabulary, as highlighted by the notion that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." While good grammar is important, it becomes ineffective without a robust vocabulary A rich vocabulary enables students to express their ideas more clearly and efficiently However, many students face significant challenges due to limited vocabulary knowledge Learning vocabulary extends beyond simply acquiring new words; it involves understanding their functions and how they apply in various contexts Consequently, students often struggle to choose the appropriate words when writing.
Grammar is essential for students learning foreign languages and writing effectively A lack of understanding of grammar rules can lead to inappropriate sentence construction, resulting in misunderstandings for readers Rajoo (2010) emphasized that grammar significantly contributes to students' errors, as they often create sentences without proper grammatical consideration.
Good grammar is essential for students to produce high-quality essays Effective grammar strategies encompass structuring essays properly, linking paragraphs cohesively, providing clear explanations in each body paragraph, and ensuring content consistency with the essay topic With a solid understanding of grammar, students can skillfully construct sentences using varied and appropriate structures.
Coherence refers to the logical connection and flow of ideas within a text According to Jones (2007), writing achieves coherence when ideas transition smoothly from one sentence to another, ensuring that all parts of the text are logically related (p.134) Thus, coherence is essential for effective communication and understanding in writing.
Coherence in writing refers to the logical arrangement of ideas, ensuring that each concept is connected to the others, which facilitates reader comprehension (McCrimmon, 1984; White, 1986; Jones, 2007; Oshima & Hogue, 2006; Harmer, 2007) Gao (2012) identifies three key aspects that contribute to coherence: cohesion, which involves lexical and grammatical links; plausibility or interpretability, which pertains to the semantic relationship between existing and new information; and justifiability, which relates to the logical flow of ideas.
However, the lack of coherence is a major problem in student’s writing as students are not able to link their ideas together in the sentences and paragraphs According to Pilus
Incoherence often hinders students' writing success, particularly in writing classes, as noted in 1996 To craft a compelling argument, writers must utilize transitions to ensure their ideas connect seamlessly (Bram, 1995) In an argumentative essay, it's crucial that claims, reasons, examples, and evidence are well-linked to aid readers in following the writer's thought process Without a clear focus, ideas can become disjointed, obscuring the thesis and leaving readers confused about the intended message.
Background knowledge encompasses various types of knowledge, including an understanding of the target culture, the specific topic being discussed, and general awareness of current affairs, arts, politics, and literature As noted by Proverb (1990), this broad category of knowledge is essential for effective communication and comprehension Brody (2001) further emphasizes the importance of this foundational knowledge in facilitating meaningful interactions.
Background knowledge encompasses the relevant concepts, experiences, information, and text structures related to a specific text According to Knudon (1992), students should be motivated to write argumentative essays on topics they are familiar with, as a deficiency in background knowledge can hinder their performance.
Background knowledge is crucial for students when writing argumentative essays, as it allows them to make logical connections to their propositions, warrants, or opposition Without sufficient knowledge, students struggle to articulate their thoughts or opinions on new topics or issues, leading to unsupported claims in their writing.
The influence of a student's mother tongue on their English writing poses significant challenges, as noted by Wang and Wen (2002) L2 writers often struggle due to the impact of their first language, leading to instances of "language transfer" where they inadvertently mix linguistic systems Fromkin et al (2003) highlight that this reliance on L1 syntactic properties results in the transfer of grammatical rules from L1 to L2, which can lead to errors Consequently, students frequently think and plan their writing in their L1, resulting in mistakes in vocabulary, grammar, and word order in their English compositions.
2.4.3 Organization and development of an argumentative essay
Argumentative writing is a complex task that often confounds students, as noted by Bean and Johnson (2007), who highlight the common struggle with understanding the structure and function of each essay component Tiryaki (2011) further emphasizes that the quality of arguments in these essays suffers due to a lack of comprehension of the essay's framework and the clarity of the arguments presented Additionally, many students face challenges in generating and organizing ideas effectively for their essays.
The introduction of an essay serves to present the issue at hand, often beginning with an engaging hook to capture readers' attention According to Smalley and Ruetten (1986), it introduces the topic and central idea, known as the thesis statement In argumentative essays, thesis statements can be classified as debatable, where opinions may vary, or non-debatable, where consensus exists (Bailey, 2003) A strong thesis statement is crucial as it informs readers of the essay's focus, and Setyaningsih and Rahardi (2017) assert that it is essential for effective argumentative writing Without a clear and concise thesis, the writing fails to meet argumentative standards, making it vital for students to develop strong thesis statements to enhance their writing clarity and effectiveness.
To effectively structure the body of an essay, it is essential to organize paragraphs logically and support the thesis by breaking it down into smaller ideas (Meyers, 2005) Each supporting paragraph should begin with a clear topic sentence that informs readers about the content (Langan, 2010; Hogue, 2008) Furthermore, every point made within a paragraph must be backed by logical reasoning and evidence from credible sources (Whitaker, 2009) Good language use is crucial for connecting sentences effectively, as highlighted by Batteiger (1994), who emphasizes the need to provide evidence, reasons, and reasoning to uphold your argument (p.40) However, many students fall short in supplying adequate proof or evidence in their argumentative essays, which is vital for clarifying their positions.
14 good essay, they need strong evidence to support their ideas According to Fulwiler
Previous studies
In her 2014 study, Rahmatunisa explored the challenges Indonesian EFL learners encounter while writing argumentative essays, focusing on second-year English Department students at University Indonesia Utilizing a qualitative approach through interviews and writing tasks, the research identified three main categories of problems: linguistic, cognitive, and psychological Linguistic issues were predominant, with grammatical structure (23.2%), formatting (30.2%), word classes (16.3%), word usage errors (9.3%), and article usage (21%) being the most common challenges Additionally, cognitive problems were noted as significant obstacles in the writing process.
Indonesian EFL learners encounter various challenges in writing, such as organizing paragraphs, maintaining proper word classes, adhering to generic structures, drawing conclusions, and using punctuation effectively Additionally, psychological factors like laziness, egoism, bad moods, and difficulties in initiating writing contribute to these challenges The data analysis reveals problem-solving strategies that can be advantageous for EFL teachers in writing classes.
A study by Ka-kan-dee and Kaur (2014) investigated the challenges faced by Thai EFL English major students when writing argumentative essays The research involved 60 fourth-year students enrolled in an Advanced Composition Writing course at two public universities in Thailand during the 2013/2014 academic year Data was collected using think-aloud protocols and semi-structured interviews The findings indicated that the primary difficulties included vocabulary, grammar structure, argumentative writing structure, providing solid evidence, time constraints, organizing ideas, fulfilling task demands, understanding questions, L1 transfer and translation issues, writing thesis statements, interpreting questions, pacing, evaluating, topic choice, and essay length Notably, vocabulary and grammar structure emerged as significant barriers to effective argumentative writing in the Thai context.
Zhu (2001) investigated the challenges faced by Mexican graduate students during an argumentative writing task, focusing on their writing processes and strategies Through individual interviews and analysis of their written essays, the study highlighted that the organization and development of arguments were significant obstacles for the students in their argumentative writing.
(1994) found that quantity (completeness and balance in arguments and counterarguments), argumentativeness (development, support, organization, and the
Saudi students found the persuasiveness of arguments and the clarity of their thesis statements to be the most challenging aspects of writing These elements are crucial as they guide the reader's understanding and direction of the argument.
Writing argumentative essays presents significant challenges for students in academic settings Research indicates that these difficulties stem from various factors, including linguistic skills, background knowledge, and the organization and development of arguments Consequently, students are able to identify their challenges, which helps them minimize errors in their argumentative writing.
RESEARCH METHODOLOGY
Research questions and hypothesis
To find out the difficulties that English-majored sophomores at Tay Do University usually meet in writing argumentative essays This research was conducted to deal with the research questions:
1 Do English-majored sophomores at Tay Do University meet difficulties in writing argumentative essays?
2 What difficulties do they encounter in writing argumentative essays?
English-majored sophomores at Tay Do University may encounter challenges in writing argumentative essays due to various factors These include linguistic competence issues such as vocabulary, grammar, and coherence, as well as a lack of background knowledge influenced by their mother tongue Additionally, difficulties in organizing ideas and a deficiency in critical thinking skills further contribute to their struggles in essay writing.
Research design
This research aimed to identify the challenges faced by English-majored sophomores in writing argumentative essays The study's reliability and validity were ensured through the chosen instruments English sophomores were selected as the survey sample, with data collected via questionnaires and interviews The analysis of this information will reveal the difficulties encountered by the participants in their writing process.
19 difficulties in writing argumentative essays of English- majored sophomores at Tay Do University This study was a combination of quantitative and qualitative research.
Participants
The participants of this study were 90 English-majored sophomores of course 13 at Tay
A random selection of university participants aged 19 to 21, comprising both male and female students from diverse rural and urban backgrounds, were surveyed All participants spoke Vietnamese as their native language, with English being their foreign language They were provided with a questionnaire and interviewed to gather insights into the challenges they encountered while writing argumentative essays, thereby enhancing the reliability of the research findings.
Two female English language teachers from Tay Do University participated in an interview to share their insights on the challenges faced by their students in writing argumentative essays They have been teaching language skills and academic subjects to English 13 class students in recent years.
Instruments
The study aimed to identify students' challenges in writing argumentative essays and teachers' insights on these obstacles by utilizing questionnaires and interviews.
A questionnaire was utilized as an effective tool for data collection in the research, allowing students to read and select responses that aligned with their opinions.
The questionnaire had 2 parts Part A consisted of 8 questions which investigated students’ background They dealt with students’ hometown, years of learning English,
The questionnaire consisted of 25 statements organized on a five-point Likert scale, ranging from "strongly agree" to "strongly disagree." This structured approach aimed to assess various aspects of writing ability The results were systematically categorized into a comprehensive table for analysis.
Question/Statement Summary of the question’s/ statement’s content
Question 1 to 4 - Student’s background of learning English
Question 5 to 8 - Student’s attitudes and opinions towards writing skill
Statement 1 to 11 - Students’ difficulties in term of linguistic competence
Statement 12 to 15 - Students’ obstacles in term of background knowledge
Statement 16 to 23 - Students’ difficulties in organization and development of an argumentative essay
Statement 24 to 25 - Students’ obstacles in term of critical thinking
The researcher conducted interviews with both students and teachers to gather detailed insights into the challenges faced by English-majored sophomores in writing argumentative essays These interviews aimed to identify specific difficulties encountered by the students, providing valuable information for the study.
The student interview focused on four key questions related to the challenges faced in writing argumentative essays The purpose of this interview was to assess the writing skills of English-majored sophomores and identify the specific difficulties they encounter Participants were encouraged to express their personal insights and experiences.
This interview focused on three key questions regarding English-majored sophomores' proficiency in writing argumentative essays It explored the challenges students face in this writing genre and aimed to identify the most significant difficulties in the writing process from the perspective of teachers' assessments.
Procedure
In this part, the process of implementing the research was presented It was done within
12 weeks and the process was divided into 3 steps All the activities of carrying out the research were listed in the following table:
From the 1 st to the
- Correcting the research topic and submit the research proposal
- Designing the framework of the research
- Designing the questionnaire and the interviews
From the 7 th to the
- Asking teachers for the permission of delivering the questionnaire
- Delivering the questionnaire to students
- Interviewing the students and the teachers
- Collecting the data from the questionnaire and the interviews
From the 9 th to the
- Analyzing the collected data from the questionnaire and the interviews
RESULTS AND DISCUSSION
Results
After gathering essential information from 90 English-major sophomores from course 13, the data was thoroughly analyzed The findings were categorized into two main sections: the results from the questionnaire and the outcomes from the interviews.
The questionnaire revealed key insights into students' backgrounds and their attitudes towards English writing, particularly in crafting argumentative essays It identified challenges related to linguistic competence, background knowledge, essay organization, development, and critical thinking skills.
The living environment plays a crucial role in influencing the study process, particularly for language learners It significantly impacts students' levels and knowledge acquisition, making it easier to assess their progress based on their surroundings The accompanying figure illustrates the distribution of participants' residences.
According to figure 1, a significant majority of students, 74.4%, hail from rural areas, while only 25.6% are from urban settings This rural background presents challenges in learning English writing due to inadequate resources Additionally, teachers in these areas primarily emphasize grammar and reading, which may lead to anticipated difficulties for students in the writing process.
Analyzing the English proficiency levels of sophomore students majoring in English is essential for understanding their academic development The following table outlines the duration of English learning for the participants, calculated from the year 2020.
Years of learning English Percentage (%)
Table 2: Participants’ English learning years
Referring to table 2, the highest percentage in this table was the one accounting for 41.1% of students who been learning English for more than 10 years The remaining ones were
Urban area/city Rural area/ countryside
A significant portion of English-majored sophomores, specifically 30% with less than 7 years and 28.9% with 8-9 years of study, have been learning English since primary school Despite many students accumulating over a decade of English education across various school levels, this extensive background often falls short in developing strong writing skills This limitation arises because students are required to study multiple subjects beyond English, and English classes typically prioritize grammar and reading instruction, which are deemed more beneficial for test preparation.
4.1.1.1.3 Students’ subjects and skills at high school
To effectively learn English, students must regularly enhance various skills simultaneously However, many high school students primarily concentrate on specific areas like reading, speaking, and listening A significant emphasis is placed on grammar and reading, as these are perceived to be the most beneficial for excelling in English assessments The following table illustrates the subjects and skills that most students focus on during their high school education.
Table 3: Subjects and skills that participants learned at high school
According to Table 3, a significant majority of participants (90 out of 90) acquired grammar and reading skills during high school In contrast, only 59 participants learned speaking, 54 learned listening, and a mere 48 participants developed writing skills in English during the same period This indicates that a substantial number of participants may face challenges in English writing.
25 have good English writing skill because there was little time to study writing subject in high school
4.1.1.1.4 Students’ opinions about the most difficult skill
To effectively learn English, students need to develop four essential skills: listening, speaking, reading, and writing Each of these skills presents unique challenges A survey reveals students' perspectives on which skill they find most difficult to master.
According to Figure 2, 47.8% of students identified listening as their most challenging skill in learning English, while 27.8% found writing to be the second most difficult Additionally, 21.1% of students reported speaking as a challenge, and only 3.3% considered reading to be difficult.
4.1.1.1.5 Students’ opinions about the importance of writing skill
Strong writing skills are essential for students aspiring to secure quality jobs in the future It is crucial to explore their perspectives on the significance of these skills The accompanying data illustrates the importance of writing proficiency among students.
Figure 2: Participants’ opinions about the most difficult skill
A recent survey revealed that nearly 96% of students recognize the importance of writing skills, with 35.6% rating it as "very important" and 60% as "important." Only 3.3% of the 90 students surveyed viewed writing skills as merely "normal," while a mere 1.1% deemed them "not important." These findings underscore the students' strong awareness of the significance of writing skills, particularly in contexts such as international organizations and business Proficient English writing is essential for success in career-related tasks, including job applications, advertisements, and business reports.
Improving writing skills requires consistent daily practice, yet many students do not engage in regular writing activities, as illustrated in Figure 4.
Very important Important Normal Not important
Figure 3: Participants’ opinions about the importance of writing skill
According to Figure 4, 65.6% of the 90 students reported that they regularly practiced their writing skills at home, demonstrating a strong awareness of its importance and a commitment to improvement Conversely, 34.4% of the students acknowledged their lack of diligence in practicing writing outside of school.
4.1.1.1.7 Students’ self-evaluation on their writing competence
Receiving valuable feedback from teachers is important, but understanding how students assess their own writing abilities is equally crucial Self-evaluation allows students to recognize their skill level and develop effective strategies for improvement Figure 4 illustrates students' self-assessment of their writing competence.
Practice No practiceFigure 4: Participants’ confirmation about practicing writing skill
Discussion
This section interprets and highlights the significance of the findings presented in the results, focusing on two key areas: the discussion of students' backgrounds and the challenges they face in writing argumentative essays.
A questionnaire revealed that approximately 74.4% of English-majored sophomores from the countryside faced challenges in improving their English writing skills due to limited resources Despite nearly a decade of English education, many students struggled with writing argumentative essays, as the focus in classes was primarily on grammar and reading comprehension to prepare for exams Only 48 out of 90 students reported learning writing in high school, and while 27.8% found writing to be the most challenging skill, a majority recognized its importance for their academic and professional futures Nearly 65.6% practiced writing at home, yet 62 out of 90 students rated their writing competence as average, with one in two teachers deeming their skills inadequate Overall, the findings indicated significant disparities in writing abilities among English-majored sophomores, with many students expressing that writing argumentative essays was particularly difficult.
42 classes Also, students were unaware of their writing competence as well as realize their weakness in learning writing subject Consequently, they usually got difficulties in the English writing process
4.2.2 Discussion about students’ difficulties in writing argumentative essays
Analysis of questionnaire and interview data revealed that students faced significant challenges in writing argumentative essays Key obstacles identified included limited linguistic competence, insufficient background knowledge, difficulties in organizing and developing essays, and a lack of critical thinking skills.
Students face significant challenges in writing argumentative essays, primarily due to linguistic competence, which encompasses vocabulary, grammar, and coherence Interviews revealed that 5 out of 16 students identified poor vocabulary as a major obstacle, as many struggled to articulate their ideas effectively Additionally, grammatical issues arose frequently, often due to reliance on tools like Google Translate, leading to incorrect sentence structures This aligns with the findings of Ka-kan-dee and Kaur (2014), which noted that vocabulary and grammar are critical barriers for Thai EFL students Lastly, students reported difficulties with coherence, struggling to connect ideas within sentences and paragraphs, and often deviating from the main topic.
43 their writing was not clear Similarly, Pilus (1996) also pointed out in his research
Incoherence frequently hinders students' success in writing classes, posing a significant challenge However, many students reported utilizing transition words to enhance coherence in their writing.
Many students struggle with expressing their thoughts on new topics due to insufficient background knowledge, as evidenced by over 90% of respondents in a questionnaire reporting this issue, and 5 out of 16 interviewees identifying it as their biggest challenge Knudon (1992) noted that a lack of background knowledge can lead to unsupported claims that may lack logical connections Additionally, students often make errors in vocabulary, grammar, and word order in their writing, largely influenced by their native language, which impacts their thinking and writing style.
The organization and development of an argumentative essay pose significant challenges for students, as many struggle to understand its structure and components A notable 54% of students reported difficulty in crafting a clear thesis statement, highlighting a lack of awareness regarding the essence of argumentative writing Additionally, students expressed challenges in brainstorming ideas and finding supporting details for their topic sentences, leading to disorganized arguments Approximately 71% of participants indicated that writing a counterargument paragraph was particularly difficult, underscoring the need for improved guidance in essay writing.
In a recent study, 6 out of 16 respondents identified challenges in writing counterargument paragraphs, with half of the teachers interviewed highlighting this as a significant difficulty for students These findings align with Zhu's (2001) research, which indicated that the organization and development of arguments pose major obstacles for students in their argumentative writing.
Many students struggle with critical thinking, which is essential for writing effective argumentative essays Khunaifi (2015) noted that training in critical thinking significantly enhances students' writing skills in this area However, the absence of these skills often results in dull writing, as students find it challenging to analyze facts, generate and organize ideas, defend their opinions, make comparisons, draw inferences, evaluate arguments, and solve problems Some students themselves acknowledged their low levels of critical thinking, attributing this issue to their tendency to gather information and evidence without proper evaluation Consequently, this lack of critical thinking also hinders their ability to present opposing viewpoints effectively.