INTRODUCTION
Rationale
The English language has emerged as the most popular foreign language among Vietnamese students in high schools, colleges, and universities, enhancing their career prospects Writing is a crucial skill for language learners, essential for academic success and professional development, which has led to extensive research on its instructional methods As a fundamental skill for second language learners, English writing is receiving increased attention However, improving English teaching and developing students' writing competence remains a significant challenge for educators, particularly in ESL/EFL contexts, where teaching writing is often more complex than in first language instruction.
Writing in English is a crucial skill that has often been overlooked in Vietnamese secondary school curricula, primarily due to teachers' apprehensions about teaching it However, since the 2004-2005 school year, writing in English has been officially integrated into the curriculum as a mandatory skill for lower-secondary students in grades 8 and 9, and for upper-secondary students in grades 10, 11, and 12 since the 2006-2007 school year.
In upper-secondary schools, students typically have limited exposure to English, with only three main periods and one optional period each week This results in minimal writing practice, confined to just one 45-minute lesson Consequently, students often struggle with word choice, grammar, organization, and idea generation, frequently translating from their mother tongue and using lengthy sentences Their lack of awareness regarding different writing styles hampers their ability to write effectively in real-life situations Additionally, limited background knowledge contributes to feelings of boredom during lessons.
Many upper-secondary language teachers continue to use product-oriented approaches in writing classes, largely due to textbooks that focus on controlled composition and paragraph-pattern methods As a result, these approaches dominate instruction, prioritizing the final written work over the writing process itself.
Students often lack the skills to write contextually appropriate papers and develop their writing processes, as the demands of formative and summative assessments lead English teachers to prioritize grammatical accuracy over functional language skills This focus, combined with students' low proficiency levels, time constraints, and lack of motivation, results in writing being neglected in the curriculum Teaching English writing in Vietnamese upper-secondary schools poses significant challenges for educators, who must possess high language competence and implement effective writing instruction Observations at Huong Giang and Nam Dong upper-secondary schools indicate that most students struggle with writing.
Recognizing the challenges students face in English writing, it is evident that traditional, product-oriented approaches have been ineffective, leading to discouragement in writing classrooms To enhance students' writing skills in upper-secondary schools, English teachers should focus on improving the quality of students' work, fostering a collaborative learning environment, and encouraging the sharing of written products among peers.
Aims and Objectives of the Study
Many learners struggle with writing coherently and accurately in their target language, highlighting the need for a deeper understanding of the writing process This study aims to investigate whether a process-oriented approach to teaching English writing is more effective than a product-oriented approach in improving the quality of EFL writing among upper-secondary school students.
This research explores participants' motivations for engaging in intensive writing practice, which enhances their ability to utilize effective writing techniques By understanding what to write, how to write, and how to evaluate their work, students can develop a deeper interest in the writing process This increased engagement will help them overcome writing challenges and ultimately produce well-written texts.
Scope of the Research
This study examines process writing strategies specifically for grade 12 students at Nam Dong and Huong Giang upper-secondary schools, due to time and contextual limitations The evaluation of high school students primarily relies on written tests, which emphasize sub-skills like grammar, organization, and idea generation.
Research Questions
Writing is a recursive process that involves planning, revising, and redrafting, allowing students to develop their ideas and texts simultaneously It poses significant challenges, particularly when learned in a foreign language This study investigates teachers' perceptions of the Process-Oriented Approach (POA) in teaching English writing skills, examining the reality of its application and the effectiveness of process-oriented instruction in English writing classes at Huong Giang and Nam Dong Upper-secondary schools.
1 What are the teachers’ perceptions of the application of the POA strategy in teaching English writing skill for the 12 th - grade students at Huong Giang and Nam Dong Upper- Secondary Schools?
2 What are the 12 th - grade students’ perceptions of the practice of the process - oriented writing activities in their EFL writing classes?
3 What is the effectiveness of the process – oriented writing strategy on the English writing performance of the 12 th - grade students at Huong Giang and Nam Dong Upper-Secondary Schools?
Significance of the Study
Despite the significance of writing as a crucial skill, there has been limited focus on high school-level writing instruction Consequently, there is a continuous demand for studies and research aimed at enhancing students' writing abilities.
This research aims to explore the beliefs of English teachers and the perceptions of students regarding the Process-Oriented Approach (POA) to identify strategies that can assist both teachers and students in addressing challenges in teaching and learning writing Additionally, the study seeks to demonstrate that the process writing method can significantly improve students' writing skills.
Organization of the Study
This paper consists of the following five main chapters:
Chapter 1- Introduction presented the rationale; the aims; and the scope of the study It also mentioned the significance of the study and three research questions.
Chapter 2 - Literature Review presented the literature review, process – oriented approach, concepts of teaching process approach and the theoretical background of the process – oriented approach.
Chapter3 - Research Design and Methodology dealt with the research methods, instruments for data collection, data collection procedures, data analysis, research procedures, reliability and validity.
Chapter 4 - Findings and Discussions illustrated and analyzed the data collected in order to provide the answers to the research questions.
Chapter 5 - Conclusion and Implications summarized the findings, pointed out some limitations of the study, provided suggestions for further research and proposed practical implications for teachers.
Summary
This chapter provides an overview of the study, highlighting the challenges students face in English writing at Huong Giang and Nam Dong upper-secondary schools The researcher aims to address three key questions to determine if a process-oriented approach to teaching writing in English yields better results than a product-oriented approach, ultimately assessing its impact on the quality of EFL writing among upper-secondary school students.
The next chapter will review the literature that is relevant to the study.
Literature Review
2.1.1 Previous Studies Related to the Research
This article discusses various studies related to the teaching and learning of writing skills, which can be categorized into two main groups The first group focuses on different approaches to teaching writing skills, while the second group examines various aspects of teaching writing as a language skill.
Studies concerning approaches in teaching writing
Numerous research studies have explored the implementation of the process approach in writing instruction across primary school classrooms globally, with many findings indicating positive outcomes.
Urzua's 1987 study highlighted the advantages of process writing for L2 writers, revealing significant improvements in composing skills among two fourth-grade and two sixth-grade students However, the limited sample size of the study restricts the generalizability of the findings.
Cheung and Chan (1994) conducted a writing program in a primary school in Hong Kong, demonstrating that the process writing approach effectively enhanced students' writing skills.
Next, the study of Peyton, J K., Jones, C., Vincent, A., & Greenblatt, L (1994) namely
The article "Implementing Writing Workshop with ESOL Students: Visions and Realities" explores the challenges faced by teachers when integrating writing workshops for ESOL students It highlights that these educators often deal with constraints such as limited time, space, and resources, along with conflicts between their instructional methods and broader school or district requirements Additionally, teachers encounter difficulties in managing students' writing fluency, conducting effective conferences, facilitating sharing and revision processes, and addressing concerns related to grammatical correctness.
Jacob and Talshir (1998) implemented process writing in 4th and 6th grade classrooms at Pisgat Ze’ev Bet School in Israel, aiming to enhance the authenticity of English writing for students The findings indicated that students evolved into active, independent writers, aided by a checklist for reviewing and editing, which enabled them to identify and correct many of their mistakes independently However, the limited duration of the experiment (only five lessons) hindered students from fully mastering the writing strategies and techniques, raising questions about the validity of the positive outcomes observed.
In short, it seems that the effectiveness of the process approach to writing in primary schools is in general positive, but some research findings are subject to qualifications.
In the context of English as a Foreign Language (EFL), Cahyono, B.Y's 2001 study, "Developing Fluency in Writing through Responded Thematic Writing," investigated how thematic writing enhances students' writing productivity The findings demonstrated that thematic writing significantly boosts productivity, as evidenced by an increase in the number of paragraphs, theme-focused writing, the development of ideas in supporting paragraphs, and a clearer sense of purpose in writing.
The study conducted by Dang Thi Kim Anh (2005) explored the effectiveness of a genre-based approach in teaching the English discussion genre to Vietnamese EFL students at the tertiary level The participants, second-year university students, engaged in a four-week program utilizing a systemic functional linguistic framework The findings indicated that students successfully mastered the discussion genre and demonstrated significant improvements in various aspects of linguistic knowledge throughout the program.
A study by Benedict and Lin (2007) explores the implementation of a genre-based approach to English as a Foreign Language (EFL) teaching within a Japanese university's third-year writing program The research demonstrates that this approach effectively enhances students' writing skills, as evidenced by their ability to produce coherent assignments and examinations in the genres covered Notably, the top-performing students exhibit impressive writing capabilities, showcasing their skill in adapting learned features for their own communicative needs.
A study by La, Thua Chinh (2007) examined the teaching and learning of business correspondence writing at Hai Phong University, aiming to address key theoretical and practical issues to enhance English for Specific Purposes (ESP) education The research proposed a combined product-process approach for teaching, but did not implement any classroom applications to evaluate its effectiveness.
The previous studies as reviewed above revealed that studies on teaching writing were mostly conducted at the university levels in both ESL and EFL contexts.
Studies on aspects in teaching writing as a language skill
Nguyen, Thi Mai Nhung (2005) conducted a study on first-year English major students at the College of Foreign Languages, Viet Nam National University, Ha Noi, focusing on motivational factors in writing The research provided valuable conclusions and suggestions aimed at enhancing writing skills in both the specific context of the study and other educational settings.
A study conducted by Liu Wenyu and Lu Yang at Dali University of Technology in China investigates the relationship between writing proficiency, writing strategies, and writing scores among EFL students The research reveals significant differences in strategy usage between English major and non-English major writers, with English majors exhibiting a more positive attitude toward English writing Both groups struggle with the coherence strategy; however, English majors tend to focus more on global strategies, while non-English majors prioritize local strategies.
Numerous studies on teaching and learning writing skills have been conducted in Vietnam and globally While these findings have significantly enhanced English education, particularly in writing, there remains an existing gap that requires attention.
Numerous studies have explored various methods for teaching writing skills in Vietnam; however, there is a noticeable lack of research focusing on the process approach specifically for elementary level learners.
The teaching and learning of English, especially writing skills, in Vietnam still exhibits notable weaknesses To enhance the quality of English language education, it is essential to engage in further discussions regarding effective approaches, methods, and techniques tailored for teaching English as a Foreign Language (EFL) within the Vietnamese context.
Concluding Remarks
Current research on the process model emphasizes the importance of procedural knowledge alongside various teachable strategies, such as activating prior knowledge, teaching self-regulation, and understanding genre constraints Effective writing instruction includes guiding students through re-visioning and editing, providing structured feedback from both teachers and peers, and addressing the influence of audience on writing style, content, and tone Studies indicate that a more teacher-directed approach within the process model positively impacts students’ writing quality, self-perception as writers, and comprehension of the writing process.
The process-oriented approach to writing emphasizes that it is a recursive and developmental activity focused on discovery Students engage in continuous revision and modification of their work, with evaluation based not only on the final product but also on their improvement throughout the writing process By understanding that writing involves multiple stages rather than just the creation of original ideas, grammatical sentences, and extensive vocabulary, learners can significantly enhance their writing effectiveness.