INTRODUCTION
Rationale
In Vietnam, particularly in Quang Binh, many high school students lack confidence in their writing skills, which affects their ability to communicate effectively and succeed in international exams like IELTS and TOEFL A significant challenge is observed in IELTS' Academic Writing Task 1, where few students can successfully describe graphs due to inadequate writing proficiency This issue hinders the integration of Vietnamese learners into the English-speaking world and stems from the existing English as a Foreign Language (EFL) teaching methods in high schools, warranting further investigation and improvement.
For current high school curriculums and textbooks of English published after 2006, the problems in the English writing skill in the old textbooks (published before
Despite improvements in addressing issues like writing skills, communicative tasks, and lessons on Cs&Gs since 2006, challenges remain in the new curricula and the performance of teachers and students, particularly in graph-writing lessons, which require further in-depth study.
The current English textbooks for high school, such as Tiếng Anh 10, 11, and 12, emphasize the importance of language skills through an innovative educational approach These textbooks introduce diverse topics that enhance students' writing abilities and contribute significantly to their linguistic and communicative competence The communicative approach is evident in the writing tasks, which focus on clear purposes and whole-text composition However, there is a limited focus on graph and table descriptions in the curriculum, with only a few relevant lessons across the units While these writing exercises are crucial for English acquisition and preparation for international exams, final examinations often neglect to assess students' writing skills comprehensively Consequently, teachers and students may undervalue the significance of English writing, particularly in graph writing Many educators encounter challenges in teaching this skill due to its novelty in the Vietnamese context, compounded by students' limited geographical knowledge and English proficiency As a result, some teachers perceive writing in English and about charts and graphs as a lesser skill, hindering students' overall language development.
Graph writing in Tiếng Anh 11 (Hoang Van Van et al., 2007)
Writing activities in Tiếng Anh 11, as well as other new textbooks, possess their own characteristics, not only having advantages but also existing shortcomings
One significant benefit of incorporating writing lessons on Cs&Gs in Vietnamese high school English textbooks, especially in Tiếng Anh 11, is their strong connection to the relevant unit topics This alignment enhances the learning experience by ensuring that students engage with material that is directly related to their studies.
In the years 2006 to 2008, Ts&Ss effectively leverage concepts, information, and language from previous lessons across various skills Most writing lessons adhere to a similar structure, often starting with a reading passage or a fill-in exercise that serves as a model for the writing type being taught, as seen in Units 5 and 11 of Tiếng Anh 11 Additionally, some lessons commence with comprehension questions that provide essential information and answers, forming the foundation for subsequent writing activities.
Graph-writing activities in Tiếng Anh 11 primarily involve interpreting pie charts and bar charts These activities require students to fill in gaps in a paragraph using appropriate words, describe chart information, and compose a 100-120 word summary Some lessons, such as Units 5 and 7, provide useful language tools, including expressions and linking words essential for effective writing The difficulty of these tasks is manageable and progressively increases, aligning with a medium EFL level within the high school curriculum (Hoang et al., 2007).
EFL teachers and eleventh-grade learners often find the concepts and goals (Cs&Gs) challenging due to several factors One major issue is the limited number of graph writing lessons in the textbook, which are poorly designed For example, Unit 7 lacks essential components such as reading passages or fill-in exercises that utilize the Cs&Gs, and it only includes post-writing activities This inadequacy makes it difficult for lower-level students to grasp the material and for teachers to create effective lesson plans.
Unlike the IELTS writing task 1, which provides a specific context for candidates to describe charts and graphs for a university lecturer, the writing tasks in this textbook lack a defined context, leaving students uncertain about their audience and purpose This absence makes it challenging for students to determine the appropriate level of formality and the content to include or exclude Without clear instructions that convey a sense of purpose, audience, and direction, the effectiveness of these writing tasks is diminished, failing to align with the communicative process in writing Additionally, EFL high school teachers often do not adequately provide this context, resulting in subpar teaching and learning outcomes in chart and graph writing, which may not meet educational standards.
The current Vietnamese high school textbooks offer limited guidance on teaching graph writing, making it challenging for EFL teachers and eleventh-grade students to effectively learn graph descriptions in English Despite the availability of modern technology, such as computers and PowerPoint, these tools are underutilized in EFL classes due to teachers' lack of time, knowledge, and confidence This highlights the need for innovative teaching methods that incorporate Cs&Gs alongside modern aids to enhance English learning Furthermore, it raises important questions about whether similar issues exist in other schools within Quang Binh province and whether the tasks provided in textbooks can genuinely elevate students' English proficiency and writing skills Addressing these shortcomings necessitates research to evaluate the current practices of EFL teachers and students in utilizing Cs&Gs for improving English writing skills.
This research examines the relationship between writing skills and graph writing tasks in high school textbooks and curricula post-2006 It highlights the realities and challenges that English as a Foreign Language (EFL) teachers and students encounter in the teaching and learning of English writing, with a specific focus on graph description.
Research aims
This research aims to examine the teaching and learning of English writing skills, specifically in describing charts and graphs (Cs&Gs) in high schools in Quang Binh Based on the findings, the study proposes several implications to enhance students' abilities in graph description in English.
- To collect data on Ts&Ss' attitudes on using Cs&Gs for English writing skill
- To collect data on the reality that how Cs&Gs are being used in teaching and learning English writing at some Quang Binh high schools
This article aims to identify the challenges faced by English as a Foreign Language teachers and students in Quang Binh high schools regarding writing about cultural subjects and genres Additionally, it seeks to propose effective strategies for utilizing these cultural topics and genres to enhance the teaching and learning of English.
Research Significance
Despite the popularity of writing about charts and graphs (Cs&Gs) in international exams like IELTS and TOEFL, there is a lack of attention from Vietnamese researchers and high school learners in EFL classrooms Existing English resources often provide general guidance for international exam preparation but neglect the specific challenges that teachers and students face in Vietnamese high schools regarding effective description of Cs&Gs This study aims to address these real issues to enhance the teaching and learning of graph description It focuses on the use of Cs&Gs in English classrooms at Quang Binh high schools, where improving students' writing skills through graph description remains a significant challenge By conducting a thorough investigation, this research hopes to enable teachers and students to utilize Cs&Gs more effectively, thereby enhancing students' writing and communication skills.
Research questions
Hence, I conduct the study based on the following research questions:
1 What are the functions of Cs&Gs in teaching and learning the English writing skill in Quang Binh's EFL classes?
2 What are teachers' perceptions on and practices in teaching English writing with Cs&Gs?
3 What are students' perceptions on and practices in learning English writing with Cs&Gs?
4 What are possible solutions for better use of Cs&Gs at high schools to improve students' English ability?
Scope
This study explores the practical application of Collaborative Strategies and Goals (Cs&Gs) to enhance writing skills among students in select high schools in Quang Binh It emphasizes the perceptions, realities, and challenges faced by English as a Foreign Language (EFL) teachers and students in the writing process.
This research investigates the effectiveness of Cs&Gs in enhancing students' graph description skills, involving 15 EFL teachers and 100 students from 11th grade, along with 8 students from 10th and 12th grades across two high schools in Quang Binh: Ninh Chau and Dao Duy Tu Two sample PowerPoint lessons were developed to demonstrate the positive impact of Cs&Gs on student improvement.
Organization of the thesis
This thesis consists of five parts as follows:
Chapter 1, the Introduction, includes the rationale of the study, the research aims, the research significance, the research questions, the scope and organization of the study
Chapter 2, the Literary Review, explores the theoretical framework surrounding English writing skills, emphasizing definitions, types, and functions of concepts and genres (Cs&Gs) in this context It discusses techniques for graph description in language education, addresses challenges related to graph application in English as a Foreign Language (EFL) writing classes, and examines previous related research This chapter ultimately provides a comprehensive summary of the literature review.
Chapter 3, the Methodology and Procedures, explains how the study is designed, how data are collected and what methodology is used to carry out this study
Chapter 4 presents the Findings and Discussion, where the results of the data are analyzed and discussed to uncover the realities of writing about Cs&Gs in Quang Binh high schools.
Chapter 5 presents conclusions regarding the current use of graph descriptions in Quang Binh high schools and offers implications for enhancing the effectiveness of Cs&Gs in improving EFL students' English proficiency Additionally, this chapter addresses the study's limitations and provides recommendations for future research.
References and appendices can be found at the end of the thesis.
LITERATURE REVIEW
Theories of English writing skill
Writing in English is a crucial skill for secondary school students globally, as it enhances their ability to communicate effectively Developing strong writing and composition skills in English is essential for academic success, highlighting the ongoing need for effective writing in this language.
Effective writing demands strong organization of ideas, precise accuracy to eliminate ambiguity, and the use of complex grammatical structures for emphasis Additionally, careful selection of vocabulary and sentence patterns is essential to develop a style that resonates with the subject matter and engages the intended audience.
Writing can be more challenging than speaking due to the necessity for coherent organization and logical reasoning (Pincas et al., 1992) Additionally, effective writing demands accuracy, proper grammar, and structured organization (Harmer, 1989).
In Vietnamese high schools, English education primarily focuses on functional writing rather than fostering creative self-expression (Harris, 1993) To enhance the effectiveness of teaching and learning writing skills, it is essential to adhere to the foundational principles outlined by Pincas et al (1992:v).
(1) Writing should be as close as possible to genuine functional use of language, as opposed to the traditional set-piece classroom composition for the eyes of the teacher only
(2) Since people's ways of communicating information are very varied, there is no single way of writing correct English
(3) Good writing depends on a set of specific writing skills It does not follow automatically from good grammar and adequate vocabulary
As far as specific writing skills are concerned, Pincas et al (1992:v) group them in three main areas:
(1) Communicative skills: making the writing functional, e.g fulfilling a specific purpose and suiting a specific subject matter
(2) Organizational skills: organizing ideas, constructing paragraphs and using linking words
(3) Stylistic skills: achieving the right level of formality and tone
To develop effective writing skills in English, it is essential that classroom writing tasks enable students to produce complete texts that are connected and contextually appropriate (Hedge, 2000) This approach highlights the importance of understanding various motivations for writing within the English language classroom, as these motivations encourage students to create comprehensive pieces Successful writing relies on tasks that guide students in linking and elaborating on information, ideas, or arguments tailored for specific audiences (Hedge, 2000).
Interpreting graphs in English necessitates an intermediate to advanced proficiency in academic writing, highlighting the connection between writing about charts and graphs (Cs&Gs) and academic English (Jordan, 2004; Duigu, 2006).
English academic writing is a crucial skill for EFL students, characterized by its formal, objective style and intended for a critical audience It relies on well-researched knowledge to present ideas or arguments According to Jordan (2004), key features include cautious language in reporting research, context-specific vocabulary, and varied structures based on writing types Therefore, it is essential to maintain consistency and uniformity in academic writing, avoiding the mixing of formal and informal styles to ensure appropriateness for the specific context.
Academic writing is a challenging endeavor that necessitates a formal style, requiring writers to meticulously check and revise their work (Jordan, 2004; Oshima and Hogue, 1st ed.; Pincas et al., 1992) This process involves continuous review and improvement, highlighting that academic writing is a skill that demands extensive study and practice (White & Arndt, 1991).
In writing lessons, especially those focused on graph description, teachers and students can adopt two primary approaches: product-oriented writing and process-oriented writing Numerous researchers, including Hedge (2000), Harris (1993), White and Arndt (1991), Pincas et al (1992), and Halliday (1985), have explored and differentiated between these approaches.
Product-oriented writing, as discussed by Pincas et al (1992) and Hedge (2000), is viewed as a traditional method that focuses on analyzing the features of written texts to understand what students need to produce This approach typically follows a structured progression, beginning with model texts, advancing to presentation, and then moving through controlled practice, guided practice, and ultimately leading to free writing.
Despite its many drawbacks, having established standards can assist writers in their writing process and in evaluating their own and others' work Hedge (2000:89) highlights several benefits of analyzing writing outputs, which enhances analysts' understanding in various aspects of the writing process.
1 what features a piece of writing has In the other words, what it is that students are expected to produce when they write;
2 the range of writing and the way one form differs from another;
3 how one form of writing, such as an academic essay, can vary in overall organization and development according to the specific purpose for which it is written
Utilizing this approach allows for the development of a comprehensive list of essential writing skills (Harris, 1993) and a checklist of various text forms (such as reports) and functions (including description, comparison, and contrast) (Hedge, 2000) This framework helps students understand the distinct features, organization, and vocabulary associated with different types of written products When assigning and evaluating work, teachers and students can concentrate on specific general skills, ideally within the context of complete texts This research will incorporate checklists as part of the techniques for teaching and learning C&G description.
The process-oriented approach to writing, as highlighted by Hedge (2000), focuses on understanding the practices of effective writers rather than merely analyzing completed texts This method encourages students to engage in activities such as brainstorming, organizing ideas, drafting, and revising their work White and Arndt (1991) emphasize the importance of students creating their own texts over merely dissecting the works of others However, this approach does not diminish the significance of reading for writing improvement or understanding the conventions of various text types.
Harris (1993) defines writing as a multi-stage process that typically includes several drafts This approach highlights that during certain phases of process-oriented writing, techniques from product-oriented writing can be integrated.
According to various scholars, including Pincas et al (2000), the stages of process-oriented writing can be approached in a cyclical manner Initially, students engage in activities like role-plays or discussions to generate ideas before drafting their writing task Next, they refine their drafts through controlled writing exercises from the lesson or textbook, allowing for revisions This method challenges students to utilize their existing language skills, enabling teachers to identify areas where students require additional support Consequently, students recognize the relevance of the exercises and benefit from self-monitoring as they improve their initial drafts.
Definitions, types, functions of charts and graphs in EFL writing
2.2.1 Definitions of charts and graphs
Cs&Gs, or charts and graphs, are visual representations of data that utilize symbols like bars and lines to convey information They serve as effective tools for presenting numerical data in a clear and meaningful way Charts are defined as visual methods of displaying information, allowing users to understand current situations or forecasts easily Graphs, often synonymous with charts, provide insights into data trends and patterns, making complex information more accessible to the audience.
2.2.2 Types of charts and graphs in language education
In IELTS and other intermediate English tests, two primary types of charts and graphs (Cs&Gs) are commonly encountered: time graphs and comparison graphs Comparison graphs, such as histograms and pie charts, are utilized to compare different items, while time graphs, including bar charts and line charts, illustrate changes or differences over time The following section will highlight four popular types of Cs&Gs frequently used for effective data presentation.
(1) Histogram (2) Pie chart (3) Bar chart (4) Line chart
(Source: http://adw.hct.ac.ae/site_ilc/sites_ielts/graphsite/index.htm)
A histogram is a graphical representation of frequency distributions, depicted as rectangles that illustrate intervals of data progression over time It effectively presents continuous data by using widths of rectangles to denote class intervals, with areas proportional to their corresponding frequencies This layout allows for easier comparison of data, making histograms similar to bar charts in their structure.
A pie chart visually represents proportionate values as slices of a circular disc, illustrating the percentage distribution of various data points Commonly utilized by businesses and media, this graphical representation helps in budget analysis by allowing stakeholders to understand their share relative to the overall total.
A bar chart is a visual representation that utilizes rectangular bars to depict frequencies or values across various categories, with the lengths of the bars being proportional to the values they represent According to Wikipedia (2010), bar charts are effective for comparing multiple values over time or under different conditions, particularly with small data sets These bars can be arranged horizontally and can also serve to emphasize a particular viewpoint While bar graphs may resemble histograms, they specifically focus on categorical data rather than continuous data.
A line graph is a two-dimensional scatter plot that connects ordered observations, effectively visualizing trends over time According to Wikipedia (2010), a line chart displays data points linked by straight-line segments, making it ideal for illustrating changes in data across chronological intervals.
Certain types of charts and graphs (Cs&Gs) are more effective for displaying specific data sets For instance, while pie charts are commonly used for showing percentages across different groups, horizontal bar charts may offer clearer insights Conversely, data that fluctuates over time is best illustrated with line charts Cs&Gs typically share common elements like keys and legend boxes for clarity Histograms, bar charts, and line graphs utilize both horizontal (x-axis) and vertical (y-axis) lines to convey information, with the y-axis reflecting the value's quantity and the x-axis indicating the time period for measurement.
Vietnamese secondary school English textbooks (Tieng Anh 10, 11, 12 - Hoang et al., 2006, 2007, 2008) primarily focus on three types of visual data representations In this context, the terms "graph" or "chart" encompass various forms, including histograms, bar charts, pie charts, and line graphs.
2.2.3 Functions of graphs in the teaching and learning of English writing skill
Graphs and charts, as highlighted by Duigu (2006), serve as essential visual aids that enhance language learners' engagement and comprehension They integrate authentic materials into English classrooms, making the learning process more relatable and memorable (Duigu, 2008) According to Teachnology, graphs effectively convey current and forecasted situations in various business contexts, combining visual elements with linguistic information to support better understanding and communication.
Graphs and other authentic teaching aids play a crucial role in language teaching and learning, enhancing the effectiveness of academic English instruction for both teachers and students According to Truong (1999), these aids not only make lessons more engaging and memorable but also reflect the professionalism of language teachers and the progress of their students Visual aids foster a dynamic and interactive classroom environment, contributing to a lively learning atmosphere Tu et al (2006) emphasize that effective use of teaching aids motivates students, alleviates shyness, and promotes comfort in practicing English Overall, incorporating visuals is essential as they significantly enhance learners' language knowledge.
Numerous studies have explored the influence of visual aids, such as charts and graphs, on language teaching and learning (Hubbard et al., 1989; Forseth et al., 1995; Murray & O'Carroll, 1996, 1997; Xi, 2004; Katz et al., 2005) Researchers consistently find that incorporating visual aids in the classroom enhances student attention and focus.
Lenko-Szymanska (1997) emphasizes the communicative validity of visuals, highlighting their role as an alternative mode of communication In language classrooms, visual aids, referred to as Cs&Gs, are effectively utilized to enhance learning and engagement.
Graphic visual aids (Cs&Gs) are essential teaching tools for educators, enabling the introduction of information in diverse ways (Smith, 2002) For EFL teachers, these aids facilitate the assessment of students' English proficiency levels while enhancing motivation through engaging chart descriptions By making lessons more interesting and memorable, graphic visual aids align with the innovative teaching methods required in modern education (Truong, 1999; Smith, 2002; Duigu, 2006).
Students can benefit from Cs&Gs in their writing studies, as these learning aids significantly enhance language knowledge and communicative abilities Cs&Gs showcase students' achievements beyond formal education, including extra-curricular activities and work experience Consequently, the C&G approach is particularly effective for developing writing skills within the communicative process (Duigu, 2006).
C&G reports differ from other communicative functions by failing to facilitate intercultural understanding among students (Duigu, 2006; IELTS instructions, 2010) These reports lack personal feelings, subjective language, and cultural insights, requiring users to employ impersonal and objective language when describing Cs&Gs.
Techniques in the teaching and learning of chart and graph description
Oshima and Hogue (2nd ed.) recommend learning strategies to make writing about charts and graphs (Cs&Gs) a more enjoyable and engaging experience Describing graphs involves complex techniques that necessitate a blend of general and specialized vocabulary, along with an academic writing style.
This research clarifies the interpretation of Cs&Gs, identifying it as a descriptive style that organizes factual reports chronologically (Pincas et al., 1992), and as an expository style associated with non-narrative, time-related texts (Harris, 1993).
Writing about graphs in language education merges the characteristics of reports and essays, which are prevalent text types in Vietnamese high schools EFL teachers can utilize both top-down and bottom-up approaches to enhance writing skills; however, in the context of Vietnamese high schools, a focus on bottom-up features is more effective This is due to the simpler organization and structure of graph reports compared to narrative essays.
Since most of the writing tasks relate to Cs&Gs - learners are given a graph and must supply the words, they require specific interpretation and writing conventions
As Duigu (2006) states understanding what to write, as well as how to write about graphs in English is necessary
To effectively utilize charts and graphs (Cs&Gs), both teachers and students must recognize various types, such as pie charts, bar charts, and line graphs, and understand their structures, including axes and legends It is crucial to comprehend the purposes outlined in task instructions, emphasizing the importance of careful reading This foundational knowledge should be introduced early in the curriculum and revisited in each graph-writing lesson The lesson should start with discussions on the main purposes and features of graphs, supplemented by exercises to enhance identification skills Subsequently, the focus should shift to the language needed for writing about graphs, including vocabulary, grammar, and structured writing practice.
When utilizing Cs&Gs, writers should focus on comparing and contrasting various items, identifying trends that highlight significant changes over time, and recognizing correlations that reveal relationships between two simultaneous events, while also paying attention to their language choices.
To effectively describe charts and graphs, it is crucial to identify their key features, which include understanding what is happening, recognizing the largest values, noting significant changes, and observing trends.
When analyzing time graphs, such as bar or line charts, it is essential to describe changes or trends over time, as these visuals often illustrate increasing or decreasing patterns Duigu (2006) likens graphs to landscapes due to their appearance, emphasizing the importance of accurately following the time axis when discussing variations Since the structure of charts and graphs can resemble geographic shapes, understanding and utilizing specific geographic and descriptive expressions is crucial for effectively conveying trends and changes (Duigu, 2006; Pincas et al., 1992; Jordan, 2004).
Students should be cautious when using geographic and descriptive terms such as "peak," "trough," "top," "bottom," "mount," and "level off," especially if their English proficiency is not high Misuse of these expressions can lead to awkward or exaggerated statements It is crucial for learners to understand the grammar and precise meanings of these terms before confidently applying them to graph descriptions.
When discussing future trends, writers often rely on graphs that provide predictions, but they cannot assert that events will definitely occur Instead, they should use phrases like "it is predicted," "forecast," "expected," "suggested," "likely," or "probable," paired with the future tense (using "will") rather than modal verbs like "may" or "could." This approach ensures clarity and aligns with established guidelines in academic writing.
In other words, describing trends or changes over time is a very common kind of comparison Other comparisons may be used popularly in all kinds of graph writing
Cs&Gs are typically designed for comparison or contrast (Duigu, 2006) Sometimes, multiple items are compared simultaneously, while at other times, the same items are compared across different instances When describing comparison graphs, such as histograms and pie charts, it is essential to analyze different items concurrently Vietnamese high school English textbooks, like Tieng Anh 11 - Unit, continue to utilize this approach in graph description.
Students in Tieng Anh 11 - Unit 11 are not expected to analyze graphs at the same advanced level as required for IELTS or TOEFL tests, where multiple graphs often present complex correlations, including cause and effect relationships Instead, they can focus on simpler graph interpretations, allowing for a more accessible learning experience.
According to Duigu (2006), comparisons can be expressed through similarities and differences, with differences conveyed via implicit or explicit contrasts Implicit contrasts highlight clear differences without the need for connectors, enhancing writing style when used appropriately In contrast, explicit comparisons utilize specific verbs, adjectives, and nouns to articulate differences Simple comparisons often require careful consideration of measurement nouns for accuracy By balancing the use of implicit and explicit contrasts, learners can improve their writing effectiveness.
Comparison and contrast can be effectively expressed through various parts of speech, including connectors, specific verbs, adjectives, and nouns These elements can either be explicitly stated or implied through the juxtaposition of ideas For additional resources on language used for comparisons, similarities, and contrasts, refer to Appendices 06 and 07.
Correlations are commonly used in IELTS examinations to illustrate the relationship between two simultaneous events, often highlighting a cause-and-effect link through various graphs While this concept may not be emphasized in Vietnamese high school curricula, it is relevant for students' advanced studies and can serve as valuable exercises for higher-level learners Understanding the connection between the two variables is essential, as correlations can indicate indirect causal relationships or demonstrate economic activities without a direct link According to Duigu (2006), these correlations are significant for identifying trends and suggesting future actions In describing correlated graphs, students need to grasp the rationale behind their pairing but are not required to delve deeply into the implications For advanced students, analyzing correlations presents a challenge, requiring minimal specialized vocabulary, primarily focusing on superlatives and comparative forms.
Reporting on charts and graphs (Cs&Gs) differs from traditional essay writing, as outlined by Duigu (2006) It involves a structured approach that includes an introduction, a detailed body discussing the data, and a conclusion that may express an opinion about the findings This framework ensures clarity and coherence in presenting the information.
Difficulties for graph application in EFL writing classes
In Vietnam, particularly in Quang Binh, English as a Foreign Language (EFL) teachers and students face significant challenges beyond the issues related to textbooks These challenges impact their ability to effectively utilize creative strategies and guidance for enhancing writing skills.
Current Vietnamese high school textbooks and curricula offer limited lessons on graph description, which hinders the development of reading, speaking, and writing skills Activities involving graphs are sparse, and graph writing tasks are less emphasized compared to other writing types Additionally, even during self-selection lessons or extracurricular periods, which are positive aspects of the current program, there is insufficient time allocated for graph writing As a result, English as a Foreign Language (EFL) teachers and students face challenges in systematically teaching and learning about graph description in English.
Many teachers view graph writing as a "lesser skill" (Pincas et al 1992), leading EFL educators to neglect its importance and fail to support their colleagues in this area This perspective is also reflected among some administrators, contributing to a lack of emphasis on graph writing within EFL programs.
Due to these constraints from syllabus, curriculum and colleagues, many teachers find it difficult to use Cs&Gs for teaching English
To address the challenges faced in writing instruction, particularly in graph description, it is crucial to find effective solutions within a 45-structure framework Many educators report spending excessive time assisting students with vocabulary recall and idea generation, which limits their ability to guide students through the complete writing process, from drafting to editing This issue is particularly pronounced for less proficient students who require instruction in prewriting strategies and invention techniques, yet EFL teachers often struggle to provide this support due to time constraints.
High school students often struggle to write about specific topics due to time constraints that hinder their ability to connect ideas, recall vocabulary, and utilize concepts from previous lessons Even when they possess adequate vocabulary and ideas, the fear of making mistakes can lead to hesitation in forming sentences.
Writing a coherent paragraph of 100-120 words about a chart requires students to engage in several essential activities These include identifying the types, symbols, and trends present in the graph, discussing the information's content, and utilizing objective language Additionally, students must articulate a clear topic sentence while highlighting contrasts and variations in data The process involves drafting, redrafting, and receiving corrections from peers or teachers However, the abundance of information in some graphs can overwhelm learners, making it challenging to group similar data effectively for clarity Consequently, these activities necessitate more time than what is typically available in a single writing lesson.
Therefore, a period of 45 minutes is not enough for both EFL Ts&Ss to go through stages of the writing process, from pre-writing to while-writing and post-writing
Besides meeting difficulties with writing in English in general and with academic writing in particular, dealers also encounter other specific problems when writing about Cs&Gs
According to Tran and Ho (2000), many experienced English teachers in Vietnam lack formal training in the language, having transitioned from teaching other foreign languages when English gained popularity in the early 1990s This gap in training extends to younger educators who also received little education on using visual aids like graph descriptions Consequently, both groups face challenges due to insufficient training and a lack of confidence in this area.
As concerning above, graph description requires not only common words, expressions but also much specific language (Duigu, 2006; IELTS instruction,
Teachers often struggle to understand and effectively communicate complex vocabulary, expressions, and structures in their subject matter This challenge is exacerbated when dealing with certain concepts and graphical features, making it even harder for educators to teach these topics to their students accurately.
According to Duigu (2006, 2008), graph interpretation lacks cultural relevance and serves primarily to report numeric data, making it difficult for teachers to implement effective communicative activities in graph writing Many textbook tasks lack specific contexts, leading to student discomfort in writing Consequently, EFL teachers must invest additional time in creating a sense of purpose and audience, as well as providing clear direction, to facilitate smooth writing lessons, presenting a significant challenge for educators.
Writing about Cs&Gs presents significant challenges for students, particularly under the time constraints of an IELTS writing lesson To successfully complete their education, learners encounter numerous writing tasks that exacerbate their difficulties According to Jordan (2004), these challenges can be categorized into three main areas: Grammar and Vocabulary, Spelling and Punctuation, and (Academic) Styles.
Over the years of implementing new textbooks, my colleagues and I have observed that students struggle to complete tasks related to reading and writing, particularly when it comes to writing about Charts and Graphs (Cs&Gs) This challenge is exacerbated in the Vietnamese educational context, where such topics are relatively new and uncommon Many learners find it difficult to translate information from diagrams or pictures into English due to their limited knowledge of geography In my teaching experience, I have noticed that some students even struggle to describe graphs in Vietnamese, indicating a broader weakness in graph reading and English proficiency for graph descriptions.
Many students, particularly EFL learners, struggle with understanding the distinctions, characteristics, and trends of graphs, as well as the specific English phrases and structures needed for effective description Despite recognizing the main features of charts and graphs, many Vietnamese students fail to employ the appropriate language and style, often resorting to redundancy and repetition due to translating directly from their mother tongue This tendency can lead to writing that is either overly simplistic or lacking in necessary detail, as students fear they cannot meet word count requirements Additionally, they often face challenges in logically organizing their ideas in written discourse.
Integrating technology such as PowerPoint and E-learning into writing lessons can significantly enhance the learning experience compared to traditional methods (Moras, 2001) However, many high schools in Quang Binh lack the necessary resources to effectively incorporate technology, and numerous EFL teachers struggle to utilize computers in their classrooms Additionally, the process of using technology for graph writing can be time-consuming, requiring teachers to invest extra effort in lesson preparation and students to spend considerable time searching for relevant information Consequently, despite recognizing the benefits of modern technology in teaching graph writing, teachers and students have yet to fully embrace its use.
In today's digital age, many English language teachers and students in Vietnam struggle to find appropriate teaching materials and resources for effective graph description in English While there are various writing models available online, particularly on IELTS websites, these resources often exceed the comprehension levels of Quang Binh students, making them too complex to use effectively within a 20-minute writing timeframe.
For years, English has been introduced into Vietnam, yet there remains a lack of research on the use of Cs&Gs in English teaching and learning, particularly in enhancing writing skills This gap leaves many individuals interested in further exploring English education in Vietnam feeling confused and troubled.
Clearly, for the challenges above, it is difficult for Vietnamese EFL Ts&Ss to adapt new circumstances of C&G description by English in the modernized and globalized society.
Previous studies on the use of charts and graphs for English education
Numerous academic writing guides are available for both native and non-native speakers, with several focusing on the effective use of graphs, tables, and other visual aids These resources often provide insights on incorporating citations and graphics to enhance the clarity and engagement of learners' work However, they typically lack guidance on how to articulate and describe these visual elements in English.
Currently, there is a lack of research on the use of Cs&Gs in teaching and learning English writing skills in Vietnam Only a limited number of studies focus on this skill specifically, with the most notable works being those of Xi (2004) and Katz et al (2010), which serve as a foundational basis for my thesis.
Xi's investigation examines the impact of task characteristics, such as the number of visual chunks and planning time, alongside test taker characteristics like graph familiarity, on the cognitive processes and strategies used in graph description during a semi-direct oral test The study concludes that reducing visual chunks and providing adequate planning time significantly enhance graph comprehension and diminish the effects of graph familiarity on performance Additionally, participants' familiarity with graphs affects overall communicative quality and specific performance components, suggesting that graph familiarity may introduce construct-irrelevant variance Understanding these relationships is crucial for effectively applying graph description in teaching and learning English writing skills.
Katz et al conducted research titled "Graph Structure Supports Graph Description," exploring how graph comprehension theories affect the ease of graph description Their findings align with Xi's study, revealing that a graph's structure, specifically the number of visual chunks, impacts the communicative quality of descriptions This indicates a significant relationship between graph comprehension and the processes involved in describing graphs.
While previous studies by Xi (2004) and Katz et al (2010) primarily focus on oral language performance in graph description tasks, this study explores the significant theoretical and practical implications related to visual patterns and planning on oral output It aims to enhance the design of graphical description tasks, refine task specifications, and improve rater training My thesis shifts the focus towards the techniques and practices involved in graph description, specifically investigating the use of charts and graphs (Cs&Gs) for teaching writing skills in Vietnamese EFL classrooms, rather than in oral assessments This research highlights the lack of attention given to how teachers and students utilize graphs in English writing and the challenges they face in teaching and learning graph writing.
For years, graphs have been utilized in teaching and learning, yet research has predominantly focused on graph description in spoken English during tests There is a noticeable gap in studies addressing the reality of teaching and learning graph description in writing classrooms, particularly in Vietnam.
Chapter summary
This section provides an overview of the literature on English writing skills, covering definitions, types, functions, and techniques of using concepts and graphics (Cs&Gs) in teaching writing to high school students It also addresses the challenges teachers and students face when implementing Cs&Gs in English as a Foreign Language (EFL) writing classes, along with insights from prior research on the application of graphs in English education.