INTRODUCTION
Rationale
In recent years, the perception of writing in second language education has significantly shifted, recognizing its importance alongside other language skills Historically, writing was often overlooked, with a focus on speaking as the primary skill in language teaching However, theoretical advancements in second language writing have highlighted the need to enhance students' writing abilities (Kern & Schultz, 1992) While it is premature to claim a definitive method for teaching writing, it is clear that writing now holds a prominent place in English Language Teaching (ELT) courses, moving from being the last skill taught to a vital component of the second-language curriculum (Ronald, 1980).
Writing is often regarded as the most complex language skill, with experts like Tribble (1996) and Nunan (1991) acknowledging its difficulty in acquisition and fluency According to Tricia Hedge (1988), effective writing demands a high level of organization, accuracy, and the ability to employ complex grammatical structures and appropriate vocabulary Consequently, many students find writing to be a challenging task that necessitates dedicated effort and practice over time to enhance their skills.
Improving English writing skills is a learnable skill that requires time and patience With dedication, any student can enhance their writing abilities, leading to better thinking, reasoning, analysis, communication, and test performance Frequent writing practice is essential, as it plays a crucial role in overall student achievement.
English has become one of the most widely-used languages in Vietnam and is a core subject in the school curriculum, as mandated by the Ministry of Education and Training (MOET) However, many students struggle with writing, which is often perceived as difficult and unengaging This challenge is particularly evident among grade 10 students at Vinh Loc High School, where a 2001 survey by Tran revealed that most students found writing to be tedious and unrewarding Consequently, enhancing writing skills remains a significant hurdle for English as a Foreign Language (EFL) students, including those at Vinh Loc High School This investigation aims to explore effective strategies to improve students' writing abilities, enabling them to compose sentences, paragraphs, descriptions, and stories with confidence.
This research aims to explore the perceptions of students and teachers regarding writing skills at Vinh Loc High School It focuses on improving the writing abilities of grade 10 students in Thua Thien Hue Province and seeks to provide effective suggestions for enhancing the teaching and learning of writing skills.
Research aims
- Investigate students‟ perceptions of the importance of writing skills in learning English at Vinh Loc High School in Hue
- Find out difficulties and challenges facing teachers of English and students in teaching and learning English
Scope of the research
This study investigates methods to enhance English writing skills among tenth-grade students at Vinh Loc High School in Thua Thien Hue Province It primarily addresses the challenges faced by both teachers and students during the teaching and learning of writing The aim is to identify effective strategies and techniques that can support educators and improve students' writing abilities Consequently, the research focuses on the experiences of tenth-grade students and their English teachers at Vinh Loc High School.
Research questions
To achieve the aims mentioned above, the thesis tries to answer the following questions:
- What are difficulties and challenges faced by teachers and students at Vinh Loc High School in Thua Thien-Hue province in their teaching and learning English writing?
- What are the perceptions (of teachers and students) on writing skills?
Significance of the research
Despite numerous studies on teaching writing skills, there is a notable lack of research focused on high school students Writing is one of the essential skills for language learners, leading to a continuous demand for effective methods to enhance students' writing abilities However, at Vinh Loc High School, many students struggle with writing due to insufficient vocabulary, grammatical knowledge, and organizational skills Consequently, this research aims to address these challenges and improve students' writing proficiency.
10 investigate how to improve writing skills for grade-ten students and explore some suggestions for bettering the teaching and learning of English writing.
Structure of the thesis
The thesis includes five chapters with the structure as follows
Chapter 1 is the introduction consisting of the rationale, research aims, scope of the research, research questions, significance of the research, and structure of the thesis
Chapter 2 is literature review, which provides reading materials related to the field of the study At the beginning of the chapter, the definitions of writing are given, then a theoretical background of the field of the study is reviewed Then, it gives the demonstrations and comparisons between the product-oriented approach and the process-oriented one The next part mentions the factors affecting students‟ writing skills The chapter finishes with a summary and a conclusion of what have been discussed
Chapter 3 desccribes the research methodology used to achieve the objectives of the study The first part of this chapter lies the approaches used in the thesis Then, a demonstration and an explanation of the choice of the methods used to collect and interpret data are mentioned
Chapter 4 covers the finding and discussion about the results of the research Chapter 5 includes the conclusion and implication for teaching and learning English writing skills
In the last part, references are enclosed
LITERATURE REVIEW
What is “writing”?
The concept of writing has been recognized by EFL students for many years, yet defining writing remains challenging due to its varied interpretations across different groups Each group defines writing to meet its unique needs and objectives, leading to a lack of consensus even among professionals in English Language Teaching This section will explore the diverse perspectives on writing as articulated by various linguists.
Writing is fundamentally a silent and reflective activity, as noted by Slimani (2006), and is also viewed by Nunan (2000) as a product of individual creativity These perspectives highlight the traditional approach to teaching and learning writing, emphasizing its personal and introspective nature.
Writing is defined as a productive skill involving the use of written words (Robert, 1958, cited in Nguyen, 1998:3) It requires a higher level of accuracy compared to other skills, emphasizing the importance of correctness in written communication (Harmer, 1991, cited in Nguyen, 1998:3).
In their book "Theory and Practice of Writing," Grabe and Kaplan (1996) examine the significance of writing through the lens of the rhetorical triangle, which includes three essential components: the reader, who is the ultimate recipient of the written message; the writer, who creates the content; and the subject matter, which encompasses the text itself.
12 itself Both the writer and the reader have to consider all these aspects when writing and reading, respectively, for each one plays a significant role in the journey towards meaning
John Harris, Ronald Carter and David Nunan (1993) defined writing as follows
Writing is a gradual process that involves significant periods of contemplation before drafting During the actual writing phase, authors frequently pause to think, revise, and refine their work This iterative approach highlights the numerous decisions writers must make independently and underscores the importance of reflection throughout the writing journey.
Writing is often described as a recursive process, enabling students to revisit and refine their initial ideas as they compose their work (Flowers & Hayes, 1981; Zamel, 1983; Hedge, 1988) This iterative approach fosters deeper understanding and enhances the overall quality of their writing.
Writing is a complex and often messy process that ultimately leads to clarity It involves several stages, including selecting, generating, organizing, drafting, revising, proofreading, and publishing ideas This journey requires writers to engage in deep thinking, planning, and reevaluation before they can produce coherent text According to Flower and Hayes (1981), the writing process can be seen as a toolkit, where writers have the flexibility to use tools in any order, often prompting the need to utilize additional tools as they progress.
Writing is not just about creating sentences; it requires crafting a coherent series of grammatically and logically connected statements As Ronald V White noted in 1986, effective writing also demands an understanding of the intended purpose and audience to ensure appropriateness in style and content.
Background of the teaching of English writing
2.2.1 Overview of the teaching of English writing in the world
Cherry Campbell (1998) emphasized the growing importance of teaching second-language writing in schools with increasing immigrant populations She views English teaching as a means for students to engage with its complex rules and skills, which often extend beyond their immediate control Many educators recognize that writing instruction is a multifaceted and intricate topic Traditionally, under the communicative approach, writing has been the last skill emphasized after listening, speaking, and reading The concern for writing education dates back thousands of years, yet until the early twentieth century, it was largely based on rigid assumptions that dictated good writing as adherence to specific rules, with teachers imparting these rules and students responding to selected texts accordingly.
In foreign language writing instruction, similar to native language education, the focus has often been on the correctness of form rather than the effectiveness of function This approach prioritized demonstrating mastery of specific grammatical rules over conveying a solid understanding of the subject matter Consequently, the emphasis on correcting spelling, grammar, and overall organization became the primary indicators of second language proficiency For instance, a student's ability to accurately construct the future perfect tense was viewed as a reflection of their writing skills and, more broadly, their overall English proficiency.
In the 1960s, classrooms began to adopt a more comprehensive approach to writing instruction, emphasizing the entire writing process, including invention, drafting, feedback, and revision, rather than focusing solely on the final product According to Goody (1997), written language serves two key functions: it enables communication across time and space, and it facilitates the transition from oral to written forms of language.
The visual domain allows for the examination of words and sentences beyond their original context Koxtomarob and Mitrophanobva (1998) emphasized that modern foreign language teaching must incorporate a communicative approach It is essential to integrate writing with other language skills, fostering a cohesive learning experience that enhances students' overall competence.
Scholars like Peter Elbow and Donald Murray advocate for a writing approach known as expressivism, where teachers consider student writers' needs and encourage them to write freely and personally This method allows writers to explore their identities and processes, with teachers acting as facilitators who prioritize expression over strict writing rules However, despite its benefits, expressivism has notable drawbacks In traditional academic settings, personal writing is often discouraged, and students from certain cultures may find this style unfamiliar or inappropriate for academic contexts.
In the 1970s, the fields of cognitive science and the sociology of language significantly influenced writing instruction, emphasizing the psychological processes involved in composing This cognitivist perspective highlights the importance of critical thinking and problem-solving in writing classes, where students define and investigate problems, present arguments, and reach logical conclusions Consequently, the cognitivist approach is reflected in process-oriented writing methods that promote brainstorming, drafting, and collaborative conferencing among students and teachers to enhance the writing experience.
The process approach, rooted in Communicative Language Teaching (CLT), has transformed ESL writing instruction in the Western world, garnering significant support among theorists and educators As noted by Tribble (1996: 1960), this innovative method emphasizes the importance of the writing process, enhancing learners' skills and engagement.
The process approach to writing instruction emphasizes the creativity of individual writers and focuses on developing effective writing practices rather than merely imitating models This approach represents a significant shift in writing pedagogy, prioritizing the overall discourse and the functional use of language over its formal aspects Recognized as an innovative advancement, the process approach has improved traditional writing instruction methods in recent years.
Larsen-Freeman (2000) advocates for the adoption of principled eclecticism in teaching, urging educators to thoughtfully evaluate historical trends and methodologies This approach allows teachers to select strategies that best meet the unique needs of their classrooms and individual students By carefully considering appropriate teaching methods, educators can significantly enhance their students' writing skills and foster meaningful progress.
This article explores global trends in English writing instruction and shifts the focus to Vietnam, examining the current tendencies in teaching this essential skill within the country.
2.2.2 English writing teaching in Vietnamese context
Vietnam's English language education system has traditionally prioritized reading and translation skills for tests and examinations, often neglecting productive skills like speaking and writing Writing has primarily been seen as a means to practice specific grammatical and lexical patterns, with students focusing on conveying information rather than exploring and constructing their own ideas Consequently, students often engage in writing tasks that consist mainly of grammar exercises, sometimes presented as guided writing, where they are instructed to modify texts by changing singular nouns to plural or altering verb tenses.
Traditional language teaching often limits students to manipulating forms rather than encouraging them to create their own texts, as noted by Ilona Leki (1991) Teachers focus heavily on correcting grammatical and mechanical errors, leading to a cycle where students are tasked with revising their work without engaging with their ideas The models provided for writing exercises are typically simplified and contrived, aimed at demonstrating form rather than facilitating real-life communication This emphasis on minimizing errors results in cautious and conservative writing, which can lead to uninspired and clichéd student work that fails to engage both the writer and the reader.
Historically, the focus on evaluating final products over student communication has led to a lack of engagement in writing, causing students to view it as a daunting task This perception has fostered laziness and disinterest in writing among students To enhance motivation in writing, it is crucial to explore effective strategies for teaching A survey by Hoang in 2005 highlighted that teacher feedback on writing significantly influences students' attitudes towards writing However, many feedback methods have not effectively developed students' writing skills and, at times, have had a detrimental impact.
But attitudes have changed about the role of writing in teaching Instead of being the last skill taught and instead of being only a servant to grammar, writing
The importance of writing in the teaching curriculum has significantly increased, with a growing awareness that concentrating on language errors does not enhance grammatical accuracy or writing fluency Instead, focusing on students' expressive content is believed to foster improvements in their writing skills Emphasizing communicative competence as a fundamental aspect of language learning (Widdowson, 1978; Brumfit & Johnson, 1979), writing is recognized as a vital form of verbal communication This perspective is supported by the Methodology Handbook for English Teachers in Vietnam (1995).
Writing serves as a vital tool for expressing one's thoughts and understanding the world, extending beyond mere grammatical correctness or neat handwriting Consequently, teaching writing involves guiding students to effectively communicate in English as a foreign language through written texts.
Approaches to writing
A well-crafted article effectively conveys the writer's intended meaning, allowing readers to grasp the premise and engage with the viewpoint presented To foster student success in writing, activities must be designed to promote cohesive and coherent discourse, empowering students to take ownership of their writing Therefore, teachers should carefully consider their teaching methodologies, opting for approaches that enhance learning effectiveness Over the years, various methods have been utilized in writing instruction, with product writing and process writing emerging as two prominent approaches in recent years The subsequent section of this study will explore the advantages and disadvantages that both teachers and learners encounter when implementing these writing strategies.
The product approach to writing, as defined by Clenton (1997), emphasizes the importance of model, form, and duplication This traditional method prioritizes the accuracy of vocabulary, grammatical structures, and punctuation, as noted by White (1988) When students engage in writing in a second language, the primary focus remains on these elements to ensure effective communication.
The product approach to writing, as described by White and Long (1987), emphasizes presenting learners with model texts to guide their writing, requiring significant teacher oversight to help students avoid errors Cheung (1999) notes that this method focuses on "one-shot correct writing" for language practice and involves a singular evaluation of students' attempts (Pennington & Cheung, 1995) Gao (2007) agrees, highlighting that writing tasks are often decontextualized, disregarding the audience and context, with teachers prioritizing the final product—neat and grammatically correct writing (Mahon, 1992).
In addition to grammatical accuracy, following established models or guidelines is essential in writing education (White, 1988) Classrooms often emphasize the importance of copying or adapting model essays, which leads to a focus on imitating various types of model paragraphs Product-oriented writing approaches promote classroom activities where learners actively imitate, copy, and transform correct language models.
This approach aims to enhance learners' skills by offering practice with various text types while also minimizing the likelihood of errors in their writing.
The product approach to writing offers both advantages and disadvantages for teachers and students A key benefit, as noted by Nunan (1991), is that it allows teachers to guide student writing effectively, ensuring they stay on track This approach is particularly useful in large classrooms and can accommodate diverse student backgrounds since learners are provided with models of correct language Jenkins and Hinds (1987) emphasize the importance of using these models, as they enable students to understand how to construct paragraphs and essays in various contexts.
21 effectively Moreover, it is easier to grade as being used because its emphasis is on form Thus, it is a useful approach when the form is important
However, this approach has some disadvantages in teaching writing Jordan
The approach criticized by 1997 lacks practical applications as it treats students' writing merely as a product, neglecting the writing process itself This results in students producing mindless copies of a specific organizational style, fostering passivity and dependence on the teacher, who becomes the central authority in dictating what and how students should write Consequently, students have limited opportunities to express their own thoughts, as the focus on grammatical transformation constrains their creativity and potential White (1988) and Jordan (1997) argue that this method not only restricts students' writing but also overlooks the critical process of developing ideas Furthermore, many students mistakenly view writing as a simple act of translating words, which undermines their understanding of meaning and sentence relationships.
Many students struggle with free writing due to a lack of strategies and enjoyment in composing texts independently Their writing often becomes tedious as they focus on merely copying and transforming structures, which diminishes their interest in the process This reliance on prescribed formats undermines their confidence in creative writing, resulting in final products that lack originality and vibrancy.
“unimaginative” pieces of work (Mahon, 1992) And because of focusing on error analysis, English teachers pay more attention to grammar that to communication,
22 the purpose of writing is only to test how well the grammatical structure and writing rhetoric are in the students‟ composition (Wang, M & Zhang, L., 2007, p.44)
In conclusion, this approach prioritizes grammar, accuracy, and paragraph organization, presenting both advantages and disadvantages for teaching and learning writing in classrooms Slimani (2006) argued that this method does not align with contemporary effective writing strategies, which has led to the adoption of the process approach.
Since the 1970s, the traditional focus on the final product in writing education has shifted towards a process-oriented approach, particularly in ESL and EFL contexts This new methodology, which gained traction until the 1980s, emphasizes the journey of writing—planning, drafting, and revising—rather than solely the neatness and accuracy of the final paper Researchers and educators have recognized the process approach as a pivotal reform in writing pedagogy, as it enhances students' writing skills through effective composing strategies While grammatical accuracy remains important, this approach fosters a more exploratory and communicative writing environment, ultimately making writing as interactive as speech.
The process approach in writing education fosters experimentation and collaboration among students, encouraging them to share their work and gather feedback from peers This interactive environment often results in a lively classroom atmosphere, surpassing even that of conversation classes, as students engage in group activities focused on writing, reading, and critiquing each other's work According to Slimani (2006), this method not only enhances the explicit teaching of writing but also empowers students to communicate their ideas more effectively throughout the writing process.
Writing is an essential form of communication, and various techniques have been introduced to enhance its creativity and dynamism Zamel (1991, cited in Vo, 2004b) emphasizes that writing activities encourage students to engage with their natural composing processes Initially, students generate ideas related to their topic, followed by revisions to articulate these thoughts in their writing In the process approach, teachers transition from merely assigning topics and correcting final drafts to actively participating in the writing journey, fostering a more interactive and supportive environment (Stanley, 2003).
This approach emphasizes quantity over quality, encouraging beginning writers to express their ideas freely without the pressure of formal correctness This practice boosts students' confidence and fosters creative development According to Nunan (2000), it also promotes collaborative group work, enhancing motivation and cultivating positive attitudes toward writing Additionally, it controversially downplays the focus on grammar.
Students using this approach create multiple drafts of their writing, contrasting with traditional writing classes where rewriting often feels punitive, aimed at correcting grammatical mistakes In this method, even those who avoid errors benefit from the iterative process of refining their work.
In contemporary writing practices, the focus is on the writing process and peer feedback, leading to the creation of multiple drafts Students often produce several versions not just to eliminate errors, but to effectively convey their intended message Consequently, not every piece of writing is polished; some may remain unrefined and error-ridden The prevailing belief is that substantive writing holds more value than error-free writing lacking depth Ideally, achieving both correctness and substance is desirable, but when a choice must be made, prioritizing content over perfection is often favored (Ilona Leki, 1991).
Factors affecting writing skills
Writing abilities are influenced by several factors, but this research focuses on four key elements: language competence, cognitive processes, writing techniques, and cultural background knowledge.
Spoken language competence is crucial for learning English, as deficiencies in pronunciation, grammar, and vocabulary can adversely impact students' writing skills Writing can be likened to constructing a building; without a solid foundation of vocabulary and correct spelling, the quality of writing suffers Additionally, grammatical rules and sentence structures are essential components that allow sentences to form coherent paragraphs Students often adapt to analyzing grammatical structures swiftly, highlighting the importance of a strong language foundation for effective writing.
The psychological analysis method taught in 28 can lead to confusion among students regarding the relationships within sentences and between sentences, often resulting in uncertainty about the connections in passages Consequently, insufficient grammatical knowledge can hinder the development of English writing competence.
Thinking is fundamental to writing, as different cultural communities share common principles of thought, yet their thinking modes can vary significantly These differences arise from the unique cultural atmospheres that shape specific cognitive styles Consequently, cultural distinctions manifest in students' writings, which, while often free of major lexical or grammatical errors, exhibit a “Vietnamized” quality that lacks alignment with the discourse conventions of native speakers This phenomenon is largely attributed to the influence of Vietnamese thinking patterns on their writing.
To enhance writing skills, it's essential to establish a strong foundation in language knowledge While students encounter various sentence structures like inverted, elliptical, and absolute constructions, they often lack awareness of their classification from pragmatic and rhetorical viewpoints This lack of understanding can lead to difficulties in creating complex structures such as rhetorical questions and periodic sentences during free writing exercises Furthermore, traditional words that convey relationships within sentences can be challenging for non-speakers and non-readers Mastering these elements will clarify and improve the coherence and fluency of relationships between sentences and paragraphs.
Language is a vessel of knowledge and cultural insights, deeply reflecting the unique thought processes of its speakers Culture is intricately woven into every aspect of language use, making it essential to our daily lives Consequently, students lacking cultural background knowledge in English or other English-speaking cultures may struggle to grasp Anglophone perspectives Kramsch (1993) emphasized that speaking is inherently a cultural act, leading to a modern focus on cultural understanding in language education Therefore, acquiring cultural knowledge is crucial for mastering written English, as students' pronunciation, grammar, vocabulary, and cultural understanding thrive on a solid foundation of the society from which the language originates.
In short, despite many other factors affecting students‟ writing abilities, these are believed to be the most important ones for this study.
Summary
This chapter explores scholarly opinions and findings on the theory of writing skills and the factors influencing English writing abilities It begins by defining the nature of writing and then examines the background of English writing instruction in both global and Vietnamese contexts The discussion includes a comparison of the process and product approaches to writing Finally, it highlights key factors that impact writing skills, including language competence, cognitive styles, writing techniques, and cultural knowledge.
In short, the chapter with the theoretical backgrounds, which, in some aspects, will help lay the foundations for the researcher‟s analysis and explanation in the thesis
METHODOLOGY
Research methods
In this thesis, I will utilize both qualitative and quantitative approaches due to their distinct advantages The quantitative method, as noted by Balsley (1970), ensures high reliability of data through mass surveying, making it ideal for the first group of 300 students in my research Conversely, the qualitative method is more suitable for the second group of 12 English teachers, as Bodgan and Tailor (1975) suggest it provides a deeper, more realistic understanding that numerical data cannot capture By combining these methods, this research aims to achieve comprehensive data collection and interpretation, resulting in reliable and authentic insights regarding both quality and quantity.
Participants
The research involves two groups: grade-ten students and English teachers, aiming for comprehensive and reliable data Approximately 300 out of over 400 grade 10 students at Vinh Loc High School will participate, enhancing the study's reliability and objectivity Additionally, all 12 English teachers at the school, including one novice and 11 experienced educators with over four years in the field, will contribute their insights, which are expected to support the thesis objectives effectively.
In this thesis, the participants‟ real names, ages and genders were not revealed to ensure the confidentiality Instead, they were mentioned as different letters, for instance Mr./ Ms A, B, C, etc
Data collection
To investigate the perceptions of teachers and students regarding writing skills and the challenges encountered in teaching and learning English writing, the researcher employed a combination of instruments: questionnaires, interviews, and observations Each method was utilized flexibly, capitalizing on its unique advantages to gather essential data for the study.
This research utilizes a questionnaire featuring both closed and open-ended questions, with a preference for closed-ended questions to enhance participant comfort and confidence in their responses Closed-ended questions are more effective for gathering information, allowing for quicker data collection, which is beneficial for addressing all research questions efficiently.
Before being delivered to all participants, the questionnaire is pretested with
A pilot study involving 50 students and three teachers will be conducted to gather feedback on the questionnaire This process aims to assess whether all respondents comprehend the questions, identify the need for additional or clarifying questions, and determine if any questions should be removed This crucial step enhances the validity and effectiveness of the research design Following the feedback, necessary adjustments will be made to ensure the content aligns with the thesis objectives before it is distributed to the participants.
In addition, the questionnaires are designed in Vietnamese for the following reasons
To ensure reliable responses, it is essential to consider students' English proficiency when designing questionnaires This approach minimizes the time students spend answering questions, allowing for a more efficient and accurate data collection process.
Using Vietnamese as the primary language for questionnaires can effectively minimize misunderstandings, as both the researcher and participants are Vietnamese This approach ensures clarity and enhances communication, avoiding potential issues that may arise from using English.
- Lastly, questionnaires in Vietnamese also help the participants, especially for the students, be more confident and comfortable to express themselves as well as give more reliable answers
In brief, the questionnaire is utilised as the most popular means of collecting basic and primary data for this study
In addition to utilizing questionnaires, the researcher aimed to gather more comprehensive information through in-depth interviews, allowing participants to share their diverse ideas and emotions The interview questions were crafted based on the initial questionnaire responses to explore aspects that were not fully addressed Conducted immediately after the preliminary analysis of the questionnaires, these interviews provided deeper insights, opinions, and additional comments related to the research topic Furthermore, the interviews served to validate the reliability of the data collected from the questionnaires.
Interviews were conducted in Vietnamese to create a comfortable environment for twelve teachers to share their experiences in teaching writing skills The responses were subsequently translated into English for data analysis Open-ended questions were utilized to encourage interviewees to express their thoughts freely and expand on their ideas A list of the interview questions was provided to the participants two days prior to the interviews.
33 interviews The intention was to allow the interviewees to give some initial thoughts on the subject matter
In this thesis, interviews were conducted in a relaxed manner without a predetermined time limit, allowing participants to freely express their thoughts Each interview took place in the teachers' classrooms at times that suited them, and all sessions were audio recorded and transcribed for later analysis.
Observational techniques offer a significant advantage by allowing researchers to directly observe customer behavior, providing a more accurate representation of the subject being studied In this research, classroom observations yielded realistic insights, as they were based on actual events witnessed in the classroom Consequently, observation was selected as the primary method for data collection The study involved observing eight writing lessons across four 10th grade classes at Vinh Loc High School in Thua Thien Hue Province As a non-participant observer, I recorded the classroom activities, ensuring the data collected effectively addressed the research questions.
The research was carried out in a procedure including the following steps:
- Piloting the questionnaires with 50 students and three teachers in order to make sure that all the information is clear and unserstandable for both students and teachers
- Based on the questionnaires data, identifying the contents to observe in teachers‟ and students‟ classroom practice
- Based on the information collected from questionnaires and classroom observations, carrying out the interviews with the teachers for more information
Data analysis
The collected data underwent thorough inspection and cleaning to extract valuable insights, followed by transformation into percentage-based real numbers Analysis was conducted using tables and charts, focusing on quantitative data from student and teacher questionnaires, which were organized by statistical frequency and percentage Additionally, qualitative insights were gained from class observations and interviews, presented in tables and figures The interpreted data revealed significant issues regarding teachers' and students' awareness of writing skills necessary for enhancing learning competence and identified strategies to improve students' writing abilities.
FINDINGS AND DISCUSSIONS
Personal ideas of the students and teachers about learning and teaching
This section presents insights gathered from questionnaires, interviews, and classroom observations regarding the perceptions of teachers and students on English writing skills The analysis is organized into three key areas: first, it explores the perceptions of both teachers and students regarding the learning and teaching of writing; second, it examines students' attitudes towards writing skills; and finally, it addresses teachers' perspectives on writing skills.
4.1.1 Students and teachers’ perceptions of learning and teaching writing skills 4.1.1.1 The most difficult skill in learning and teaching English
This section will explore the most difficult skill in learning and teaching English Firstly, the discussion below is intended to discover students‟ opinions
Writing is perceived as the most challenging skill in both learning and teaching English, according to responses from students and teachers Detailed results from the questionnaires will be presented in the following tables.
Table 4.1 Students’ opinions about the most difficult skill in learning English
Question 2 of the questionnaire, which asks respondents to identify the most challenging skill to teach from a provided list, aims to delve into the complexities of teaching writing The teachers’ varied responses highlight the diverse perspectives on this issue, as illustrated in the accompanying table and chart.
Table 4.2 Teachers’ opinions about the most difficult skill in teaching English
The data from the tables can be sketched out in the following chart
Figure 4.1 The most difficult skill in learning and teaching English
The data presented in the tables and chart reveal varying perceptions of the difficulty in learning writing skills A significant portion of respondents identified writing as the most challenging skill, with 37.7% of students and 41.7% of teachers expressing this view Listening followed as the second most difficult skill, noted by 32.3% of students and 33.3% of teachers, while speaking ranked third at 21.3% for students and 25% for teachers In contrast, reading was perceived as the least difficult skill, with only 8.7% of students and none of the teachers considering it the most challenging This observation raises questions about the emphasis placed on teaching reading, which is often prioritized after focusing on language fundamentals.
Writing remains a challenging subject for students, particularly at Vinh Loc High School, despite teachers' efforts Many students perceive writing as difficult due to the need for correct grammar, a diverse vocabulary, and proper structures However, limited vocabulary and grammar knowledge hinder their writing skills Additionally, the significant differences between the target language and their mother tongue exacerbate these challenges Students struggle to express ideas clearly and meaningfully, with unfamiliar or uninteresting topics further complicating the writing process This lack of topic knowledge contributes to their lack of confidence in writing Moreover, students often show little interest in learning this skill, making it difficult for teachers to effectively teach writing compared to other language skills.
Writing remains a challenging and often frustrating aspect of learning and teaching English, which can diminish students' interest and motivation Future research will continue to explore students' engagement in writing Despite being viewed as the most difficult subject, the study seeks to understand its significance in the perceptions of both students and teachers The following section will address this important issue.
4.1.1.2 Perceptions of the importance of writing skills
For the importance of the writing skill, the students expressed different ideas about it, which is shown in the table below
Percentage (%) Q5: Do you agree that developing writing skills is a vital part of learning English at high schools?
Table 4.3 Students’ perceptions of the importance of writing skills
In response to question 8, over 7% of respondents felt that developing writing skills was not very necessary, while an impressive 85.3% recognized the significance of writing skills in learning English This overwhelming majority emphasized that enhancing writing abilities is crucial for high school students studying English, highlighting the vital role writing plays in their education.
Therefore, it is essential for all teachers that they should supply students with proper and necessary language knowledge so that students could improve themselves
By this way, teachers could help assist and motivate students better their writing
A survey revealed that 7.7% of respondents neither agreed nor disagreed on the importance of writing skills, citing that they believe writing skills do not warrant significant attention Similarly, 7% of participants disagreed, expressing the view that writing skills are not essential for language learning, with a preference for prioritizing reading and language focus instead.
It seemed that these students‟ perceptions were still influenced by old educational system where reading and grammar were the most important factors
Similarly, the survey result towards the teachers for the question “How important is the writing skill to students?” is presented in the table and the chart 4.1.1.2
Percentage (%) Q3: According to you, how important is the writing skill to students?
100 Table 4.4 Teachers’ perceptions of the importance of writing skills
Figure 4.2 Teachers’ perceptions of the importance of writing skills
All teachers recognize the critical importance of writing skills for students learning English, as it encompasses essential elements such as vocabulary, grammar, and spelling Langan (2000) emphasizes that vocabulary can significantly influence the quality of a text, making its effective use crucial in writing instruction This skill enables students to apply their reading and language knowledge to generate ideas in their writing Consequently, it is imperative for educators to discover effective strategies to support students in mastering this essential skill.
Both students and teachers largely agree on the significance of writing skills and the English language for their education in high school and future endeavors Research indicates that motivated individuals find enjoyment in learning the language (Gardner & Lambert, 1972) These perceptions play a crucial role in enhancing the processes of learning and teaching English, particularly in writing skills While this section has focused on students' views regarding the importance of English and writing, the next part will delve into their attitudes and the level of interest they exhibit in mastering writing skills.
4.1.2 Students’ attitudes towards the English language and the writing skill
Being asked about the attitudes towards the English language and the writing skill, the students gave the researcher a very interesting result as summarized in the tables below
100 Table 4.5 Students’ preference for learning English ( Question 1)
100 Table 4.6 Students’ favourite skill ( Question 3)
Neither agree nor disagree Disagree
100 Table 4.7 Students’ enjoyment of English writing classes ( Question 7)
Recent data indicates a significant shift in students' attitudes towards English, with 62% expressing a preference for the subject due to its engaging and enjoyable nature Many students reported that English classes offered a variety of stimulating activities that enhanced their motivation to learn In contrast, a portion of respondents, 114 in total, found English challenging and uninteresting, struggling to retain vocabulary and feeling overwhelmed by the learning process This led to feelings of fatigue and frustration, highlighting the need for more effective learning strategies in English education.
Most students possess inherent motivation to learn English, placing the onus on teachers to enhance this drive This raises an important question: What strategies can teachers implement to better motivate their students? This topic will be explored in the following chapter.
Despite students having a generally positive perception of the English language, their attitude towards writing skills was less favorable, with fewer than a quarter expressing a preference for writing Many students found writing to be a challenging skill, and only a third enjoyed their writing classes The results indicated that English writing posed significant difficulties for students, as they struggled to produce grammatically correct and meaningful sentences Even when they could write, they faced challenges in combining sentences cohesively Consequently, mastering English writing became a daunting task, leading to their aversion towards it.
A significant number of students perceive their writing skills in English as inadequate, with 67.7% rating their proficiency as weak and 20.3% as fair Only 11.3% of students consider their writing ability to be good, while a mere 0.7% (equating to just two students) believe they possess excellent writing skills This data is illustrated in Table and Chart 4.1.2.2.
Table 4.8 Students’ English writing ability rating (Question 6)
Figure 4.3 Students’ English writing ability rating (Question 6)
The responses from the interviews for teachers (question 1) also showed the same result
Teacher A said, “I’m teaching 139 students of 3 classes of grade 10, two among which are considered to have a rather good proficiency in English Only about 15 students write fairly well.”
A teacher revealed that approximately 85 out of 92 students struggle with writing skills, stating they have difficulty starting their writing and connecting ideas Additionally, the students lack vocabulary and understanding of grammatical structures, resulting in poor content quality in their written work.
The reality of learning and teaching English writing skills
4.2.1 Approaches to English writing teaching
At Vinh Loc High School, various teaching methods for writing are employed, prompting an investigation into the most commonly used approach among teachers This inquiry will be explored through the survey results presented in the accompanying table.
7 According to you, writing is best learned by: a Doing a lot of writing 4 33.3 b Doing a lot of writing and teaching students how to make a writing product effectively or techniques of how to write effectively
2 16.7 c Doing a lot of writing according to good models 6 50
8 In writing classes, students should be taught: a To write a good sentence first, then a good paragraph, and then to write an essay 3 25 b To generate ideas about the topic first, then how to plan the ideas on the good way, and finally write an essay 2 16.7
To effectively generate ideas for your essay, start by brainstorming a wide range of concepts related to your topic Once you have a collection of ideas, organize them thoughtfully to create a coherent structure Finally, focus on crafting well-written sentences and ensuring grammatical accuracy to enhance the quality of your essay.
14 When giving feedback to students, it is important: a To focus on the correct structures and grammatical points as well as the ideas and the content 3 25 b To focus on both the ideas and the content of the students‟ texts and correct structures and grammatical points But the ideas and the content of the students‟ texts are more important
3 25 c To focus on both the ideas and the content of the students‟ texts and correct structures and grammatical points But the correct structures and grammatical points are more important
15 In writing: a It is important to prevent students from making mistakes by presenting key grammar points before students begin to write
7 58.3 b The mistakes in key grammar points are not important, but the most important things are the ideas and the content of the writing
2 16.7 c It is important to prevent students from making mistakes by presenting key grammar points after students write not before students begin to write
Table 4.10 Approaches to English writing teaching
At Vinh Loc High School, a significant number of teachers favor traditional teaching methods over process-oriented approaches, as evidenced by data in Table 4.2.1 Notably, 50% of educators believe that writing skills are best developed through extensive practice with effective models This focus on imitation and modeling emphasizes the importance of students engaging in activities such as copying and transforming correct language structures, highlighting the belief that learning begins with mastering smaller units of language.
A study by Nunan (1991) indicates that 58.3% of teachers believe that writing effective sentences and paragraphs is crucial for student success Consequently, 50% of educators prioritize correct grammar and structure over the ideas and content in student writing, with only 25% focusing on the latter This emphasis on form rather than content reflects a broader trend where teachers concentrate on the final product rather than the writing process itself As a result, students' grammatical errors become the primary concern for teachers, who often prioritize grammar instruction over effective communication Despite innovations in English teaching, many teachers at Vinh Loc High School continue to rely on traditional methods due to students' weak foundational language skills This lack of basic knowledge hampers students' ability to articulate their ideas, forcing teachers to re-teach fundamental concepts and focus on form and final outcomes Consequently, error correction remains a significant focus for teachers, which will be explored further in the next section.
4.2.2 Error correction and feedback giving
This section focuses on analyzing the methods and approaches teachers use to provide feedback to their students, as detailed in questions 13 and 14 of Table 4.2.1 The findings are summarized in the accompanying table.
Questions and options Number Percent Frequency of correcting students’ writing on the spot (Question 11) a Always 3 25 b Frequently 6 50 c Not frequently 3 25 d Never 0 0
Methods of error correction (Question 12) a Self-correction 0 0 b Peer correction 2 16.7 c Teacher correction 10 83.3
Frequency of feedback/comment giving (Question 13) a Always 3 25 b Frequently 9 75 c Not frequently 0 0 d Never 0 0
Table 4.11 Error correction and feedback giving
Preference of ways of correction Number Percent
Table 4.12 Students’ preference for error correction
In terms of error correction, three teachers consistently provide immediate feedback on students' writings, while half of the teachers do so regularly, and the remaining teachers infrequently engage in this practice One of the three teachers emphasized the importance of timely corrections.
I consistently correct students' writings after they complete their assignments In well-performing classes, this task is manageable since students submit their work on time, allowing me ample opportunity for thorough corrections Conversely, in weaker classes, time constraints often limit my ability to provide comprehensive feedback, resulting in only partial corrections of their compositions.
Sharing the same thinking, teacher M said:
Consistently correcting students' writing is essential for helping them identify their mistakes and improve their future work This is why I prioritize providing feedback on their assignments However, there are times when my schedule does not allow for thorough corrections.
On the other hand, teacher D showed the regret about it as follows
While I understand the importance of correcting students' writing mistakes, opportunities to do so are limited Many students struggle with their writing, often running out of time before completing their work As a result, corrections are infrequent, making it challenging to provide the necessary feedback for improvement.
All teachers recognize the significance of error correction in student writing, as it helps learners identify and understand their mistakes This process is crucial for enabling students to learn from their errors and enhance their writing skills However, due to time constraints and the varying levels of English proficiency among students, teachers often face challenges in providing sufficient feedback on writing errors.
All students expressed a strong appreciation for the error correction step in the questionnaire, highlighting its significance in helping them identify mistakes in their writing This process not only allowed them to learn from their errors but also contributed to the improvement of their future compositions.
Error correction is essential for students to identify and learn from their mistakes Forseth et al (1995) identified three primary techniques for correcting errors: self-correction, peer correction, and teacher correction Research shows that over 83% of teachers and 82% of students prefer teacher correction, viewing it as the most reliable method This preference stems from the students' limited English proficiency, which often prevents them from recognizing and correcting their own errors Teachers typically select specific writings for correction and encourage the class to identify errors collectively, fostering a collaborative learning environment When students struggle to find solutions, teachers provide guidance to ensure a thorough understanding of the corrections.