INTRODUCTION
Rationale
Globalization has significantly impacted the global use of English, making it the primary language for international communication Over the decades, English has established itself as the leading language in various fields such as science, entertainment, communication, and diplomacy Consequently, learning English has become a vital necessity for individuals worldwide and is often a mandatory subject in educational curricula across numerous countries.
Writing is a crucial skill in teaching and learning English as a Foreign Language (EFL), as highlighted by Brown (2001), who regards it as one of the most essential skills in a second language It serves as a permanent record of thoughts, beliefs, and arguments, making it a vital tool for communication across generations (Carroll, 1990) Writing not only preserves cultural and spiritual values but also enhances critical thinking by encouraging students to organize their ideas and engage in analysis and criticism This skill ultimately contributes to the creation of printed documents and digital content, fostering connections among people.
Email writing is an essential skill for high school students, serving as a vital component of their overall writing abilities alongside essays, reports, and letters Recognized as a popular tool for foreign language teaching and learning, emails play a significant role in educational contexts Given their relevance in real-life communication, emails can effectively support learners by providing numerous benefits Furthermore, email writing is included as a mandatory component in the current English textbook, Tieng Anh 11 (new version), highlighting its importance in the curriculum.
The English curriculum for grades 11 and 12 has been implemented in several upper-secondary schools in Quang Tri Province, featuring two volumes for each grade, with five units per volume Unlike the previous textbooks, the new editions include four familiar sections—Reading, Listening, Speaking, Writing—and introduce four new sections: Getting Started, Communication and Culture, Looking Back, and Project The topics covered are relevant and engaging for students, addressing themes like family, the environment, education, and volunteering The writing section emphasizes essential skills such as crafting essays, stories, letters, articles, and emails, with a particular focus on email writing, which is crucial for students in their current curriculum.
The rise of information and communication technology, coupled with the extensive use of the internet, has significantly accelerated the adoption of email as a primary means of interpersonal communication Due to its rapid transmission speed, email is now a popular choice for personal and institutional correspondence Despite its prevalence, the instruction and mastery of effective email writing pose ongoing challenges for educators and learners alike.
A 45-minute writing class often restricts both teachers and students from fully engaging in the essential stages of the writing process, including planning, drafting, revising, editing, and publishing Furthermore, time constraints hinder students' ability to effectively use the target language for classroom discussions.
Previous studies have examined the role of email writing in English education, particularly in learning and professional contexts However, there is a scarcity of research focusing on high school students' email writing skills and their reflections on the learning process While the significance of email writing in schools is undeniable, it is equally important to consider students' insights and reflections regarding their experiences in mastering this form of communication.
Basing on what students’ reflections, both learners and teachers could find out
As an English teacher at Gio Linh High School for nine years, I have fostered strong relationships with both teachers and students, motivating me to enhance email writing skills among my students.
In the EFL teaching environment, particularly in Quang Tri, Vietnam, addressing the challenges of email writing instruction is crucial for educators To enhance classroom engagement, EFL teachers should implement effective strategies that facilitate the learning of email writing This study specifically examines the email writing curriculum for 11th graders and gathers student reflections on their writing experiences By gaining insights into this issue, the research aims to elevate the quality of writing instruction at Gio Linh High School Ultimately, the findings are intended to contribute to improving the effectiveness of teaching English email writing.
Research aims
This study aims to explore students' reflections on learning to write emails in English at Gio Linh High School in Quang Tri Province By investigating the current state of email writing instruction, the researcher seeks to gain valuable insights that can enhance the teaching and learning process The findings are expected to contribute to the improvement of email writing skills among students at this institution.
Research questions
In order to fulfill the objectives mentioned above, the current study seeks the answers to the following questions:
(1) How do grade 11 students learn to write emails in English in the classroom?
(2) What are students’ reflections on learning to write emails in English?
Research scope
This research examines the practice of learning to write emails in English among 11th graders at Gio Linh High School, focusing on students' reflections and challenges faced during the email writing lessons The study involves approximately 100 students and does not address other aspects of English writing education.
Research significance
This study aims to enhance the literature on high school students' reflections regarding email learning, providing valuable insights for both teachers and students By understanding students' learning styles, educators can adapt their teaching methods effectively to improve the learning experience.
Practically, the study will provide implications for improving students’ difficulties in learning to write emails in English.
Organization of the thesis
This paper consists of five chapters namely Introduction, Literature Review, Research Methodology, Findings and Discussion, and Conclusion
Chapter 1 introduces general the rationale, the research aims, participants, research questions and the organization of the study
Chapter 2 reviews the literature of the frameworks for the study
Chapter 3 provides the research methodology including information about research participants, data collection and data analysis
Chapter 4 displays the findings and discussion of the study
Chapter 5 presents the summary of research findings, the implications for English teaching and learning, the limitations of the study and the suggestions for further research.
LITERATURE REVIEW
Introduction
Email writing in English poses significant challenges for EFL students and teachers, prompting increased research interest in this area This study seeks to examine the learning processes and reflections of students regarding email composition in their language classes To clarify the key concepts related to this topic, the chapter will address fundamental aspects of email writing, the structure of an English email, effective teaching techniques, and a review of prior research relevant to the current investigation.
What is writing?
Writing is a crucial skill for mastering a new language, serving as a productive means of communication Experts define writing in various ways, reflecting the diverse needs and purposes it fulfills in different contexts.
Writing is a complex cognitive activity that demands simultaneous control over various elements, including content, format, sentence structure, vocabulary, spelling, and letter formation (Nunan, 1989) Effective writing requires the ability to structure and integrate information into cohesive and coherent paragraphs and texts It involves systematically expressing ideas while adhering to the graphic conventions of language, ultimately aiming to convey the writer's intentions in a polished literary form that necessitates a refined vocabulary and structure (Rivers, 1968).
Writing is not merely the transcription of spoken language into written symbols; it is a distinct thinking process (1991, p 3) Serving as a permanent record, writing functions both as a form of expression and an essential means of communication.
Writing is a complex process that demands a range of skills, including mental, psychological, rhetorical, and critical abilities It involves not just transferring ideas from mind to paper but also enhancing their clarity and depth Consequently, effective writing necessitates deliberate intellectual effort and a commitment to ongoing improvement by the writer.
English writing teaching in the Vietnamese context
Strong writing skills are essential for student success both academically and personally, serving as a vital communication tool for expressing thoughts, describing ideas, and analyzing information Writing is a lifelong skill that significantly impacts success in higher education and various vocational fields Consequently, the responsibility of teaching writing has become a crucial focus within the education system.
In Vietnam, writing instruction has traditionally focused on reinforcing specific grammatical and lexical patterns, heavily influenced by the grammar-translation method that has prevailed for decades (Pham, 2000) Teachers aim to ensure students use correct language and grammar in their writing tasks, often collecting their work to note grammatical mistakes and requiring rewrites on separate paper While teachers may analyze model writings and discuss necessary structures, this approach tends to be product-based, which can demotivate students and hinder their critical thinking and creativity due to an excessive focus on grammar over idea development Additionally, writing lessons often rely on individual activities where the teacher is the sole audience, leading to passive student participation and limited opportunities for enhancing their writing skills (Tran, 2001).
Vietnamese EFL teachers are increasingly adopting process genre-based and communicative approaches in their writing classes, emphasizing individual creativity and the cultivation of effective writing practices over mere imitation of models (Tribble, 1996: 1960) This methodology enables students to apply their linguistic knowledge and skills in writing while fostering collaboration and idea exchange, ultimately enhancing their creativity.
Teaching writing in the Vietnamese context has evolved significantly over time, reflecting notable changes Despite existing limitations, both teachers and students maintain a positive attitude towards developing writing skills.
Email writing teaching in the context of Gio Linh high school
Electronic mail (email) is a method for exchanging messages electronically between individuals It consists of two main components: the Header and the Body The Header includes essential information such as From, To, CC, Subject, and Date, while the Body contains the core content of the message, which may also include a signature block at the end.
In today's fast-evolving technological landscape, email has become an essential tool in classrooms, significantly enhancing language learning and teaching Mastering email writing is crucial for students, as it not only aids their education but also prepares them for real-life scenarios, particularly as they transition to university Therefore, integrating email communication into teaching practices is vital for both educators and learners.
The rapid rise in web tools for language teaching and learning has made email a prevalent medium for interpersonal communication Its fast transmission speed has led to widespread use in both personal and institutional contexts.
Email writing fosters authentic communication by connecting foreign language learners with speakers globally, enhancing real-world interaction (Schwienkorst, 1998; Warschaur, 1995) In the classroom, it offers immediate feedback and facilitates cost-effective discussions with international peers (Hoffman, 1994) This environment boosts students' confidence and comfort in sharing information, helping to alleviate their nervousness in communicative situations.
Email serves as a valuable tool for students to enhance their English writing skills Research by Alias and Hussin (2002) highlights the effectiveness of web-based activities, such as email communication and participation in discussion groups, in aiding the writing process Through email, students can quickly share information and express their thoughts, regardless of distance, which enriches their knowledge and inspires writing ideas The speed and flexibility of email, combined with computer technology, significantly support second language acquisition and increase students' awareness of writing practices Additionally, using email equips students with essential skills for interacting with peers and navigating web tools, boosting their confidence in utilizing various technological resources in everyday life.
Developing email writing skills is crucial for secondary stage English language students, as it enhances their overall writing abilities During this preparatory phase, outlined by Abdel-Razek (2006), students learn to write emails in English through their new textbooks This skill is essential for maintaining communication with friends and teachers, and mastering it can significantly aid their progress in university studies (El-Shafie, 2006).
2.4.3 The practice of teaching email writing at Gio Linh high school
“Becoming a writer is a complex and an ongoing process, and becoming a writing teacher is no fewer complexes” (Kroll, 1991, p.1)
Teaching second-language writing has become a crucial responsibility within the school system, as highlighted by Cherry Campbell (1998) Traditionally, writing has received less attention compared to listening, speaking, and reading, with a focus on memorization and grammar rather than idea generation (Xu, 2008) At Gio Linh High School, teachers' attitudes toward writing instruction have evolved over time After nine years of teaching and observing classes, I noted a divide among educators: some prioritized reading and translation skills, while others actively sought innovative teaching methods to enhance students' language competence This shift aims to prepare students for examinations in Vietnam while also fostering their communicative abilities.
Traditionally, writing instruction emphasizes grammatical structures and individual vocabulary items (Broughton, 2005) According to Scrivener and Jim (2005), teachers often dedicate significant class time to using the board and explaining concepts in a detailed manner.
In Vietnam, the traditional grammar translation method has long influenced language teaching, leading to a narrow focus on memorizing grammar rules rather than fostering genuine language use (Pham, 2000) Students often engage in writing as a means to reinforce grammatical concepts, practicing through structured exercises that prioritize form over content (Rivers, 1968) This teacher-centered approach positions educators as authoritative figures, while students remain passive recipients of knowledge, tasked with producing writing that adheres strictly to grammatical accuracy and textbook examples (Brown, 1994) Typically, writing assignments are collected and returned for revision, with errors marked for correction, further emphasizing a mechanical approach to writing (Raimes, 1983) During limited class time, students are instructed on email structures and content, focusing on how to express ideas within rigid frameworks, as highlighted by Assist Prof Dr Abdullah and Kuzu.
The traditional approach to education, where teachers act as the primary source of knowledge, involves collecting students' email writing assignments, having them write on the board, and correcting grammatical errors Teachers often take the remaining papers home to mark language mistakes, returning them with the expectation that students will rewrite their work on a clean sheet However, this outdated method fails to effectively develop students' writing skills and can lead to demotivation, as learners often feel bored and discouraged by the constant focus on error correction in language writing classes.
Teachers often simplify email models to demonstrate formats to students, which can lead to students focusing more on minimizing errors for better grades rather than understanding the communicative purpose of emails This oversight neglects the various benefits emails offer in both learning and daily life For teachers, instructing students on effective email writing is essential, especially for success in various examinations and tests.
However, not all teachers at Gio Linh high school have agreement on this issue
In recent years, there has been a significant shift in attitudes towards the importance of email writing in language education Educators now recognize that email writing is crucial for enhancing students' grammatical accuracy and fluency, while also fostering their understanding of a new writing style Solely focusing on grammar can be detrimental to students' writing development, as effective writing encompasses more than just grammatical correctness (Truscott, 1996) Therefore, teachers should not only correct students' work but also promote a communicative approach that integrates email writing skills It is essential for educators to cultivate a comprehensive language theory in their writing instruction (Grabe & Kaplan).
In order for language teachers to facilitate successful and meaningful writing lessons, it is essential for them to comprehend writing theory and effectively transition that understanding into practical application Consequently, building a solid foundation of writing theory should be a primary focus for educators.
Despite significant advancements in teaching modern email writing techniques in schools, it remains essential to enhance the focus on this skill due to various factors The following section will delve deeper into this topic.
2.4.4 Difficulties of teaching and learning email writing in English at Gio Linh high school
Gio Linh High School, situated in a small town in Quang Tri Province, exemplifies the region's commitment to quality education, particularly in English language instruction and writing skills The importance of writing in both real-life applications and academic success is undeniable However, addressing certain challenges is essential for enhancing educational outcomes at this institution.
Learning how to write emails in English
According to Garton & Wellman (1995) and Tao (1995) emails have the following prominent features:
Email users can easily send messages to multiple recipients without having to retype the content, simply by adding additional addresses With just a few keystrokes, they can quickly forward messages to anyone, anywhere.
Email communication relies heavily on text, necessitating users to utilize their literacy skills to effectively exchange information As a result, language serves as the primary medium for conveying messages in emails.
Email communication is distinct from other forms of interaction, such as phone calls or face-to-face conversations, because it enables users to connect without the need to be present in the same location or at the same time.
- Easy storage and manipulation: Emails users can store their massage easily without any worry about how to keep their information for future use or even edit for present purposes
Using email enhances communication by being both rapid and cost-effective, allowing users to minimize paper expenses while saving time on conversations Additionally, messages are delivered swiftly and efficiently, making email a preferred choice for effective communication.
Email communication offers relative anonymity, allowing both senders and receivers to feel more at ease without the pressure of face-to-face interactions This absence of physical presence fosters a comfortable environment for open dialogue.
Emails, while generally less formal than letters, must still maintain a professional tone to reflect positively on the sender (Wil, 2016) Consequently, mastering the art of writing professional emails is essential in various real-life situations To enhance email writing skills, Wil outlines five crucial steps that are fundamental for effective communication.
When composing an email in English, it’s essential to start with an appropriate greeting For formal relationships, address the recipient by their last name, such as “Dear Mrs Price,” while a casual relationship allows for a simpler greeting like “Hi Kelly.” If the recipient's name is unknown, use “To whom it may concern” or “Dear Sir/Madam” to maintain professionalism.
Expressing gratitude to your readers fosters a sense of comfort and demonstrates politeness For instance, when addressing inquiries about your business, you can say, "Thank you for contacting ABC Company." Additionally, when responding to emails, it's courteous to acknowledge their promptness with phrases like, "Thank you for your prompt reply" or "Thanks for getting back to me."
Clearly state your purpose at the beginning of the email, then proceed to the main content Ensure your sentences are concise and easy to understand Additionally, focus on proper grammar, spelling, and punctuation to maintain a professional image for yourself and your organization.
Step 4: Adding your closing remarks
In closing your email, it's courteous to express gratitude once more with phrases like "Thank you for your patience and cooperation" or "Thank you for your consideration." Additionally, you can encourage further communication by stating, "If you have any questions or concerns, don’t hesitate to let me know," followed by "I look forward to hearing from you."
In concluding your message, it's essential to use a professional closing, such as "Best regards," "Sincerely," or "Thank you." These options convey respect and formality Avoid casual closings like "Best wishes" or "Cheers" unless you have a close relationship with the recipient.
Finally, before you hit the send button, review and spell check your email one more time to make sure it’s truly perfect!
To compose an effective email, users should focus on brevity and clarity, ensuring the content is concise and free of errors The subject line must be specific to capture the recipient's attention Additionally, it's essential to include a proper closing and thoroughly review the email before sending it to ensure professionalism.
2.5.3 Issues in learning to write emails in English
Despite the potential advantages of email writing, many high school students struggle with this skill, often viewing composition as a punishment rather than a valuable exercise Teachers frequently express frustration over the poor quality of students' writing, which requires significant correction Email writing is typically included in textbooks as a limited summary exercise, restricting students' ability to utilize their linguistic creativity and real writing experiences Many students lack the skills to write coherent and meaningful emails, often failing to connect sentences logically or express their ideas clearly Additionally, teachers often rely on outdated methods and insufficient strategies for teaching email composition, leading to a lack of engaging pre-writing activities and in-depth instruction Consequently, students focus only on correct vocabulary and punctuation, neglecting the importance of email communication in their studies and missing opportunities to effectively engage with teachers and peers through this medium.
Factors influencing email writing in EFL classes
To write an effective email, students must possess a strong vocabulary, as words are essential for clear communication A limited vocabulary can lead to misunderstandings, highlighting the importance of lexical knowledge in writing performance, as noted by Laufer and Nation (1995) However, a rich vocabulary alone is insufficient; grammatical knowledge is equally crucial for crafting coherent sentences Thus, both vocabulary and grammar are essential components for successful email communication.
Many students at Gio Linh High School struggle to effectively communicate their ideas in writing due to limited vocabulary and grammar skills This lack of language knowledge makes it challenging for them to express their thoughts and organize their writing, particularly when it comes to composing emails As a result, these students often find it difficult to convey their messages clearly and confidently.
2.6.2 Teaching techniques of email writing
At Gio Linh High School, traditional teaching methods dominate email writing instruction, with teachers prioritizing formal aspects over the expression of ideas, as noted by Clifford (1991) This focus on grammatical accuracy and writing mechanics often overshadows the importance of effective communication Additionally, the use of the mother tongue to clarify instructions can hinder the learning process, especially since many students struggle with English due to their diverse backgrounds The challenges of limited teaching time, inadequate resources, and large class sizes further restrict the implementation of more communicative teaching methods.
At a result, the quality of the teaching and learning seems not to be really effective
Despite students' motivation to learn writing, particularly email writing, their performance remains low Both educators and students encounter numerous challenges in the learning and teaching process Consequently, addressing the negative factors in the classroom has become increasingly essential.
Students’ reflections
Reflection is a term which has been much used in the educational literature over the past decade (Boud, Keogh, & Walker, 1985; Mezirow & Associates, 1990;
Reflective thought is characterized as an "active, persistent and careful consideration" of beliefs and knowledge, emphasizing the need to evaluate the supporting grounds and evidence that establish their reliability and worth (Dewey, 1933, p.9) This definition aligns with the insights of Boyd and Fales (1983) and Boud et al (1985), highlighting common features in various reflections on the concept Understanding these definitions is essential for a deeper exploration of reflective practices.
Reflective learning is defined as the internal examination of concerns triggered by experiences, leading to clarified self-meaning and a changed perspective (Boyd & Fales, 1983) Boud et al (1985) describe reflection as the intellectual and emotional activities individuals undertake to explore their experiences for new understanding More recent definitions have expanded to include concepts such as adaptive learning (Woerkom, 2004), self-construction (Dempsey et al., 2001), self-awareness (Loo, 2002), coordinated understanding (Maclellan, 2004), and critical self-reflection (Cope, 2003).
The exploration and internal examination process significantly alters one’s perspective as individuals encounter new information and experiences (Hay et al., 2004a) This reflective process not only focuses on the self but also results in a transformed conceptual viewpoint, enhancing learners' understanding of the connection between their learning and problem-solving objectives Additionally, it enables students to (a) connect new knowledge with their existing understanding, (b) thoughtfully abstract knowledge, and (c) recognize how to reapply their learning and problem-solving strategies effectively.
Reflection is a valuable tool across all disciplines, aiding in skill development and career growth Pioneered by Dewey (1933), the concept of reflection in education was further emphasized by Schon (1983), who underscored its importance in enhancing professional practices While reflection can facilitate learning from experiences, its primary role lies in transforming those experiences into knowledge about teaching Engaging in continuous reflection is crucial for both teachers and students, as it fosters an ongoing journey of development and enhances their ability to utilize reflection effectively.
Reflection serves as a vital learning tool and action process essential for effective decision-making, particularly in complex environments characterized by ambiguous problems and undefined solutions It encompasses cognitive and emotional responses that arise from personal experiences, facilitating the revision of existing understandings or the creation of new insights This process involves navigating unclear concepts, addressing inconsistencies, and acknowledging the limitations of one's current knowledge Ultimately, reflection leads to a deliberate realignment of meaning, enhancing one's ability to adapt and grow intellectually.
Reflection in the teaching and learning process can take place before, during, and after instruction, as noted by McAlpine et al (1991) Furthermore, Schön emphasizes that teaching and reflection can be a continuous and synchronous process, occurring simultaneously.
In 1983 and 1987, research highlighted that reflection can occur asynchronously after classes, potentially disconnecting it from teaching actions The researcher noted that retrospective reflection-on-action is the most prevalent form of reflection, offering opportunities for significant structural changes and is more likely to occur within strategic or epistemic contexts.
Review of related studies
Research has explored the benefits of using emails in language teaching and learning, focusing on various aspects such as their impact on language achievement and the relationship between email communication and interpersonal interaction.
Liu (2011) investigated EFL students' perceptions of power differentials and their negotiation strategies in email communication with native English speakers, involving twenty-eight Taiwanese and American undergraduates in a semester-long cross-national writing activity The study revealed that both groups recognized power dynamics, with Taiwanese students displaying distinct textual identities and writing styles to navigate these differentials through balance, endurance, and resistance This research highlights the significance of email as a communication tool with native speakers and offers valuable insights for teaching English writing in international digital contexts Additionally, Ma (2005) examined the impact of emails on language learning, focusing on their potential to enhance literacy and writing skills through computer-mediated communication (CMC).
Mansor (2007) investigated collaborative learning through email discussions in ESL writing classrooms, focusing on the effective implementation of email within a collaborative learning environment that incorporates the writing process and pair work activities The success of this approach relies on shared responsibilities between teachers and learners, while also considering factors such as the learning environment, task structure, and task content that positively impact the learning experience The study aimed to demonstrate that a collaborative learning environment via email discussions can enhance students' writing performance in ESL contexts.
A study conducted by Mahfouz (2010) at a Jordanian university investigated the impact of email exchanges with native speakers on enhancing students' foreign language proficiency, particularly their writing skills Data was gathered from 110 students at the Faculty of Educational Sciences and Arts at UNRWA University in Amman through a questionnaire The findings revealed that students generally had positive perceptions of using email interactions with native English speakers to improve their writing abilities Additionally, the study identified three key differences among participants related to home computer access, years of university study, and the frequency of email exchanges with native English pen pals Based on these results, the researcher provided pedagogical recommendations and suggestions for future research.
A study by Lancaster (2011) titled “Teaching Email Writing to Non-Native Speakers of English” reveals that international students lack essential email writing skills, placing them at a disadvantage The research highlights the absence of materials to guide educators in supporting these students To address this gap, the researcher summarizes existing limited research on email writing and incorporates insights from a teacher survey Based on these findings, he proposes effective lesson plans tailored for students of all ages and proficiency levels.
Emails play a crucial role in enhancing language proficiency and fostering interaction between students and teachers, as well as among peers Research by Bloch (2002) highlights that emails facilitate the creation and maintenance of relationships beyond the classroom A study focused on graduate-level ESL students revealed that they actively used email to engage with their instructor, with 120 messages analyzed and categorized into four key areas: phatic communion, seeking help, making excuses, and formal requests The findings demonstrated that students effectively employed various rhetorical strategies to communicate their intentions, showcasing their ability to adapt language use between formal and informal contexts based on the message's purpose Consequently, emails have emerged as a vital communication tool for students and instructors alike.
In Vietnam, research on email writing remains scarce, with notable work by Vu Tuong Vi (2005) examining the pros and cons of computer network technology in language education Her study suggests that incorporating technology in foreign language learning positively impacts communicative skill development Engaging in email exchanges with native speakers provides learners with ample authentic language input, fostering a natural and unrehearsed communication environment.
Nguyen Ngoc Thach (1995) demonstrated that emails can serve as an effective research tool, highlighting both the advantages and disadvantages of utilizing email for survey questionnaire research This method is primarily investigated by professionals in communication and organizational studies Additionally, the researcher addresses the ethical and legal considerations associated with email usage in research.
Most research has concentrated on the role of emails in enhancing students' language skills and interpersonal communication However, there is a lack of studies examining students' reflections on their educational experiences in Vietnam This study aims to investigate students' practices in email writing, their reflections, and the challenges they face, while also proposing strategies to improve their English email writing skills.
Summary
This chapter provides a comprehensive overview of the theoretical aspects of writing, with a specific focus on email writing within the 11th-grade curriculum It defines writing and email writing, highlights their characteristics and organization, and emphasizes their significance in language learning in high schools and everyday life Additionally, it examines the practice of teaching email writing at Gio Linh High School, addressing challenges encountered in English instruction and factors influencing the email writing process The chapter also includes students' reflections on their email writing learning experience, which are crucial for future findings Finally, it reviews relevant studies to identify gaps in the existing literature.
METHODOLOGY
Introduction
This chapter outlines the chosen methodological approach for researching 11th-grade students' reflections on learning email writing in English It includes a comprehensive overview of the research methods, participant demographics, data collection instruments, and data analysis techniques employed in the study.
Research approaches
This research employed both qualitative and quantitative methods to define its objectives According to Schumacher and McMillan (1993), quantitative methods enable researchers to analyze numerical data and statistics, facilitating a deeper understanding of programmatic work (Creswell).
Incorporating qualitative methods alongside quantitative approaches enhances research effectiveness by providing "real," "rich," and "deep" data (Larsen Freeman & Long, 1991) Utilizing both methodologies can yield alternative perspectives on classroom phenomena, ultimately leading to more convincing results (Brown, 1989, cited in Brown & Rodgers, 2002, p.249).
Research Participants
This study aims to explore high school students' reflections on learning email writing in English and the challenges they encountered during the writing process at Gio Linh High School in Quang Tri province The researcher specifically gathered data from 100 voluntary participants from grade 11, all of whom began learning English between the ages of 8 and 11.
In factor analysis, sample size plays a crucial role in ensuring data reliability, as noted by Jr (2009), who emphasized that larger samples can enhance reliability, though determining the ideal size for specific studies can be challenging Other factors affecting data reliability include response rates, question design, and the quality of data collection In the current study, 100 out of 440 grade 11 students at Gio Linh High School voluntarily participated, providing a sample size that represents 22.7% of the population, with each participant reflecting nearly five students Additionally, the use of well-designed data collection instruments is expected to further enhance data reliability.
The study conducted interviews with 10 eleventh graders at Gio Linh High School to explore their experiences in learning to write emails in English, as well as their attitudes and reactions towards email writing in their English classes.
Twenty 11 th graders were invited to write reflective journals to reflect on the process of learning to write emails as well There is the potential, through critical reflection and action, for the students and practitioners to challenge the 'existing order through an understanding of the factors which are influenced beyond and outside their immediate situations (Taggart 1993, Foster and Greenwood, 1998) Therefore, reflective journal writing is recognized as not only a valuable tool to promote students' learning but also an educational strategy for facilitating learning in the practice setting.
Data collection
To gather trustworthy insights on students' reflections and challenges in email writing lessons, this study utilized methodological triangulation This approach involves employing various methods or perspectives to collect and interpret data, ensuring a more accurate representation of reality (Polit & Hungler, 1999) Essentially, triangulation merges multiple research methodologies to examine the same phenomenon (Denzin, 1970).
Methodological triangulation, while beneficial for enhancing the reliability and persuasiveness of research data (Liao, 2004), does come with certain disadvantages, including being time-consuming (Thurmond, 2001) and potential incompatibility between units of analysis and theoretical paradigms Additionally, the triangulation process may inadvertently amplify sources of error and bias (Begley, 1996; Sim & Sharp, 1998).
To enhance the reliability of research data and foster a clearer understanding of the problem, this study employed various methods as outlined by Thurmond (2001) Specifically, the researcher utilized three data collection instruments: a questionnaire, interviews, and reflective journals These innovative approaches aim to reveal unique findings and challenge existing theories, ultimately contributing to a more comprehensive understanding of the phenomenon under investigation.
A questionnaire serves as an effective tool for collecting and recording information on specific issues, allowing for quick and easy quantification of results by researchers or software Milne (1999) notes that responses are gathered in a standardized manner, making them more objective than interviews According to Bell (1993, p.76), questionnaires are valuable for obtaining a wide range of data efficiently and cost-effectively Additionally, participants benefit from having more time to think and analyze the questions, leading to more insightful responses for researchers.
The current study's questionnaire explores themes related to students' learning processes for writing emails in English, focusing on the challenges faced by students at Gio Linh High School in Quang Tri Province The initial section of the questionnaire addresses specific items related to these themes.
The study aimed to gather background information on how respondents learn email writing in English at school, focusing on their experiences and challenges Items 1 to 13 encouraged students to discuss the difficulties they frequently encounter in the email writing process, providing valuable insights into their learning journey.
A questionnaire was administered to 100 grade 11 students at Gio Linh High School, comprising 35 statements rated on a five-point Likert scale from 1 (strong disagreement) to 5 (strong agreement) The initial 22 items assessed students' participation and learning methods in email writing lessons, while the final 13 items addressed the challenges students face and their suggestions for enhancing engagement in these lessons To ensure clarity and motivation, the questionnaire was translated into Vietnamese Additionally, the survey aimed to identify effective learning strategies favored by students at Gio Linh High School.
Journal writing is a highly effective strategy for fostering reflective learning in students, as supported by various studies (Mezirow et al 1990; Nicasso 1992; Kember et al 1996; Williams et al 2000; Bleakley 2000) It serves as a valuable tool for encouraging students to contemplate their perceptions and reactions to learning experiences (Davies 1995; Kobert 1995; Wong et al 1995).
A reflective journal aids in clarifying complex thoughts and arguments, allowing students to analyze, reflect, and articulate the significance of their learning experiences.
Journal writing serves as a powerful tool for reflective withdrawal, allowing individuals to reconnect with missed or neglected experiences from the past This practice not only fosters a deeper understanding of meaningful experiences but also aids in identifying both positive and problematic aspects of those situations (Reynolds, 1997).
To gather reliable data, the researcher encouraged 20 eleventh graders to maintain reflective journals about their experiences learning email writing at school These journals, designed to assess their feelings on the effectiveness of the lessons, the challenges they encountered, and suggestions for improvement, included six guiding questions to ensure students understood what to include in their writings Students were required to complete their journals after email writing sessions and were permitted to write in Vietnamese at home The researcher subsequently collected the journals for data analysis.
This study employed interviews as a method of data collection, defined by Annum (2015) as an interaction where the interviewer poses oral questions to elicit responses from the interviewee According to Phellas, Bloch, and Seale (2012), interviews offer significant advantages over questionnaires, such as the ability for the interviewer to request additional information and to interpret non-verbal cues that may indicate confusion or misunderstanding This direct interaction allows the interviewer to clarify questions as needed (Polit and Hungler, 1999) and provides insights into the respondents' experiences, feelings, reactions, and attitudes.
In the current study, ten interviews were conducted with volunteer eleventh graders, which were tape-recorded and transcribed for accuracy The transcriptions were verified by the respondents, confirming that no amendments were necessary The interviews aimed to clarify the students' reflections, following the collection of their journals Conducted in Vietnamese, the researcher clearly explained the questions and the interview's purpose, allowing participants to respond effectively Additionally, the researcher adapted the questions based on the participants’ answers, with each interview lasting approximately ten minutes.
15 minutes The students who had the most specific ideas about email writing were chosen to explain their ideas.
Procedures of the study
The pilot and main studies provided participants with ample opportunities to engage in the data collection process, ensuring they fully understood the procedures involving questionnaires, journals, and interviews This approach not only enhanced participant comprehension but also bolstered the validity and reliability of the research findings.
In a pilot study, a questionnaire was distributed to five students across different classes to assess the clarity of the questions Subsequently, the researcher provided guidance on writing reflective journals to five participants to evaluate their writing abilities Lastly, two students were selected for interviews to determine their capacity to respond to the questions effectively.
The main study commenced following the successful completion of the pilot study, involving a questionnaire distributed to 100 students across 10 classes at Gio Linh High School After analyzing the collected data, the researcher invited 20 students to write reflective journals detailing their experiences with email writing, including their challenges and satisfaction levels regarding the writing lessons To further clarify the insights from these journals, 10 students were subsequently selected for interviews.
Data analysis
The researcher employed a quantitative method to analyze the data collected from the questionnaire, utilizing statistical frequency and percentage for evaluation The gathered responses were coded for analysis using SPSS software, allowing for a comprehensive quantitative assessment based on statistical frequency and percentage.
A reflective journal serves as a valuable tool for students to articulate and clarify intricate thoughts and arguments It enables them to analyze and reflect on the significance of their learning experiences in various situations.
The interviews were analyzed and categorized into three main themes: students' reflections on learning to write emails in English, their methods of email writing instruction in high school, and the challenges they encounter in composing English emails Quantitative findings were illustrated through tables and charts, while qualitative data from journals and interviews were organized thematically This analysis aimed to address the three research questions outlined in Chapter 1.
Research reliability and validity
Reliability in research refers to the consistency of results, indicating that replicating the study with the same methods would yield similar outcomes (Nunan, 1992) This study employs significant triangulation, utilizing various quantitative and qualitative methods for data collection By seeking consistent patterns of behavior across different sources, the study enhances its reliability (Seliger and Shohamy, 1989).
The questionnaire data was straightforward and quantifiable, lacking subjective interpretation In contrast, the qualitative data from journals and oral interviews was less explicit and more open to subjective analysis To safeguard the integrity of this qualitative data, the researcher employed a specific technique.
Inter-rater reliability, as discussed by Seliger and Shohamy (1989), was established through the analysis of journals and oral interviews, where English teachers assessed the data to confirm the patterns and themes identified by the researcher To enhance reliability, the study ensured that each respondent answered all questions without repetition Additionally, Cronbach’s alpha was calculated, revealing a high overall alpha of 0.790 for the 35 questionnaire items, indicating strong internal consistency The researcher is confident that an independent analysis of the data would yield the same conclusions.
Small sample sizes can compromise the reliability of research findings Consequently, the limited external validity of this study suggests that its results are only applicable to the specific context and participants at Gio Linh High School in Quang Tri Province.
Validity in research refers to the degree to which a study accurately investigates what it claims to explore (Nunan 1992) It reflects how effectively the measuring instruments fulfill their intended purpose The validity of this study is supported by results that connect to previous research highlighted in the literature review Additionally, the researcher’s memory can influence validity; to mitigate this, I took notes and recorded interviews Immediately after the interviews, I compiled the data and transformed it into relevant information, also sharing my findings with respondents to ensure accurate interpretation of their responses.
Summary
In conclusion, this study utilized a mixed-methods approach, incorporating both qualitative and quantitative techniques to enhance the reliability and validity of the results Data collection included questionnaires, reflective journals, and student interviews, with quantitative data represented as percentages and statistical frequencies in tables and charts, while qualitative data was organized into thematic categories The forthcoming chapter will present and discuss these findings.
FINDINGS AND DISCUSSION
Analysis of data from the questionnaire
A 35-item questionnaire was utilized to assess students' email writing methods and challenges in English at school The data collected from the questionnaires were analyzed using SPSS, with the reliability of the questionnaire confirmed through Cronbach’s Alpha coefficient The results are presented in Table 4.1 below.
Table 4.1: The reliability of the questionnaire
A reliability coefficient of 70 or higher is deemed "acceptable" in social science research, as noted by Hoang and Chu (2008) The Scale Reliability Analysis indicated that the scale achieved a reliability coefficient of α = 0.79, confirming its acceptability.
Table 4.2 Mean score of questionnaire for students
N= 100 Minimum Maximum Mean Std Deviation
As shown in Table 4.2 , the mean score of the questionnaire for students with
A study involving 100 participants revealed an average score of M = 3.4634 (SD = 0.36775), indicating that their level of cooperation and positive attitudes towards email writing learning in school was above the middle level of the scale This suggests that the participants exhibited strong engagement and a favorable mindset towards this learning activity.
How students learn to write emails in English
According to Sabieh (2002), the primary goal of language educators is to equip students with the ability to communicate fluently in both academic and non-academic settings This shift has transformed the teacher's role from merely imparting knowledge to becoming a facilitator and socializing agent who significantly influences students' learning experiences At Gio Linh High School, teachers recognize their crucial role in motivating and enhancing student learning To investigate how grade 11 students learn to write emails in English, data collected through questionnaires were coded for statistical analysis, focusing on methods of learning The questionnaire responses were analyzed by calculating percentages and mean values, while interviews and reflective journals were also utilized to address the research question.
To explore how students learn to write emails in English, 22- item questionnaire with three cluster, including items 1, 2, 3, 4, , 6,7, 8, 9, 10, 11, 12, 13,
The study utilized a questionnaire comprising items rated on a 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), with three clusters identified in the data The alpha coefficient for the items included in the questionnaire was found to be 794, indicating a high level of internal consistency and reliability for the assessment tool.
4.2.1 Students’ perceptions of teacher’s efforts in encouraging students to learn email writing in English
The literature review highlights that one key factor affecting the quality of email writing lessons is the teacher's ability to encourage student engagement As noted by Clifford (1991, p.42), "The teacher has to encourage learners to write for communication," emphasizing the importance of engaging students in learning activities The subsequent table presents the mean scores from questionnaire items 1, 2, 3, 6, and 22, illustrating how effectively teachers have motivated their students during email writing lessons.
Table 4.3: Students’ perceptions of teacher’s efforts in encouraging students to learn email writing in English
Descriptive Statistics Questions 1,2,3,6 and 22 ( N= 100) Min Max Mean Std Deviation
In Table 4.3, the mean score for cluster 1, based on 100 participants, is reported as M= 3.59 (SD= 61), indicating that participants generally held highly positive perceptions of teacher support during email writing classes Following the establishment of this mean score, a One-Sample T-Test was conducted to compare it against the midpoint of the scale The results of the One-Sample T-Test are detailed in Table 4.4.
95% Confidence Interval of the Difference
The mean score for theme 1 among students is 3.5900 (SD = 0.61), significantly differing from the midpoint of the scale (t = 9.539, df = 99, p < 001) This indicates that participants in the research exhibited a higher level of agreement than the neutral midpoint of 3 on the scale.
Regarding the issue of the teachers’ ways to encourage students to write emails, the data collected from 100 participants was processed and presented in the Table 4.5
Table 4.5 Students’ perceptions of teacher’s efforts in encouraging students to learn email writing in English
Question 1, 2, 3, 6, and 22 ( N0) Min Max Mean SD
1.The teacher often discuss directly with us the importance of emails writing in the class activities 1 5 3.38 0.982
2.The teacher starts the lesson with interesting pre-email writing activities to stimulate our participation 1 5 3.54 1.049
3.The teacher provides supplementary information or appropriate strategies for us to write emails 1 5 3.69 0.918 6.The teacher often brings hunour into the classroom 1 5 3.94 1.043
22.The teacher often takes time to celebrate students’ success in email writing lesson 1 5 3.40 1.015
Table 4.5 shows that the average scores for all statements exceeded 3.0, indicating that teachers effectively engaged students in email writing lessons through interesting and effective activities Notably, the mean score for teacher humor in the classroom was 3.94, the highest among the metrics measured Humor significantly contributes to a positive learning environment, as highlighted by Shih (2011), who noted that teaching enthusiasm and humor are crucial for motivating students to learn English writing and find classes engaging Consequently, students likely feel more at ease participating in email writing activities.
Items 2 and 3, the mean scores were 3.54 and 3.69 respectively These values showed that the students were really satisfied with the pre-email teaching activities and they supposed to be provided enough supplementary information or appropriate strategies to produce a good email According to Mogahed (2013), for many people, especially young writers, starting to write is a problem Teachers of English, hence, could employ pre-writing activities at the beginning stage of instruction in order to assist learners to acquire good language skill When being invited to answer the interview, one male student expressed that he expected to learn in a funny atmosphere in the classroom and he felt satisfied with his lesson He said:
Pre-writing activities were essential for our learning experience I aimed to avoid the stress of writing emails, and I felt fortunate to study with Mrs Huyen, who consistently engaged us with entertaining stories and enjoyable activities before diving into our lessons.
A student shared that prior to teaching email writing, their teacher engaged the class with interesting stories related to the lesson and expressed her passion for the English language.
The majority of students (M=3.38, SD=0.982) expressed agreement regarding the significance of email writing, indicating that they had opportunities to discuss its importance in class One female student emphasized its value in her reflective journal, highlighting the essential role of email communication in academic settings.
Learning to write emails is a crucial skill that may not have seemed relevant at first, but it is essential for our future communication needs Familiarizing ourselves with effective email writing techniques will greatly benefit us in various aspects of our lives.
Quynh Nhu emphasized that their teacher highlighted the importance of email writing, noting that it not only facilitates quick data exchange and easy information sharing but also enhances writing skills.
According to Tallon (2008), teachers play a crucial role in motivating students to improve their language proficiency through engaging activities, such as email writing When teachers encourage their students, it fosters a belief in their abilities and drives them to achieve higher levels of language proficiency A reflective journal entry from a female student highlights this positive impact of teacher motivation on her learning journey.
Emails have enabled me to engage with modern technology effectively, ensuring I stay current With the guidance of my teacher and daily exchanges of learning experiences, I am committed to enhancing my email writing skills to support my academic and professional endeavors in the future.
The average score from item 22 (M = 3.40) suggests that students were aware of and communicated their strengths and weaknesses in email writing lessons This awareness enabled them to identify areas for improvement and strategies to enhance their writing skills.
Students’ difficulties in learning to write emails in English
This section explores the email writing challenges faced by students at Gio Linh High School, highlighting the complexity of writing as a skill that demands careful thought, discipline, and concentration (Grami, 2010) Research by Al Fadda (2012) identifies key difficulties for EFL students, such as distinguishing between written and spoken language, mastering grammar rules like subject-verb agreement, and constructing coherent paragraphs Additionally, generating ideas on topics poses a significant barrier to their writing progress (Al Murshidi, 2014), along with the challenge of reading and rephrasing content in their own words.
This section details the statistical analysis of data collected from a questionnaire aimed at identifying the challenges students encounter when learning to write emails in English Each learning method presented in the questionnaire was systematically analyzed by calculating its percentage and mean value Additionally, insights from interviews were incorporated to address the third research question effectively.
A 13-item questionnaire was utilized to assess students' challenges in learning to write emails in English, featuring items 1 through 13 categorized into three clusters The questionnaire demonstrated a high internal consistency with an alpha coefficient of 713, indicating its reliability for measuring students' difficulties.
4.4.1 Students’ perceptions of teacher’s methods in the email writing classes
N= 100 Minimum Maximum Mean Std Deviation Mean of Q 1, 2, 3 and 11 1.75 5.0 3.2800 0.69837
In a study involving 100 participants, the mean score for cluster 1 was M= 3.28 with a standard deviation of SD= 69, indicating a general consensus among respondents regarding the challenges encountered in email writing classes at school Detailed results are presented in Table 4.9.
Table 4.10 Students’ perceptions of teacher’s methods in the email writing classes
1 Teachers’ teaching method makes you feel bored 1 5 3.33 1.146
2 The activities for email writing are boring 1 5 2.92 1.107
3 Teachers are so strict and in a bad temper for students’ mistakes in emails 1 5 2.97 1.114
11 The students have few chances to practice writing emails in class and out of school 1 5 3.90 1.087
Chart 4.4 Students’ perceptions of teacher’s methods in the email writing classes
Statistics indicate a diverse range of opinions among participants regarding teaching methods While students generally expressed positive attitudes, they also highlighted certain areas of dissatisfaction Common issues included misunderstandings of topic requirements and challenges in developing email writing skills.
Table 4.10 indicates that item 11, which states that students have limited opportunities to practice writing emails, received the highest mean score of 3.90 Notably, 71% of students agreed with this statement, highlighting a significant demotivating factor in their English email writing skills Many students felt that their teacher did not encourage email writing practice after lessons, preventing them from recognizing the practical benefits of emails in real-life situations One student remarked, “Rarely We often discussed together through Facebook.”
It was more convenient Sometimes I used emails to send files or pictures”
A student shared that they typically finish writing emails during class after group discussions, but with the demands of learning various subjects, it has been challenging to practice email writing consistently.
Schwienkorst (1998) and Warschaur (1995) highlight that email writing fosters genuine communication and real-world interaction However, students in this study lacked regular opportunities to practice email writing, leading to challenges in this form of communication.
The average score for item 1, which assesses teachers' teaching methods, is 3.33 with a standard deviation of 1.14, placing it in the second position This suggests that a significant number of students are seeking more effective and appreciated teaching methods from their instructors, aligning with findings from Al-Khsawneh.
A study from 2010 revealed that students identified teaching methods and the learning environment as primary factors contributing to their struggles with English Issues such as lack of student motivation and teacher engagement were noted, alongside teaching practices that included using Vietnamese during English lessons, writing assignments in Vietnamese, teachers' limited English proficiency, and insufficient writing practice in schools Consequently, 41% of students expressed boredom with their teachers' methods, while 34% were indifferent A female student articulated this sentiment during an interview, stating, “Honestly, I was not interested in traditional ways of teaching The teacher looked at the textbook and explained, meanwhile we found bored with repeated email writing activities.”
The findings suggest a disconnect between students' email learning experiences and their teachers' instructional methods, necessitating immediate changes With mean scores of 2.92 and 2.97 for items 2 and 3, respectively, a significant portion of students felt that email writing activities were not overly dull and that their teachers' reactions to their email mistakes were manageable Specifically, 34% disagreed with the notion of boredom in email writing, while 32% felt similarly about the teachers' attitudes Nevertheless, a small percentage, around 30%, indicated concerns that warrant further attention.
Many students expressed that they found email writing activities uninteresting, with 28% feeling anxious about their teacher's reactions to their mistakes One student shared, "I struggled with writing and felt worried about making mistakes because my teacher was quite strict, which affected my confidence."
Students had mixed reflections on the teacher's email writing methods, highlighting both positive and negative aspects While the negative elements adversely affected performance, they also served as motivation for teachers to develop more engaging activities and effective strategies for email writing lessons.
Research from 2003 highlights that teaching methods may not lead to significant improvements in student performance if teachers lack confidence in their ability to make a difference or perceive students as incompetent Proctor (1984) emphasizes that effective teaching requires educators to feel positive about both their role and their students, believing they can impact learning outcomes The study indicates that students' experiences with writing emails can vary greatly, influenced by the teachers' methods and attitudes, leading to either excitement or boredom Additionally, the approach to teaching EFL writing at Gio Linh High School appears to blend traditional, teacher-centered methods with fewer student-centered, process-oriented techniques This inconsistency may stem from teachers' inadequate understanding of effective writing instruction, which needs urgent improvement.
4.4.2 Students’ perceptions of their language knowledge in learning email writing
Laufer and Nation (1995) highlighted a significant correlation between students' vocabulary knowledge and their writing performance With students entering classes from diverse backgrounds and varying levels of English proficiency, they encounter numerous challenges in academic language writing While vocabulary knowledge is crucial, it alone does not ensure effective writing; grammatical knowledge is equally essential for successful communication The students' language proficiency difficulties were assessed through a questionnaire, with results displayed in Table 4.11 and Chart 4.5 (see Appendix 5).
Questions 5, 6,7, 8, 9, 10, and 13( N0) Min Max Mean SD
5.I have no motivation to express yourselves in an email 1 5 3.21 1.085
6.I am not confident in your English competence in email writing 1 5 3.74 1.079
7.There are not enough reference materials to write emails 1 5 3.60 1.119
8.I face difficulties in preparing and choosing language to express ideas 1 5 3.72 900
9.I do not have enough vocabulary to write emails in English 1 5 3.77 952 13.I have no enough time to discuss and share ideas with my classmates about email writing 1 5 3.56 1.113
Chart 4.5: Students’ perceptions of their language knowledge in learning email writing
Summary
This chapter discusses the findings of the study, addressing three key research questions Firstly, students at Gio Linh High School displayed varying levels of awareness regarding email writing skills and expressed their learning experiences with a predominantly positive attitude Secondly, they identified several foreign language challenges that impacted their learning both negatively and positively, with a tendency towards negative effects Lastly, students acknowledged the difficulties encountered during email writing sessions and reflected on the effectiveness of their teachers' methods and their own learning strategies to overcome these foreign language obstacles.
