INTRODUCTION
Overview
This chapter outlines the research background and objectives, detailing the research questions, scope, significance, and overall organization of the study.
Background to the research
The introduction of communicatively-based textbooks for high school students in Vietnam marks a significant shift in English language teaching, as it now encompasses the four essential skills: listening, reading, speaking, and writing This change ends the long-standing emphasis on reading alone However, writing remains a particularly challenging skill for both teachers and students to master effectively.
The teaching of writing is construed by Harris (1993, p.xiii) and Tricia
The intricacies of language are described as "a vast and complex subject" (1999, p 5), encompassing elements that extend beyond mere words, grammatical structures, and organizational principles This perspective aligns with the views of Richards (1990) and Nunan, highlighting the multifaceted nature of linguistic expression.
English writing is often regarded as one of the most challenging skills to master (Tangpermpoon, 2008) To excel in this area, students need a solid foundation in second language knowledge, which encompasses understanding structures, organization, rhetorical choices, layout, and style This knowledge is essential for effectively communicating with readers and achieving their writing objectives.
Vietnamese students must adapt to various writing genres and develop essential skills for classroom writing tasks while applying their knowledge in real-world situations This process is crucial for meeting the standards of English writing, as emphasized by Pincas, Gillian, and Hadfield.
In 1986, it was emphasized that teaching functional writing goes beyond mere writing activities, focusing on the role of language in all forms of writing In the Vietnamese educational context, writing skills have often been overlooked due to their absence in older high school textbooks and their limited presence in standardized tests The latest English textbooks aim to transition students from merely learning language forms to practical language use, thereby transforming teaching methodologies and learning styles in high schools Nonetheless, a key question persists: what approaches should educators implement to expose students to diverse writing genres, enhancing their writing skills and encouraging engagement in writing tasks both in and out of the classroom?
Recent years have seen a significant emphasis on genre-based approaches in English language teaching, with methodologists asserting the necessity for learners to master the genres of the languages they study This instructional strategy is grounded in Halliday's (1985) systemic functional linguistic (SFL) theory, which highlights the connection between texts and their contexts It offers a systematic framework for understanding how written texts are structured across various social and cultural settings Numerous studies, including those by Dang (2002), Kongpetch (2003), Lin (2006), and Ming, have explored the application of genre-based approaches, underscoring their relevance in language education.
(2006), Cheng (2008), Myskow & Gordon (2010) To the best of my knowledge, no study has yet been conducted on using genres to teach writing in Vietnam, especially at high school level
To enhance my students' writing skills in real-world contexts, I have chosen to implement a genre-based approach to writing instruction, specifically tailored to be applicable in Vietnam.
Research context
The introduction of the new series of English textbooks reflects MOET’s
In 2006, the goal was to provide students with essential English communication skills In Tieng Anh 11, similar to Tieng Anh 10 and Tieng Anh 12, students engage with diverse writing genres, including personal letters, formal letters, descriptive writing, and narrative writing This focus is integral to the thesis.
The study focused on the implementation of a genre-based approach to enhance writing skills among grade 11 non-English major students at Quang Binh High School for the Gifted It explored teachers' perceptions regarding this teaching method and assessed its effectiveness in improving students' writing abilities.
Quang Binh High School for the Gifted, established in 1996, serves as a premier institution for nurturing talented students from Quang Binh province for national competitions in key subjects Admission requires students to pass a placement test conducted by the Quang Binh Department of Training and Education, after which they are assigned to classes based on their chosen majors.
In 11th grade, students engage in nine subjects, including English, literature, and various sciences, with diverse learning methods reflecting their different abilities and interests Non-English major students, who focus on other subjects, attend three 45-minute English classes weekly, where they practice various writing styles as outlined in their textbooks This research aims to explore how a genre-based approach can enhance English writing skills among 11th graders, ultimately assessing the effectiveness of this method in improving their writing proficiency.
Aims of the research
The aims of the research entitled “ Using a genre-based approach to teaching writing to grade 11 non-English major students at Quang Binh High School for the Gifted” are:
This research represents a pioneering effort to investigate how the genre-based approach can be utilized by educators to enhance writing skills among non-English major students at Quang Binh High School for the Gifted.
The research aims to evaluate the effectiveness of a genre-based approach in enhancing students' writing performance, potentially offering a valuable model for genre teaching in high schools across Vietnam.
Research questions
The research is carried out with a view to seeking answers to the following questions:
1 What are teachers’ perceptions of using a genre-based approach to teaching writing in their English as a Foreign Language (EFL) class?
2 To what extent can students develop their writing ability through the teachers’ applying of the genre-based approach?
Research scope
This study focuses on grade 11 non-English major students at Quang Binh High School for the Gifted, exploring a new approach to teaching writing The research aims to document the effectiveness of this method and its potential applicability in other Vietnamese educational contexts.
Significance of the research
The research aims to provide high school teachers with diverse strategies for teaching various English writing genres, enhancing their instructional methods Through this study, I will gain a deeper understanding of genre analysis, the application of a genre-based approach, and the connection between texts and social contexts, ultimately improving my teaching skills and my students' writing proficiency.
Organization of the research
The thesis falls into five chapters:
Chapter 1 covers an overview of the study, including the background, the aims, the scope, the questions and the organization of the study
Chapter 2 presents a theoretical review of related materials, which consists of six parts The first part handles some genre-related concepts The second part discusses the principles of the genre-based approach in teaching writing The third part gives a comparison between the genre-based approach and the process approach The fourth revises the previous studies The fifth mentions some issues of teaching writing in Vietnamese contexts and the last presents the criteria assessing writing performance
Chapter 3 focuses on the research design, methodology, participants, data collection and data analysis
Chapter 4 reports the findings from the questionnaires and interviews on teachers’ perceptions as well as the results of English writing tests and the interviews with grade 11 students at Quang Binh High School for the Gifted Based on the findings through the questionnaires, the feedbacks from the interviews and the results from English writing tests on students’ improvements, this chapter also discusses some issues in relation to the potential of using the genre-based approach to teaching writing
Chapter 5 summarizes the results of the study and states the implications of the findings and suggestions for further studies.
LITERATURE REVIEW
Overview of genre-based approach-related factors
Paltridge (2004) summarizes the approaches to genres in language teaching and learning into three key fields: English for Specific Purposes, Australian new rhetoric studies, and systematic functional linguistics, particularly in relation to genre and discourse analysis Despite their differences, these fields share common features such as context, text, and genre (Lin, 2006) This study emphasizes these three features through the lens of systematic functional linguistics (SFL), which integrates Hallidayan functional linguistics (Halliday, 1994) with socio-cultural learning theories (Vygotsky, 1978, as cited in Hyland, 2007), highlighting the perspective that language is a social tool.
“social phenomena embedded in specific cultural, historical and institutional contexts” (Hyland; ibid, p 153) Therefore, the main factors related a genre-based approach, namely context, text and genre, are taken into account
The term “context of culture” like a background norm is referred to “beliefs”,
“attitude”, “values” and shared experiences of language users living in a specific culture In addition, Feez and Joyce (1998, p.6) relates context of culture to
Genres are defined by the patterns of structure and language within texts that serve specific purposes According to Halliday (1994), the context of culture encompasses the actions and meanings generated by various social groups, playing a vital role in shaping a text's genre Thus, genre not only reflects but also represents the context of culture in which it exists.
The other term “context of situation” is in relation to the language in specific circumstances in which the function of a particular utterance takes place (Savignon
In Systemic Functional Linguistics (SFL), the context of a text is defined by three key aspects: field, tenor, and mode Halliday and Hasan (1976) offer comprehensive insights into these concepts, clarifying their significance in understanding textual meaning.
Field of discourse is a key linguistic feature that pertains to the social activities or situations in which communicators engage, necessitating relevant content knowledge for effective writing.
The tenor of discourse pertains to the interpersonal dynamics in communication, including the status and roles of the participants Understanding the audience and their relationship to the writer is crucial, as it is influenced by various factors like social distance and cultural values, which ultimately shape the writing style (Firkin, Forey, and Sengupta; 2007).
The mode of discourse is a key feature that determines whether language is communicated through spoken or written forms, influencing what individuals anticipate from the language in various social contexts.
It is concluded that context falling into context of culture and context of situation has a considerable impact on the ways language is used in respect to social purposes
Context and text are interconnected, with Halliday and Hasan (1985) emphasizing that texts are interpreted through their contexts Understanding texts requires various definitions, as highlighted by Feez and Joyce (1998), who assert that texts convey meanings through cohesive devices, focusing on their internal structures Additionally, Anderson and Anderson expand on this concept, further exploring the relationship between texts and their broader meanings.
According to Thornbury (2006) and earlier work from 1998, texts—whether spoken or written—are composed of interconnected sentences that fulfill communication purposes However, these definitions primarily focus on semantic aspects, often overlooking the contextual roles that shape the meaning of texts Halliday and Hasan offer a more nuanced perspective, emphasizing the significance of context in understanding the meaning behind texts.
A text serves as the fundamental unit of meaning in language, comparable to how a sentence relates to lexicogrammatical structure and a syllable pertains to phonological structure It represents a unit of situational-semantic organization, reflecting a continuum of meaning within a specific context (Halliday and Hasan, 1976).
Halliday and Hasan’s definition provides an insight into a text with the words
In language, a "unit of meaning" operates within a "continuum of meaning in context," where the situation, lexicogrammatical, and phonological structures come together to create texts These texts, whether written or spoken, mirror social practices and activities relevant to their contexts, showcasing how participants and their interactions are organized coherently through various linguistic devices.
2.1.3 The relationship between context and text
The interdependence between contexts and texts is illustrated in the following diagram:
Figure 1.1: The relationship between context and text
Derewianka (1990) illustrated the connections between context and text, highlighting that the relationship encompasses culture, purpose (genre), situation (including topic, participants, and channel), and register The interplay of these components ultimately contributes to the creation of texts.
Texts are shaped by their register, which Harmer (2004) describes as the specific language utilized in particular contexts when communicating with distinct groups Consequently, texts must align with the situational context and maintain consistency in their register, as highlighted by Halliday and Hasan.
In conclusion, a text exemplifies a specific genre and serves as a means of explicitly performing that genre Genre is defined by the purpose of communication within a cultural context Ultimately, both the context of culture and the context of situation shape the form and meaning of texts, thereby determining their genre.
(Tenor) The subject matter The channel (Field) (Mode)
The relationship between context and text highlights how socio-cultural factors shape language use and text creation This disparity is evident in the distinct word patterns, sentence structures, and text organizations found in Vietnamese and English Consequently, it is essential for Vietnamese students to grasp the elements of a genre-based approach to align with the expectations of English readers and enhance their writing skills.
Understanding genres is essential to have insights into the genre-based approach; the following definitions contribute to illuminating the concepts of genres
Genre is an abstract, socially recognized way of using language, influenced by various academic perspectives (Hyland, 2003) The genre-based approach, particularly from a Systemic Functional Linguistics (SFL) perspective, defines genre as a staged, goal-oriented, purposeful activity that individuals engage in within their cultural context (Martin, 1984, cited in Paltridge, 2004) This definition highlights the significance of cultural context on language, emphasizing a step-by-step organization and culturally purposeful activities aimed at achieving specific social goals Therefore, genre is understood through three key elements: stage, goal, and social process.
The three aspects mentioned above are explained in detail by Wu and Dong
Genre-based approaches to teaching writing
2.2.1 Definitions of genre-based approaches
Genre-based approaches are emerging as significant trends in English Language Teaching (ELT), having been utilized in Western countries for over two decades Initially developed in Australia to support disadvantaged learners, this approach has proven to be versatile and effective across various educational contexts, including primary, secondary, tertiary, professional, and community settings.
The genre-based approach emphasizes the significance of genre in writing, as it intertwines social processes, goals, and stages with socio-cultural contexts This approach, as defined by Hammond and Derewianka (2001), integrates "genre" and "genre teaching" in the classroom, focusing on genre-related features By analyzing contexts, linguistic characteristics, and communicative purposes, genre-based language teaching enhances students' understanding and application of writing skills.
The genre-based approach, primarily based on Systemic Functional Linguistics (SFL) theory by Michael Halliday, emphasizes the functional relationship between linguistic forms and their functions This approach highlights how different genres serve specific communicative purposes, illustrating the interplay between language structure and its intended use.
The approach to writing serves a functional purpose by addressing specific subjects effectively While the definition is concise and clear, it does not encompass the broader aspects of the approach.
Byram (2004, as cited in Kim, 2007) describes the genre-based approach as a framework for language instruction that utilizes examples of specific genres This approach is akin to "scaffolding" (Feez and Joyce, 1998) which offers systematic guidance to help students create meaningful texts Consequently, teaching writing in a foreign language involves providing supportive instructions for students to follow, enhancing their ability to produce coherent and contextually appropriate written work.
Hyland (2003) describes a genre-based approach as a method for teaching learners to utilize "language patterns" to create coherent and purposeful compositions In this context, "language patterns" encompass linguistic features, rhetorical strategies, and language functions within various socio-cultural settings.
In a sense, the approach offers students explicit and systematic explanations of certain language features to write their own texts suiting for communicative purposes
Hammond and Derewianka's definition is the most suitable for understanding the genre-based approach to writing This approach emphasizes that students must first become acquainted with different genres to write effectively within them Moreover, it highlights the importance of recognizing the systematic connection between form and function, encouraging students to consider their writing's purpose and target audience.
2.2.1.1 The principles of the genre-based approach to teaching writing
The SFL genre-based approach integrates functional linguistics and social learning, as outlined by Hyland (2007), which emphasizes key principles for understanding language writing.
- Learning to write is needs- oriented,
- Learning to write requires explicit outcomes and expectations,
- Learning to write is a social activity,
- Learning to write involves learning to use language
Writing is a contextual activity that involves specific purposes, content, participants, and language channels, reflecting cultural group memberships It is essential to identify the types of writing learners will encounter in their target situations and to incorporate relevant genres into writing courses Teachers must clearly define learning objectives and assessment criteria to demonstrate how language conveys meaning and to analyze text types thoroughly Additionally, writing development results from peer interaction and collaboration with educators Finally, language use is examined through grammatical patterns, lexical choices, and organizational structures to enhance students' understanding of how language functions.
The genre-based approach to writing emphasizes explicit instruction, where students are introduced to the topic, participants, and text types at the start of each lesson Grounded in Systemic Functional Linguistics (SFL) theory, this method teaches writing at the levels of whole texts, paragraphs, and clauses Additionally, students engage in various writing activities to develop the knowledge and skills necessary for effective text creation.
2.2.1.2 The process of language learning in the genre-based approach
The process of language learning is based on “a series of scaffolded developmental steps addressing different aspects of language” (Feez and Joyce;
Collaboration between teachers and students is essential for maximizing language learning potential Feez and Joyce emphasize that this collaboration involves "joint construction" and "scaffolding," where both parties develop texts, exchange ideas, and share experiences Teachers play a crucial role by providing support, explicit knowledge, and guided practice, empowering students to eventually perform independently This collaborative approach has led to the development of various teaching models, as noted by Hammond et al (1992, cited in Paltridge, 2004).
A genre-based approach, rooted in the Systemic Functional Linguistics (SFL) framework established by Halliday in 1984, perceives language as a resource for meaning-making This approach emphasizes the analysis of extended discourse within its contextual framework, highlighting the importance of genre as a central concept in understanding language use.
“purpose” that the piece of writing serves Depending on primary social purposes, there are seven genres “recount, narrative, explanation, information report, procedure, discussion” (Anderson and Anderson; 1998, p 24)
Genre-based language teaching, as classified by Anderson and Anderson, utilizes texts to convey socio-cultural features and linguistic knowledge (Anderson and Anderson, 1998; Lin, 2006; Hyland, 2007) This teaching model is applicable to all four language skills—writing, speaking, listening, and reading—though the current research focuses specifically on the learning and teaching cycle in writing instruction.
Since the introduction of the genre-based approach, several teaching models have emerged, notably those developed by Hammond et al (1992) and Feez and Joyce.
Rothery's model of the Teaching-Learning cycle, consisting of four stages—building knowledge of Field, modeling of Text, Joint construction of Text, and Independent construction of Text—has proven effective in various studies (Dang, 2002; Tangpermpoon, 2008; Wu & Dong) In contrast, Feez and Joyce's model features five stages: building the context, modeling and deconstructing the text, joint construction of the text, independent construction of the text, and linking related texts Rothery's approach is widely adopted for teaching writing within a genre-based framework, demonstrating its versatility and success in educational settings.
2009) The model of Rothery has three stages described as follows:
The comparison between the SFL genre-based approach and the process
Writing is a multifaceted skill, prompting methodologists and EFL teachers to explore various approaches to address challenges in writing instruction Notable contributors to this field include White and Arndt (1991), Nunan (2003), and Harmer, who have all advocated for diverse methodologies to enhance writing education.
The process approach to classroom learning, supported by researchers in 2007, emphasizes several stages in writing, including brainstorming, drafting, editing, and revising, ultimately helping students become more comfortable with writing (Nunan, 2003) However, some writing scholars argue that this approach merely equips students with skills without fostering a deeper understanding of writing's textual and linguistic features, text organization, and social functions To explore alternative methods for teaching writing, Paltridge (2004), along with Hyland and Kim, suggests looking beyond the process approach.
In 2007, it was argued that a genre-based approach offers significant advantages by equipping students with essential language resources and skills necessary for achieving success in English writing The article will further explore the characteristics of the process approach and draw comparisons between the genre-based and process approaches to enhance understanding of their respective methodologies.
2.3.1 The characteristics of the process approach
The process approach to writing, as highlighted by Tribble (1996), focuses on developing writing skills by prioritizing the methods used to create texts over the final products themselves Arndt and White (1991) emphasize this perspective, noting the importance of the writing process in enhancing overall writing proficiency.
Writing is fundamentally a problem-solving activity that involves a series of structured processes These processes encompass various stages, including idea generation, information compilation, planning, drafting, revising, editing, and proofreading, as highlighted by multiple scholars (Arndt and White, 1991; Campbell, 1998; Nunan, 2003; Harmer, 2007).
Badger and White (2000) compare the process approach in writing to a baby's journey in learning their mother tongue, emphasizing the need for ample input and encouragement This approach guides students through various stages and activities, fostering collaboration with teachers and peers before they produce their final texts.
The process approach fosters student empowerment and motivation, enabling them to enhance their individual creativity (Arndt and White, 1991) By engaging in a series of gradual discovery stages, students acquire essential techniques and master skills that elevate their writing competence, allowing them to articulate their thoughts and assert their unique voice in their discourse.
2.3.2 The genre-based approach versus the process approach
The comparison of genre-based and process approaches to teaching writing has garnered significant attention from linguists and methodologists (Wyatt-Smith, 1997; Badger and White, 2000; Paltridge, 2004; Ming, 2006; Hyland, 2007; Kim, 2007) Wyatt-Smith (1997) describes these approaches as "contradictory," with the genre-based approach viewed as an "extension of the product approach" within specific cultural contexts (Badger and White, 2000) In contrast, the process approach emphasizes the skills and processes inherent in writing itself, highlighting the fundamental differences between the two methodologies.
Main idea Writing is thinking process
Concerned with the act of writing
Writing is a social activity Concerned with the final product
Emphasis on creative writer Skills in using languages
Emphasis on reader expectations and product
Knowledge about language Knowledge of the context in which writing happens
Advantages How to produce and link ideas
Make processes of writing transparent
How to express social purposes effectively
Make textual conventions transparent Contextualize writing for audiences and purpose
Language 2 (L2) writing similar Overlook L2 language difficulties Insufficient attention to product Assume all writing uses same processes
Require rhetorical understanding of texts Can result in prescriptive teaching of texts
Can lead to overattention to written products
Undervalue skills needed to produce texts
Table 1.1: A comparison of the genre and process orientations
(Badger & White; 2000 and Hyland; 2003 cited in Kim; 2007, p 5)
Each teaching method has distinct advantages and drawbacks Research globally, including studies by Badger and White (2000), Paltridge (2004), and Kim (2007), has explored the integration of these two approaches in writing instruction to mitigate their limitations Rather than being seen as opposing forces, the two methods can effectively complement one another.
The process writing approach has faced criticism for its focus on writing as a uniform set of processes, as noted by Campbell (1998), who aligns with the views of Barger and White (2000) This method emphasizes writing skills and student experiences while neglecting essential input, particularly in linguistic knowledge Additionally, it falls short in providing clear explanations regarding the types of texts produced and the rationale behind their creation.
The genre-based approach to teaching writing is widely supported, with British educators praising it as a model that integrates both the process and product of writing (Cater, 1996, cited in Dang, 2002) This approach helps students engage with various genres, mitigating the negative effects of cultural differences in their first language (Wennestrom, 2006) By incorporating activities from the process approach, such as brainstorming, drafting, and peer editing, the genre-based method enhances the teaching and learning cycle Additionally, it provides students with essential knowledge of language and social purposes, enriching their writing skills and helping them understand the reasons behind different text types and their production.
The genre-based approach offers more advantages than disadvantages, as it emphasizes the writing process rather than just the final product Both teachers and students benefit from engaging in various steps of writing development This method combines process-based activities that effectively enhance students' writing skills, making it particularly beneficial for high school education.
Research at the site reveals that students possess limited writing experience and require both linguistic knowledge and practical skills to improve their writing Although current methods focus on enhancing Vietnamese students' basic spoken communication, they lack structured guidance for effective text writing The emerging genre-based approach has gained attention from researchers in both Western and Asian contexts, aiming to enhance students' writing abilities The following section will discuss findings from previous studies to provide insights into this approach.
Reviews of the previous studies
A genre-based approach to teaching writing, although relatively new, has gained significant attention in academic research Notable studies by researchers including Dang Thi Kim Anh (2002), Saowadee KongPetch (2003), Bennedict Lin (2006), Fei-Wan Cheng (2008), Nguyen Thi Hai Thuong (2009), and Gordon Myskow and Kana Gordon have contributed to this emerging focus.
(2010) have conducted various studies in this field and their findings are really useful
In her 2002 thesis, Dang investigated the effectiveness of the Systemic Functional Linguistics (SFL) genre-based approach in teaching the English discussion genre to Vietnamese EFL students at the tertiary level The study's findings indicated that this teaching method was beneficial, as students provided positive feedback regarding the program's implementation They recognized the importance of explicit instruction in functional grammar and grasped the purpose of genre and the teaching cycle's objectives Most notably, the students demonstrated significant improvement in their writing performance.
Kongpetch (2003) conducted a case study on a genre-based approach to teaching expository writing to Thai students, focusing on explicit knowledge of grammatical and lexical functions The analysis of student compositions revealed that this method effectively helped students understand and apply the structures and language features of the genre Furthermore, the approach empowered students to think critically, plan, and work at the text level, enhancing their ability to communicate in English across various contexts.
Lin (2006) investigated a genre-based approach to teaching writing to third-year university students in Japan, revealing that this method offers more advantages than disadvantages Through a consistent teaching-learning cycle, students engaged in diverse tasks and activities, which fostered their confidence and ability to write independently, thereby enhancing their writing skills Lin regarded this approach as "a sound theory" and recommended its application to other language skills.
In her 2009 study, Nguyen explored teachers' perceptions of the process approach to teaching writing in Vietnamese high schools The research revealed that students benefit from presenting their writing products alongside model texts at the conclusion of lessons for effective comparison Nguyen emphasized Holmes's conclusion, highlighting that the success of process writing is enhanced when integrated with genre and discourse analysis.
Myskow and Gordon (2010) employed a genre-based approach to teach university application letters in an EFL high school writing course in Japan The instruction involved two phases: contextual analysis and textual analysis Despite time limitations, students recognized the connection between social contexts and written texts, as well as how rhetorical patterns and linguistic features are used to fulfill social purposes.
Cheng (2008) explored a genre-based approach to teaching narrative writing, yielding mixed results primarily through the analysis of rhetorical moves His innovative research utilized pre-tests and post-tests to compare student performance, revealing that explicit instruction positively impacted content development and linguistic expressions in students' texts However, the study identified two limitations: students struggled to understand the discourse function of each rhetorical move and lacked flexibility in using them These findings have important implications for teaching basic genres to novice L2 writers.
Previous studies have explored various aspects of the genre-based approach, yielding expected results primarily among university students and English majors However, there is a noticeable gap in research focusing on high school non-English majors This lack of studies motivated the present researcher to implement the genre-based approach, aiming to provide opportunities for these students to enhance their writing competence.
The issues of teaching writing in Vietnamese high schools and Tieng Anh 11
In recent years, English has increasingly become the world's preferred second language, playing a significant role in the educational curriculum in Vietnam Its inclusion in schools contributes to students' personal, social, linguistic, and cultural development while enhancing their mastery of the Vietnamese language (MOET, 2007) Vietnamese high school students typically dedicate six to seven years to learning English as a compulsory subject However, researchers such as Le (1999), Tran and Ho (2000), and Pham (nd) note that the effectiveness of English teaching and learning in Vietnam often falls short of expectations Instead of acquiring standard English, many students are learning "Vietlish," a hybrid variation, which negatively affects their writing skills Key issues in teaching writing include the neglect of social contexts and the curriculum.
2.5.1 Lack of socio- cultural contexts in teaching writing in Vietnamese high schools
Savignon (1983) emphasizes that the meaning of an utterance is determined by its situational context In Vietnam, Tran and Ho (2000) note that the classroom serves as the primary environment for teachers and students from a monoculture to develop communicative skills and engage in meaningful negotiation Consequently, students often struggle to identify the purpose, audience, and language channel necessary for effective writing, resulting in challenges with coherence The cultural differences between L1 and L2 writing styles create obstacles for both students and teachers Ho (2008) highlights that Vietnamese students typically write in an indirect and inductive manner in L2, lacking the ability to organize their compositions around topic sentences While they are familiar with common writing genres such as narratives, recounts, information reports, and procedures, they often overlook the importance of generic and textual meanings, hindering their ability to produce independent writing.
The Ministry of Education and Training (MOET) introduced communicatively-based English textbooks for grades 10, 11, and 12 in 2006 to enhance students' communicative competence by focusing on the development of four essential language skills: reading, speaking, listening, and writing Each unit consists of five lessons, lasting 45 minutes each, and is followed by a 45-minute test to assess students' comprehension of the curriculum According to MOET guidelines from 2006 to 2008, tests and semester exams allocate equal weight to each skill, with 20% dedicated to reading, listening, writing, speaking, and vocabulary/grammar However, despite writing being equally weighted, it is not consistently included in all assessments to measure students' language progress.
Textbooks often feature writing lessons that guide students and teachers through structured tasks to generate ideas for final written products However, there is a noticeable lack of writing models, prompting students to collaborate and gather relevant ideas to enhance their writing pieces.
2.5.3 Writing lessons in Tieng Anh 11
In Tieng Anh 11, students will explore 16 units, each featuring a dedicated writing lesson aligned with the unit's theme These writing lessons are organized by various writing genres, providing a structured approach to developing writing skills.
Recounts Writing a personal letter to describe a past experience
Writing about a friend Describing information in a table Interpreting statistics on population from a chart Describing a celebration’s activities
Describing a location Describing information from a chart Describing a camping holiday Writing a biography
Writing a report on a man- made place
Table 1.2: Summary of Writing Genres in Tieng Anh 11
Identifying the challenges of teaching writing in Vietnamese high schools is essential Additionally, addressing these difficulties can encourage teachers to explore alternative methods instead of strictly adhering to the rigid writing guidelines outlined in textbooks.
Assessing writing performance
In this section, some components employed to evaluate writing performance and rating scales used for assessment of high school students’ written performance will be presented
Writing skills are challenging and complex tasks In the conclusion, Weigle
Writing must be understood within its social and cultural contexts, as highlighted by 2008 The skill of writing reflects a person's proficiency in the language of a particular discourse community Consequently, producing effective writing not only showcases the writer's socio-cultural characteristics but also necessitates a broad knowledge base (Harmer, 2004).
Peha’s (2003) criteria for good writing align closely with the effective writing features identified by Kathleen and Bowen (2010) They highlight five essential elements of effective writing: focus, style, support and elaboration, style, and convention.
Focus refers to the central topic or subject that a writer addresses in response to a writing task It is essential that the focus remains free of irrelevant information and follows a clear organizational pattern, allowing readers to easily follow the progression of ideas.
Organization is the progression, relatedness and completeness of ideas and exhibits a constancy of purpose through the development of elements forming an effective beginning, middle and end
Support and elaboration is the extension and development of the topic/ the subject The writer provides sufficient elaboration to present the ideas clearly
Style refers to the effective use of language tailored to the specific purpose, audience, and context of a writing task A writer's unique style is showcased through their choice of words and the fluidity of their sentences.
Conventions involve correctness in sentence formation, usage, and mechanics The writer has control of grammatical conventions that are appropriate to the writing task
Written scripts should be assessed based on key components, including content, organization, vocabulary, language use, and mechanics These elements align with Halliday and Hasan's (1976) definition of a text.
2.6.2 Rating scales for writing assessment
According to Weigle (2008), selecting the appropriate rating scale for writing assessment can be complex, as there are three primary types: primary trait scales, holistic scales, and analytic scales This thesis focuses specifically on analytic scales for evaluating second-language composition.
Analytic scoring evaluates written compositions by focusing on multiple aspects of writing instead of assigning a single score This approach allows for the assessment of various features such as content, organization, cohesion, register, vocabulary, grammar, and mechanics, depending on the assessment's purpose Consequently, analytic scoring provides detailed insights into a student's writing performance.
The Jacobs et al (1981) analytic scale, widely recognized in ESL, evaluates written texts based on five key aspects: content, organization, vocabulary, language use, and mechanics Each aspect carries a different weight, highlighting their importance: content is valued at 30 points, language use at 25 points, organization and vocabulary at 20 points each, and mechanics at 5 points This structured approach aids in comprehensive writing assessment.
According to Weigle (2008), analytic scales offer several advantages in writing assessment, including delivering detailed insights into students' writing abilities, simplifying the rating process for inexperienced evaluators, highlighting various aspects of writing for second-language learners, and enhancing the overall reliability of writing evaluations.
However, the major disadvantages of analytic scoring are time-consuming, information- losing and analytic score adjusting to match holistic impression
In the Vietnamese educational context, the researcher advocates for the use of analytic scoring scales to effectively assess high school students' writing abilities in a second language To enhance this approach, Jacobs' scales have been adapted to better fit the needs of Vietnamese high schools The researcher proposes a scoring framework developed by Hoang (2007, cited in Ngo, 2009), which evaluates student writing based on five criteria: content (0-3.5), organization (0-1.5), vocabulary (0-1.5), language use (0-2.5), and mechanics (0-1.0) This comprehensive marking scale aims to provide a structured evaluation of students’ writing skills (see Appendix 13 for the proposed scoring framework).
Summary
The literature review establishes the theoretical foundation for the research, focusing on key elements of the Systemic Functional Linguistics (SFL) genre-based approach to teaching writing, including context, text, genre, teaching-learning cycles, and genre classification It contrasts the genre-based approach with the process approach to highlight their respective advantages and disadvantages Previous studies are examined to identify gaps that the current research aims to address, particularly the challenges of teaching writing in Vietnam, which supports the implementation of a genre-based approach in the classroom Furthermore, the review presents essential components for writing assessment and a proposed marking scale, serving as a framework for evaluating students' work and measuring their progress.
RESEARCH METHODOLOGY
Research design
This study employs a descriptive and experimental research design to explore teachers' perceptions of a genre-based approach to teaching writing It also tests the effectiveness of this approach in EFL writing classes through a one-group pretest-treatment-posttest procedure.
To address the research questions, a combination of quantitative and qualitative methods was utilized for data collection and analysis According to McMillan and Schumacher (1993, p 373), the characteristics of qualitative research are essential for understanding the context and depth of the data.
Qualitative research focuses on gaining insights into social phenomena through the perspectives of participants It involves analyzing various contexts to comprehend the meanings that participants assign to different situations and events, which encompass their feelings, beliefs, ideas, thoughts, and actions.
Regarding strategies of the qualitative research, Mc Milan and Schumacher (1993;p.374) highlight that research strategies “are flexible with various combination of participant observation, in- depth interviews and artifact collection.”
The researcher utilizes both qualitative and quantitative methods, with the latter aimed at gathering data for statistical analysis, as noted by McMillan and Schumacher (1993) This approach focuses on generating statistical descriptions, identifying relationships, and offering explanations, often illustrated through the use of statistics, tables, and graphs to effectively present the findings.
The integration of quantitative and qualitative research methods enhances the overall study by allowing quantitative data to provide precise, testable insights while qualitative approaches articulate the significance behind those numbers This combined methodology offers a comprehensive understanding of the research subject, making it particularly effective for in-depth analysis.
The study assessed teachers' perceptions of the genre-based approach to teaching writing using a combination of quantitative methods, such as questionnaires, and qualitative methods, including semi-structured interviews Additionally, students' writing performance was evaluated through achievement tests, with a comparison of pretest and posttest results utilizing both quantitative and qualitative approaches Conducted over a 16-week experimental period from September 10, 2010, to January 10, 2011, the research involved a single group of participants.
Participants
Participating in the research were 10 teachers, all of whom are the female teachers of English at Quang Binh High School for the Gifted Aged from 29 to
A group of 10 English teachers, averaging 43 years in age, brings a wealth of experience to their roles, with 8 holding BA degrees and 2 possessing MA degrees Their teaching backgrounds range from 2 years to over 20 years, with most having at least 8 years of experience These educators have adapted to numerous changes in English teaching methodologies and 9 out of 10 have participated in professional training courses both domestically and internationally With the recent inclusion of writing lessons in the curriculum, they seek an effective model for teaching writing to non-English major 11th grade students that balances skills and knowledge They were selected to respond to a 25-item questionnaire and participate in interviews to share their insights on the genre-based approach to teaching writing.
In a study conducted at Quang Binh High School, 35 grade 11 students, comprising 20 males (55%) and 15 females (45%), were selected for a gifted program With seven years of English learning experience since the 6th grade, these students are familiar with communicatively-based textbooks They engage in English lessons three times a week, with each writing session lasting 45 minutes and preceded by reading, speaking, and listening activities The research included pre-tests and post-tests, along with interviews, to evaluate the effectiveness of this instructional approach on enhancing their writing performance.
Research instruments
This study aimed to evaluate teachers’ perceptions of the genre-based approach to teaching writing among grade-11 non-English major students and assess the students’ writing performance before and after the intervention To achieve this, three data collection instruments were utilized: (1) questionnaires to gauge teachers’ perceptions of the genre-based approach in EFL classrooms; (2) English writing tests to evaluate students’ writing performance; and (3) interviews with teachers to gather insights on their views regarding the genre-based teaching model, along with student feedback.
McMillan and Schumacker (1993) highlight the advantages of using questionnaires for data collection, noting their cost-effectiveness, anonymity, and the ability to ask standardized questions for targeted research According to Richards (2001), questionnaires are a prevalent research method, capable of generating extensive information on various topics, including communication challenges, motivation, attitudes, and their effects.
This study utilized a questionnaire to assess teachers' perceptions of genre-based instruction in writing, divided into two sections The first section gathered demographic information, including age, gender, and years of teaching experience The second section included statements reflecting their views on the genre approach, focusing on its significance, comprehension, comments, and expected challenges The questionnaire featured 25 closed-ended items rated on a five-point Likert scale, ranging from "strongly disagree" to "strongly agree." These items were organized into four clusters to facilitate the exploration of teachers' perceptions regarding the implementation of the genre-based approach in writing instruction.
Questionnaire cluster 1: The importance of using a genre- based approach to teaching writing : items 1, 2, 3,4 and 5
Questionnaire cluster 2: Teachers’ understanding of the contents of genre- based writing activities: items 6, 7, 8, 9,10, 11 and 12
Questionnaire cluster 3: Teachers’ remarks of the stages of the genre- based teaching model: items 13, 14, 15,16,17 and 18
Questionnaire cluster 4: The anticipated challenges of using the genre-based approach to teaching writing : items 19, 20, 21, 22, 23, 24 and 25
The study utilized a Vietnamese-language questionnaire distributed to 10 teachers at Quang Binh High School for the Gifted, ensuring that participants could comprehend the questions and provide accurate responses An English version of the questionnaire is available in the appendices for reference (See Appendices 1 & 2).
To ensure the reliability of the questionnaire, the researcher tested the reliability coefficient with 5 English teachers at Quang Binh High School for the Gifted, allowing them two days to respond for more valid results Data collected from the respondents were analyzed using SPSS, resulting in a piloted questionnaire that achieved a Cronbach’s alpha of 754 After making minor modifications, the final questionnaire, consisting of 25 items, attained a Cronbach’s alpha of 742, confirming its reliability for the study (See Appendices 8 & 9)
McMillan and Schumacher (1993) describe tests as tools for evaluating students' achievements, abilities, attitudes, or skills In this study, two tests were designed to assess students' writing performance before and after a 16-week genre-based teaching intervention The objective was to determine the effectiveness of this approach in enhancing students' writing skills, addressing the research question: “To what extent can students develop their writing performance through teachers’ applying a genre-based approach to teaching writing?” The writing tests, aligned with common high school assessments, featured topics and genres suitable for the students' levels, with participants completing the tests both prior to and following the instructional intervention.
To ensure the validity of the pre-test and post-test instruments, both tests were piloted with thirty-five grade 11 students from Quang Binh High School for the Gifted, conducted within a 40-minute timeframe The test format, duration, content, and supervision were approved by the group leader and an experienced English teacher Analysis of the results using SPSS revealed Cronbach’s alpha values of 0.819 for the pre-test and 0.839 for the post-test, indicating that both tests were reliable for data collection in the research.
The researcher and a fellow English teacher evaluated both the pre-test and post-test based on five criteria: content, organization, vocabulary, language use, and mechanics, following Jacob’s scoring system Each criterion was assessed on a four-point scale, with content ranging from 0 to 3.5, organization and vocabulary from 0 to 1.5, language use from 0 to 2.5, and mechanics from 0 to 1.0, resulting in a total score that ranged from a minimum of 1 to a maximum of 10 To ensure objectivity, the researcher graded the pre-test while the other teacher graded the post-test The total scores from both tests were then analyzed using SPSS to determine if there was an improvement in students’ writing performance as a result of the genre-based teaching approach.
Interviews serve as a valuable research tool for gaining insights into participants' perspectives on the study topic According to Nunan (1992), semi-structured interviews offer interviewers the flexibility needed to explore critical issues effectively In this study, semi-structured interviews were conducted in Vietnamese, enabling students to provide more specific and relevant feedback regarding the genre-based approach to teaching writing.
Six experienced English teachers from Quang Binh High School for the Gifted participated in interviews, each with eight years of teaching experience and diverse methodologies To facilitate open discussions, the researcher coordinated flexible scheduling and appropriate locations, providing the interview questions in advance These questions complemented the items in the accompanying questionnaire.
Six students representing various language proficiency levels were selected for interviews during the treatment phase of the genre-based approach This selection included two students with the highest scores, two with average scores, and two with the lowest scores from the pretest and posttest The diverse range of opinions gathered during the interviews aimed to provide insights into the effectiveness of the approach following the post-test.
Research site
The research took place at Quang Binh High School for the Gifted in Quang Binh province, chosen for two key reasons: the ease and convenience of data collection, and the presence of experienced teachers and capable students, making it an ideal setting to test a new teaching model.
Data collection and analysis
After creating the questionnaire, the researcher sought guidance from Assoc Prof Dr Truong Vien to ensure the logic, clarity, and coherence of each item and cluster Based on the supervisor's feedback, the researcher made revisions to several items, specifically numbers 8, 9, 15, and 17.
20) and sent it back to the supervisor and a completed questionnaire was approved The Vietnamese version of the questionnaires was delivered to 10 teachers and they had two days to fulfill them The questionnaires were completed and submitted with SPSS (version 16.0) and the data were used in the study The data were performed in descriptive statistics, including mean scores of the questionnaire, frequency and percentage of each item to measure whether or not teachers’ perceptions towards using the genre-based approach to teaching writing were positive
3.5.2 The pre-test and the post-test of writing performance
In the first week of the semester, grade 11 participants took a pre-test, which was scored by the researcher By week 16, the same group completed a post-test, graded by a different English teacher from Quang Binh High School for the Gifted Both the pre-test and post-test evaluations followed the adapted scoring method from Hoang (2007, cited in Ngo).
In a study conducted in 2009, the total scores from pre-test and post-test writing assessments were analyzed to evaluate student performance Descriptive statistics were first employed to identify differences between the mean scores of the pre-test and post-test A paired t-test was then utilized to assess whether the means of the students' writing performance showed significant differences in relation to the accepted standards Additionally, a one-sample t-test was conducted to further clarify the differences between the pre-test and post-test scores Finally, Pearson’s correlation analysis was performed to investigate the linear relationship between pre-test and post-test results.
The teachers' interviews were transcribed in writing at the start of the treatment phase to assess their perceptions of the genre-based approach to teaching writing in their educational environments Selected excerpts from these transcripts were utilized as quotations to clearly illustrate their insights.
The written notes from student interviews were analyzed alongside the post-test writing performance results Students discussed the advantages and disadvantages of the approach, providing insights into the reasons behind their test outcomes The interviews were transcribed for future reference.
The treatment phase of the genre-based approach spanned 16 weeks, from September 10, 2010, to January 10, 2011 The primary aim was for the researcher to implement the genre-based approach in writing lessons while gathering data for the study.
The treatment was conducted over 16 weeks with 35 grade-11 students at Quang Binh High School for the Gifted Initially, an informal discussion was held to assess students' writing needs, revealing that most desired to understand the purpose of writing and the characteristics of various texts Each 90-minute writing lesson was split into two sessions, with the first 45-minute period in the morning and the second in the afternoon.
Rothery’s model, as discussed in the literature review, was adapted to implement a genre-based approach to teaching writing Initially, students engaged in two key stages: the modeling text stage and joint negotiation of texts In the subsequent period, they created their final scripts The entire teaching procedure was documented in lesson plans, which can be found in Appendix 7.
Week 1 - Organizing the pre-test on writing performance -Marking the pre-test papers
Week 2- Week 15 - Delivering the questionnaire on teachers’ perceptions of using the genre- based approach to teaching writing
- Integrating the genre-based approach into teaching writing
Students of the same group
Week 16 - Organizing the post-test on students’ writing performance
Students of the same group
Week 17 - Marking the post-test papers
Students of the same group
Table 3.3: The phases of collecting data