INTRODUCTION
Background to the study
English has become an essential global language, serving as a benchmark for success in both academic and professional environments To effectively assess learners' English proficiency, a system of national and international standards is necessary Standardized tests like IELTS, TOEFL, and TOEIC play a crucial role, with IELTS emerging as the most popular choice in Vietnam for university admissions and recruitment assessments The increasing number of test takers reflects a growing trend among high school students and professionals to enroll in IELTS preparation courses to enhance their skills for global opportunities Among the four language skills, writing is often considered the most challenging, as it typically develops last in the language learning process.
Academic writing is the most common form of writing for learners, as defined by Oshima and Hogue (2007), and is characterized by its formal nature, distinguishing it from personal and creative writing While many individuals engage in various forms of writing, such as emails and social media communication, academic writing demands adherence to specific standards and contexts Lowe and Zemliansky (2010) emphasize that academic writing serves as an assessment tool, requiring the demonstration of knowledge and proficiency in critical thinking, interpretation, and presentation skills To excel in academic writing, it is essential to meet established criteria that reflect these competencies.
Writers must utilize a diverse academic vocabulary while ensuring proper formatting and style, along with well-organized content, to effectively engage their audience.
Many learners struggle with writing due to past negative experiences, leading to anxiety and avoidance (Elbow, 2010) Writing requires adherence to numerous rules regarding grammar, vocabulary, sentence structure, cohesiveness, and punctuation, which can complicate the process (Langan, 2011) Developing effective writing skills demands time, effort, and a solid approach, as it encompasses discovering a thesis, organizing ideas, and revising for clarity and accuracy (Heaton & Harmer, 1988) Mastery of grammar and a rich vocabulary are crucial for effective expression, yet many ESL students face challenges in these areas (Adas & Bakir, 2013) Furthermore, writing often receives insufficient focus in curricula, with productive skills like writing and speaking taking up minimal class time Language educators must recognize the importance of writing instruction, as it is a complex skill that requires dedicated attention and resources to develop effectively (Hyland, 2003).
To enhance the effectiveness of writing classes, it is crucial for educators to maximize class time dedicated to writing Research by Bagheri (2016) highlights a prevalent belief among teachers that curriculum developers often overlook the importance of writing courses This oversight contributes to students perceiving writing as a separate skill rather than an integral part of their overall language learning, resulting in a failure to fully incorporate other language skills into their writing practice.
Regarding the learning and teaching of IELTS writing, according to Lewthwaite
To achieve success in writing tasks, learners must have a strong vocabulary, diverse syntax, organized formatting, and relevant background knowledge The IELTS writing scores, averaging 5.6 for females and 5.5 for males, are notably lower than scores in listening, reading, and speaking This suggests that writing, being a productive skill, presents unique challenges for candidates At ALT Gia Su center, students are trained in IELTS essay writing and academic skills, with assessments to gauge their progress While some students pass, others may need to retake the level, indicating various factors affecting writing performance Consequently, research is essential to identify these factors and improve writing skills for IELTS essays at the center.
4 implications can be made to improve the learning and teaching of essay writing at ALT center.
Statement of the problem
Learners preparing for the IELTS exam often encounter challenges in their writing skills, particularly in Task 2 essay writing This task requires candidates to compose a 250-word essay on a specific topic within 40 minutes, using either paper or a computer Topics can range from education and social issues to technology and the arts Essays are evaluated based on four criteria: task response, coherence and cohesion, lexical resource, and grammatical range and accuracy Many test takers experience significant stress regarding the writing section, which frequently results in the lowest scores among learners.
Writing involves four essential skills, and many learners struggle with common mistakes in their essays, which must be addressed to reach their desired scores Additionally, throughout the learning process, students often face challenges in crafting suitable essays, leading to significant confusion.
At ALT IELTS Gia Su Center (ALTC), many learners struggle to achieve the necessary writing scores, resulting in the need to retake courses and impacting their career and study plans The challenge of writing fluently and expressively is recognized as one of the most difficult skills for language users, as noted by Nunan (1989) Despite extensive research on writing and academic writing, there is a lack of studies focused on IELTS essay writing in Vietnam Therefore, it is essential to investigate the factors affecting learners' writing performance to gain insights that can improve writing skills and enhance the effectiveness of IELTS preparation courses.
Aims and objectives of the study
This study aims to investigate the factors influencing IELTS essay writing performance among learners at ALTC, focusing on both linguistic and non-linguistic elements The primary objective is to identify the specific factors that impact learners' writing abilities in IELTS preparation courses.
Research questions
The study attempts to address the two following research questions:
1) What are the linguistic factors that affect learners‟ essay writing skills for IELTS at ALTC?
2) What are the non-linguistic factors that affect learners‟ essay writing skills for IELTS at ALTC?
Scope of the study
This study focused exclusively on IELTS essay writing and did not consider other forms of academic writing Conducted at ALTC's Le Hong Phong and Hoang Dieu campuses, the research excluded other campuses due to logistical challenges and limited resources Participants included learners from Foundation to 6.0 levels, while Pre-Foundation learners were not involved due to their minimal writing knowledge and the absence of essay writing in their syllabus Additionally, learners above the 6.0 level were also excluded from the study.
Observation was not utilized in this study due to the small class sizes in the ALTC, which range from one to five learners Conducting observations could disrupt the learning environment and create discomfort for both students and the teacher Instead, interviews and questionnaires were deemed more suitable methods for data collection in this context.
Significance of the study
The current study which explored factors influencing learners‟ writing skills for IELTS is significant at both practical and theoretical levels
Writing is crucial for students' academic success, particularly in standardized exams like IELTS This study identifies key linguistic and non-linguistic factors that influence learners' essay writing skills, offering valuable insights for teachers, learners, and stakeholders in the IELTS training sector The findings aim to enhance the quality of essay writing instruction for academic purposes in Vietnam.
This study enhances the current understanding of the factors affecting essay writing instruction, as noted by Raimes (1993), while addressing a gap in research regarding non-linguistic influences on learners' writing The findings aim to enrich the literature on essay writing training for standardized tests and academic objectives.
The article emphasizes the importance of gathering local insights to guide administrators in enhancing the effectiveness of academic writing classes This input is crucial for refining current teaching methods and improving future teacher training programs.
Definition of the key terms
This study requires the clarification of several key terms to ensure a focused examination of the presented issues The terminology outlined below will be consistently utilized throughout the research, adhering to these specific definitions.
Factor means what affect learners when they write IELTS essays In the study factors consist of linguistic and non-linguistic factors
At ALTC, IELTS courses cater to learners with scores between 3.5 and 6.0, including high school and university students as well as working professionals aged 15 to 50.
Essay: a text or a piece of writing that learners compose, in response to IELTS task 2 writing
Linguistic factors: factors including grammar and vocabulary
Non-linguistic factors: factors including student motivation, teachers‟ teaching method, teachers‟ knowledge, teachers‟ attitude and curriculum
Organization of the study
The study is organized into five chapters, beginning with an introduction that outlines the background, problem statement, objectives, research questions, scope, significance, and key definitions Chapter two reviews relevant literature, covering definitions and characteristics of writing, L2 writing skills, academic writing, factors influencing essay writing, solutions for improvement, previous studies, and the conceptual framework Chapter three details the methodology, including research design, site, sampling procedures, instruments, data collection, analysis, and reliability Chapter four presents the study's results and discusses their implications Finally, chapter five summarizes the main findings, discusses implications for learners, teachers, and administrators, and addresses research limitations while providing recommendations for future studies.
LITERATURE REVIEW
Introduction
When studying the factors influencing IELTS essay writing skills, it is essential to consider various literature aspects, which can be categorized into four key areas: writing skills, the teaching and learning of second language writing, academic writing and essay instruction, and the factors affecting IELTS essay performance A review and comparison of previous studies highlight existing research gaps, leading to the proposal of a conceptual framework that serves as a foundation for subsequent chapters of the research.
Writing
2.2.1 Definition of writing and writing skills
Writing in language learning and teaching has been defined in various ways, yet a single accurate description remains elusive due to its diverse styles, purposes, and formats Essentially, writing can be seen as the production of sentences that exemplify language usage As Rogers (2005) noted, writing is distinct from language itself, which is a complex system in our brains that allows for the creation and understanding of utterances Crystal (1999) emphasized that writing transcends mere mechanical tasks; it is a creative exploration of a language's graphic potential Nunan (2003) described writing as both a physical and mental act, involving the discovery of ideas and their development into coherent statements and paragraphs for readers Furthermore, writing serves dual purposes: to express thoughts and to impress audiences It is both a process and a product, encompassing the stages of creation, planning, drafting, revising, editing, and publishing Nunan (1989) highlighted that writing is an intricate cognitive activity, reflecting its complexity.
9 for all which the writer is required to demonstrate control of a number of variables simultaneously”
Writing serves multiple purposes, such as communicating ideas without face-to-face interaction, exploring subjects, recording personal experiences, and improving language skills (Raimes, 1983) In this context, it emphasizes training oneself to express thoughts in writing to enhance linguistic competence Writing is recognized as a powerful tool, though its source of power can often be misunderstood (McArthur, 2008) It encompasses complex skills that require dedicated learning (White & Arndt, 1991).
“writing is not a natural activity All physically and mentally normal people speak a language Yet all people have to be taught how to write”
Brown (2010) categorized writing skills into micro and macro skills Micro skills encompass the ability to produce English graphemes, maintain an appropriate writing speed, utilize correct word choice and order, apply proper grammar, and express ideas using various grammatical structures, along with the use of linkers and connectors for cohesiveness Conversely, macro skills involve employing rhetorical forms, adhering to conventional writing rules, achieving communication goals, connecting ideas and events, discerning literal meanings from indirect implications, reflecting cultural factors, and developing effective writing strategies Myles (2002) emphasized that strong writing skills require more than just exposure to the target language; they must be learned through formal instruction Peterson (1990) identified key components for effective writing, including mechanics, grammar, vocabulary, spelling, and sentence construction.
According to Hedge (2000, p.302), writing is a strategic process that encompasses various activities, including goal setting, information generation, language selection, drafting, and reviewing.
To produce a polished piece of writing, authors must refine their skills in reviewing, revising, and editing Key elements for achieving an effective final product include correct grammar, a diverse vocabulary, meaningful punctuation, proper layout conventions, accurate spelling, and coherent linking of ideas Additionally, it is essential to develop and organize content clearly and persuasively (Hedge, 2000; Raimes).
In 1983, it was noted that while writing in a first language (L1) is linked to fluency and the evolution of expository discourse, second language (L2) writing demands a greater level of language proficiency Additionally, effective writing skills that adhere to discourse conventions and ensure a smooth flow of information are essential for success in L2 writing.
Acquiring a language is a complex process influenced by various factors, including individual motivations, prior knowledge, and cultural orientation (Cumming, 2006; Csizer & Dornyei, 2005) The effectiveness of language acquisition is shaped by the learner's purpose, their inherent abilities, and the learning environment Elbow (2000) highlighted that external pressures from educational institutions and societal expectations can hinder writing, suggesting that successful writing requires a balance between a creative mindset that fosters idea generation and a critical approach that emphasizes careful selection and revision Additionally, Cumming (1990) noted that writing plays a significant role in second language development by enhancing the writer's ability to generate ideas and solve problems through complex writing tasks.
According to Krashen (1986), there are two primary methods for developing competence in a second language: language acquisition and language learning Language acquisition is a subconscious process where individuals are often unaware of their language development, focusing instead on communication In contrast, language learning is a conscious effort that involves memorizing rules and structures When it comes to writing essays in a second language, the emphasis is on language learning, as writing is a productive skill that requires knowledge and instruction Furthermore, Krashen (2005) emphasizes that language instruction should be delivered in a low-stress environment to facilitate better language acquisition.
There are significant differences between writing and speech Brown (1994) provided some characteristics of writing such as follows:
1 Performance: writing is constant while speech is temporary
2 Production time: writing requires much more time to prepare than speech
3 Distance: unlike speaking, there is no real connection between the writer and the reader in writing
4 Orthography: writing does not include elements like stress, repetition and pause in order to improve the effect like speech
5 Complexity: writing includes more long sentence and subordinators than speech
6 Vocabulary: writing requires more specific and advanced vocabulary than speech
7 Formality: writing is more formal than speaking
Mullany and Stockwell (2010) highlight several key differences between speech and writing, including vocabulary choice, fluency, clause length, complexity, and address form They note that writing functions as a monologue, representing one-way communication, in contrast to the interactive nature of speech Additionally, while clauses serve as the fundamental components of writing, utterances are the basic units of speech Writing is typically a planned activity, whereas speech is often spontaneous, and there are more rules and regulations governing written communication.
Writing adheres to standardized rules, while spoken language is often more flexible and lacks fixed norms Unlike speech, which typically involves direct, face-to-face interaction, writing is indirect and can incorporate various visual elements, forms, and structures In contrast, speech is primarily aural (Mullany & Stockwell, 2010).
Writing is a complex process that involves mastering various skills, making it a challenging task for language users and learners (Kroll, 2003) It requires the ability to compose information in different styles, such as narratives, descriptions, expository, and argumentative forms (Hyland, 2003) Thus, writing encompasses a range of activities, from mechanical aspects to the more abstract features of creation and composition.
Writing is a goal-oriented activity, as noted by Hayes (1996), with individuals pursuing various objectives when crafting written texts Learners engage in writing to enhance linguistic skills or fulfill academic requirements in testing and assessment Additionally, writing fosters the development of language, logical thinking, and the effective use of vocabulary and grammar White and Arndt (1991) emphasize that writing is a problem-solving activity that requires effort, instruction, and consistent practice This perspective aligns with Harmer's (2001) assertion that writing is not innate but rather a learned skill, highlighting the necessity for learners to acquire essential knowledge and skills for effective writing.
Teaching and learning L2 writing skills
2.3.1 Approaches to teaching L2 writing skills
Nunan (1991) highlighted the distinction between writing as a process and writing as a product The product-oriented approach emphasizes the end result of the learning experience, focusing on what learners should achieve as proficient language users In contrast, the process approach prioritizes classroom activities that foster the development of language skills Through writing exercises, learners practice copying and transforming correct language models, which is essential for crafting coherent paragraphs.
13 producing language in a sentence level Therefore, teachers should equip learners with practice and instructions on sentence information and grammar exercises in the beginning
Raimes (1983) identified various approaches to teaching writing, including the free-writing approach, which encourages extensive writing with minimal corrections, and the paragraph-pattern approach, where learners analyze and replicate sample paragraphs Additionally, the grammar-syntax-orientation approach emphasizes these elements during writing, while the communicative approach focuses on the purpose and audience of writing tasks Blackmoer-Squires (2010) distinguishes between the product and process approaches, noting that the former emphasizes finished works and assessment, whereas the latter concentrates on the journey to the final product, integrating skill development Kaplan (1996) critiqued the product-oriented approach for its linear view of the writing process, while Dudley-Evans and Jo (1998) highlighted the process approach's limitations in addressing the specific texts required for academic or professional contexts In contrast, the process-oriented methodology prioritizes idea generation and the writer's goals throughout the writing process (Reid, 1993).
According to Burnett and Kastman (1997), there are three primary approaches to teaching writing: the traditional approach, which emphasizes formal structures; the neoromantic (expressivist) approach, which prioritizes creativity and self-expression; and the neoclassical approach, which seeks to balance these elements.
The rhetorical approach to writing instruction emphasizes audience awareness, while two prominent methodologies, the behaviourist and contrastive rhetoric approaches, offer distinct perspectives (Fujieda, 2006) The behaviourist approach, as noted by Btoosh and Taweel (2011), prioritizes L2 structure through controlled practice, leading to writing tasks focused on grammatical development, such as fill-ins and transformations In contrast, the contrastive rhetoric approach, described by Connor (2002), utilizes text linguistics to explore coherence and narrative structure, enhancing learners' writing skills and cultural understanding This method is particularly beneficial for university writing instructors, as it aids in comprehending diverse writing patterns and developing culturally and genre-sensitive writing programs.
2.3.2 The steps of L2 writing process
According to Flower and Hayes (1981), effective writing composition relies on three interrelated elements: the task environment, the writer's topical knowledge, and the cognitive processes involved in writing The task environment encompasses external factors such as the audience and the text itself The writer's topical knowledge includes familiarity with specific subjects and the various formats of writing Hayes and Flower proposed a process approach to writing that consists of three key phases: planning, translating, and reviewing Planning involves generating ideas, organizing content, and setting goals for the writing task, while translating focuses on converting those ideas into written text Finally, reviewing entails assessing and evaluating the completed work to ensure quality and coherence.
Raimes (1983) outlined key components of effective writing, including syntax, grammar, mechanics, organization, word choice, purpose, audience, the writer's process, and content He identified the writing process as comprising four main steps: generating ideas, initiating the writing, drafting, and revising Additionally, Adelstein and Pival (1993) suggested that the writing process should account for 15% of the overall effort.
Writing involves a complex process where only 25% is dedicated to actual writing, while 45% is spent on revising and 10% on planning, highlighting the significant role of psychological factors such as anxiety Revision is critical, consuming nearly half of the writing effort, as it allows writers to correct errors and refine content, structure, and ideas According to Nation (2009), the writing process encompasses seven key sub-processes: setting writing goals, understanding the audience, generating ideas, organizing thoughts, transforming ideas into text, and reviewing and editing the final draft.
Teaching and learning academic writing
Writing serves various purposes, including self-expression, information dissemination, persuasion, academic objectives, and literary creation In the educational context, it is primarily known as "academic writing," which encompasses tasks like essays, reports, assignments, reflections, article reviews, and theses Geyte (2013) defines academic writing as scholarly work intended for an academic audience, manifesting in forms such as journal articles, textbooks, and dissertations Essays are the most prevalent type of academic assignment Hartley (2010) describes academic writing as a specific style that researchers use to delineate the boundaries of their disciplines, characterized by a formal tone, third-person perspective, a clear focus on research problems, and precise language This specialized form of writing aims to communicate complex ideas to a scholarly audience, with examples including literary analyses, research papers, and dissertations.
Brown (2010, p.219) classified academic writing into different kinds including
Academic writing encompasses various forms such as reports, essays, technical documents, and theses, commonly assigned in educational institutions Hinkel (2004) identifies key rhetorical formats frequently encountered by students, including exposition for introductions, cause-effect analysis, classification, comparison/contrast, information analysis, and argumentation based on published sources These formats are governed by established norms in discourse structure and linguistic attributes, which writers must master to improve the quality of their writing.
2.4.2 Teaching and learning essay writing
Teaching writing in EFL classrooms serves multiple purposes, including pedagogic, assessment, real, humanistic, creative, classroom management, acquisition, and educational goals (Hedge, 2005) Specifically, when it comes to teaching essay writing for IELTS, it primarily fulfills the assessment purpose by preparing learners for the actual IELTS exams Additionally, it addresses the real purpose, as students must engage in academic writing for assignments in international academic contexts Furthermore, teaching IELTS essay writing enhances learners' critical thinking skills and their ability to articulate thoughts effectively in English, thereby achieving both acquisition and educational objectives.
Cumming (2006) emphasized that understanding the goals of both learners and teachers is crucial for improving ESL writing, highlighting the need for effective communication between them Clear and mutual understanding of these aims ensures a smooth and effective teaching and learning process Additionally, Leki and Carson (1997) pointed out that ESL and EAP programs should provide learners with essential linguistic and writing skills to help them navigate and engage with new information effectively.
Enhancing topical knowledge is crucial for IELTS essays, as candidates must engage with a wide range of subjects and articulate their thoughts in depth.
Geyte (2013) emphasizes that writing an academic essay requires students to go beyond the basic information provided in their education, enhancing their knowledge on various topics and developing their own perspectives This process involves organizing thoughts, improving writing communication skills, and adhering to academic conventions Nation (2009) identifies four key principles for teaching writing: meaning-focused input, meaning-focused output, language-focused learning, and fluency development He suggests that learners should be well-prepared for their writing topics, and teachers must create suitable activities to ensure students receive the necessary knowledge Additionally, instruction should cover the specific genre of writing and the various stages of the writing process, equipping learners with the strategies needed for each phase Finally, ample practice is essential for students to gain familiarity with essay writing and to enhance their writing speed.
2.4.3 Techniques for teaching essay writing
Raimes (1983) identified eight essential techniques for teaching writing, which include class planning, utilizing pictures, integrating readings, employing all language skills, teaching practical writing, implementing controlled writing, organizing content, and responding to student work These techniques can effectively support essay writing instruction For instance, by incorporating authentic reading materials related to the topics, teachers enable students to engage in close readings, thereby enhancing their writing skills As students interact with professional writing, they gain insights into the finished product, which further develops their own writing abilities.
The analysis of a writer's use of linguistic and logical elements, including cohesive links, punctuation, grammar, sentence structure, and overall organization, is essential for understanding effective writing By examining these features, learners can then apply the phrases and grammatical structures they have studied to develop their own written works.
Control writing is an effective technique that allows learners to focus on one or two specific issues at a time, simplifying the writing process and making it easier for teachers to provide corrections Another valuable method involves teaching organization, where students create an initial outline highlighting the main ideas for their final piece Additionally, responding to learners' writing throughout the entire process, rather than only at the end, offers timely feedback and suggestions, enabling teachers to have a greater impact on student writing This approach fosters continuous improvement and engagement in the writing process.
Test takers in the IELTS essay writing task must respond to a specific argument or issue, producing a minimum of 250 words within 40 minutes It is essential to adopt an academic writing style, avoiding informal language, while ensuring a comprehensive understanding of the task requirements Task 2 is weighted double compared to Task 1, with scores ranging from 1 to 9, and penalties for off-topic or incomplete responses, as well as for plagiarism Answers must be original and written on answer sheets The assessment criteria include task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy Task achievement evaluates the development of ideas supported by evidence, while coherence and cohesion focus on the clarity and fluency of writing through logical connections and linking words Lexical resources pertain to vocabulary range and accuracy.
The Grammatical Range and Accuracy criterion assesses the diverse use of grammar and sentence structures in writing According to Brown and Richards (2017), IELTS essays are categorized into three main types: opinion essays, advantages and disadvantages essays, and problems and solutions essays.
The English test essay aims to evaluate a writer's comprehension of the question, subject knowledge, critical thinking, and language proficiency (Duigu, 2003) Candidates are tasked with addressing an argument and are assessed on their ability to: (1) propose solutions to problems, (2) articulate and justify opinions, (3) compare and contrast various evidence and viewpoints, and (4) critically evaluate and challenge ideas, evidence, or arguments (Duigu, 2002, p.7).
Factors affecting essay writing
The IELTS Task 2 Writing band descriptors from the University of Cambridge ESOL Examination outline four key criteria for essay evaluation: task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy Task achievement assesses the ability to address all aspects of the prompt, present a clear stance, and develop well-supported ideas Coherence and cohesion focus on the logical flow of information, the use of cohesive devices, and effective paragraphing Lexical resource evaluates the variety of vocabulary, accuracy in word choice, the inclusion of less common academic terms, and the frequency of spelling and word formation errors Lastly, grammatical range and accuracy consider the diversity of sentence structures and the occurrence of grammatical, punctuation, and sentence formula errors.
Harmer (2001) highlighted that learners often experience significant frustration during writing tasks due to insufficient vocabulary and grammar to articulate their thoughts Consequently, grammar and vocabulary are essential elements of writing, a productive language skill Hedge (1988) emphasized that effective creative writing encompasses the organization and development of ideas, clarity of meaning, thoughtful selection of discourse devices, and vocabulary tailored to the audience.
Raimes (1983) identifies 20 linguistic factors that contribute to effective writing, highlighting key elements such as syntax, grammar, mechanics, organization, word choice, purpose, audience, the writing process, and content He emphasizes the significance of sentence structures in syntax, which form the grammatical foundation of a written piece Additionally, mechanics, including spelling and punctuation, are fundamental to clarity Moreover, selecting the right words, collocations, and idioms is crucial for enhancing the quality of writing.
According to Smith (2003), effective communication in standard written English requires adherence to grammatical rules and a solid understanding of parts of speech, including nouns, verbs, adjectives, adverbs, prepositions, and conjunctions Mastery of these elements is crucial for learners to combine them correctly, ensuring clarity and coherence in their writing.
Good punctuation is essential for effective writing, as it involves understanding and applying the rules correctly (1998) Alastair (2006) emphasizes that punctuation goes beyond mere decoration; it plays a crucial role in conveying meaning Ur (1991) highlights that well-structured writing is characterized by the use of specific, formal language and adherence to grammatical rules Therefore, academic writing should prioritize formal vocabulary over informal or conversational language.
Schmitt (2000) highlighted the importance of lexical knowledge in developing communicative competence and learning a second language Additionally, effective writing serves as a form of communication, making a strong vocabulary essential for improving writing skills.
(2001) also mentioned the connection between vocabulary knowledge and language use as complementary: knowledge of vocabulary empower language use and in contrast, language use can boost vocabulary knowledge
Diamond-Bayir (2014) emphasized that achieving success in academic and IELTS essay writing requires more than just consistent practice; it involves several crucial factors Understanding the entire writing process, from the initial stage to the final revision, is essential, as writers must grasp the questions thoroughly and meticulously check their answers for errors Additionally, the ability to differentiate between various writing styles and techniques is vital for effective communication.
To achieve effective academic writing, it is crucial to implement the correct styles and formats while utilizing a diverse vocabulary and proper grammatical structures Additionally, writers should familiarize themselves with prevalent topics and contexts to enhance their writing skills.
To write an effective essay, learners must navigate three key stages: understanding the question, selecting and presenting ideas appropriately, and utilizing correct language (Duigu, 2003) Understanding the essay prompt involves analyzing its components, including instruction words that dictate the task, key words that indicate the topic, and limiting words that focus the discussion Proper language use is crucial, as grammar serves as the foundation of writing; without it, even the best ideas can falter (p.37) Additionally, using words correctly requires a grasp of their precise meanings, associated terms, and grammatical features (p.39).
To enhance the coherence and polish of essays, incorporating suitable linking devices is essential, as highlighted by Turley (2000) This practice boosts the integration level and logical flow of the writing However, it is crucial to avoid over-linking, as excessive connections can render the text as confusing as if no links were present at all (p.26).
Enhancing learner writing skills requires cultivating passion, motivation, and pleasure in the writing process, as highlighted by Graham and Perin (2007) Many learners struggle with self-motivation, often feeling discouraged by the need to brainstorm and assemble various components of their work Dornyei (2011) emphasizes that motivation is crucial for success in language acquisition and is subject to change Additionally, William and Burden (1997) note that both external factors, such as social culture and context, and internal factors, including learners' attitudes, intrinsic interest, and perceived value of the writing activity, significantly influence L2 learners' motivation.
Teachers play a crucial role in fostering and sustaining learner motivation, particularly in writing, where high levels of encouragement are essential Csizer and Dornyey (2005) emphasize that educators should take responsibility for cultivating learners' motivation and positive self-assessment Additionally, Little and Kobak (2003) highlight that supportive teacher-student relationships enhance learners' encouragement, leading to increased effort, resilience, and attentiveness to feedback Ultimately, a positive teacher attitude significantly influences learner development in writing and contributes to successful outcomes in writing courses.
Turbill and Bean (2006) emphasize the importance of providing learners with daily writing opportunities in a supportive environment, along with meaningful feedback to enhance their skills Teachers should facilitate frequent writing chances and offer constructive feedback to help students recognize and correct their mistakes Kroll (2003) highlights that the feedback from instructors is crucial for the success of second language writers, yet it often suffers from issues such as lack of clarity and an overemphasis on negative aspects like grammar To improve writing performance, educators must adopt effective and balanced methods of correction and feedback.
According to Hillock (1991), effective writing instruction relies on three essential types of knowledge for teachers: general writing knowledge, understanding of specific writing genres, and expertise in content development To enhance their teaching effectiveness, educators must possess a comprehensive grasp of these areas.
Teachers' knowledge of grammar is crucial for effective writing instruction, as highlighted by Myhill, Jones, and Watson (2013), who argue that a teacher's grammatical understanding shapes students' learning and can prevent misconceptions Haider (2012) points out that a lack of effective pedagogical approaches, such as providing prompts and constructive feedback, along with insufficient motivational activities, contributes to poor writing performance Boud (2001) emphasizes the need for learner-centered writing activities, where teachers adapt their methods to meet the diverse needs of students, addressing their specific challenges in writing Furthermore, Bandura (2000) underscores the significance of a teacher's attitude towards writing, noting that it influences students' feelings about writing and their perceptions of their own work, particularly during the revision and correction process.
Learning solutions to improve essay writing skills
To achieve a higher band score in IELTS Task 2 Writing, it is essential to fully address all aspects of the task, present a well-developed response, and support ideas clearly Coherence and cohesion can be improved by logically sequencing information, using a variety of cohesive devices, and applying appropriate paragraphing Additionally, a wide range of vocabulary should be employed flexibly and accurately, with minimal errors in spelling and word formation Lastly, utilizing diverse grammatical structures with few errors will enhance overall performance in grammatical range and accuracy.
Garbutt and O'Sullivan (2002) outlined a five-stage procedure for improving IELTS essay writing, which includes analyzing the task, planning, gathering relevant information, writing, and reviewing Given the diverse topics in IELTS essays, a strong vocabulary and knowledge base are crucial for effective composition Connelly and Forsyth (2012) emphasized the significance of language in writing, stating that attention to language minimizes errors, enhances clarity, and allows original descriptions to stand out They advise learners to use clear and straightforward language while avoiding ambiguity and complexity.
Writers must prioritize clear and straightforward language to avoid grammar and syntax issues that can frustrate readers Attention to spelling, punctuation, and proper paragraphing is essential To maintain focus, it is important to avoid overly long paragraphs (Connelly and Forsyth, 2012).
To enhance writing effectiveness, learners should be given opportunities for discussion and active listening before, during, and after writing, as suggested by Turbill and Bean (2006) This approach fosters a stronger sense of writing and improves focus Additionally, educators must establish a connection between writing and reading, as reading exposes learners to crucial elements such as grammar, vocabulary, and stylistic techniques, while also illustrating the qualities of good writing Regular reminders about the writing process are essential, and instructors should provide a clear outline for students to follow throughout their writing endeavors.
Previous studies
Numerous studies have explored academic writing and essay composition, offering valuable insights for both learners and educators However, these studies often have limitations, failing to provide a comprehensive analysis of all relevant aspects Most research tends to emphasize linguistic and teaching issues, primarily focusing on general essay writing or the common formats used in educational settings, rather than addressing the specific requirements of standardized tests like IELTS.
Ali and Khan (2015) examined teachers' perceptions of essay writing instruction in Karachi's Cambridge-affiliated schools, revealing that many students lacked feedback on their writing and struggled with grammar and vocabulary The study highlighted issues with coherence and cohesiveness in students' essays due to difficulties in using appropriate connectors Additionally, learners had limited access to online resources, and teachers did not effectively address the challenges faced by students The research identified specific linguistic features that posed difficulties for learners, emphasizing the need for improvements in teaching practices.
This research primarily explored 26 methods but gave limited attention to teachers' perceptions, as indicated in the abstract, with only two aspects related to educators discussed in the results.
A study by Fareed, Ashraf, and Bila (2016) examines the writing challenges faced by Pakistani undergraduate ESL learners, identifying grammar as the primary issue with the most errors among eight linguistic categories The research highlights factors contributing to these difficulties, such as a lack of creative writing opportunities within the national education system, writing anxiety, untrained teachers, ineffective teaching methods, and large class sizes Complementing this, Nguyen Thi Thuy Loan (2012) investigated motivation in writing within TOEFL iBT and IELTS preparation classes, proposing a new model for teaching English in culturally relevant contexts Her findings emphasize that teacher expertise is crucial for enhancing learner motivation, while collaborative activities like pair work and group discussions effectively boost students' confidence in writing Additionally, providing language input before writing tasks was found to be beneficial for learners.
Other studies investigated the specific writing problems faced by learners when they involved in producing academic English or essays in general In his study, Bagheri
In a 2016 research article, the author examined IELTS writing challenges faced by EFL graduate learners through mock tests for Writing Tasks 1 and 2, followed by interviews The study utilized IELTS marking criteria to evaluate the writing samples and identified a range of beliefs held by both teachers and learners regarding the sources of these writing difficulties The findings produced a valuable list of specific problems that can aid both learners and educators in recognizing and addressing these issues, ultimately guiding the implementation of effective solutions.
Al Mubarak (2017) conducted a study on the academic writing problems faced by undergraduate learners at a university in Sudan A number of linguistic items including
The study evaluated various linguistic elements, including articles, punctuation, prepositions, regular verbs, expressions, consistency, structure, and verb tense, to identify the frequency of issues among different learner groups However, the research lacked in-depth discussion and analysis of the findings, as it only reported the percentage of encountered problems without offering recommendations for improvement.
In his 2015 study, Nguyen Thanh Huy identified key challenges faced by 11th-grade students in developing writing skills, highlighting issues such as insufficient vocabulary, lack of focus on grammar, unengaging textbook topics, limited feedback on written work, inadequate writing materials, and insufficient time for writing practice The research attributed these challenges to ineffective vocabulary and grammar study methods, poorly designed textbooks, minimal class time for writing, and a general underappreciation of writing's importance To address these issues, the study proposed solutions including reading books, engaging in suitable games, and creating themed vocabulary exercises to enhance vocabulary acquisition.
While previous research has primarily examined the general challenges learners face in academic writing, there is a notable lack of studies focusing specifically on IELTS essay writing Most existing literature tends to explore factors such as motivation and critical reasoning skills rather than the specific elements influencing essay performance in the IELTS context In Vietnam, there is a scarcity of comprehensive research addressing the key factors affecting learners' essay writing abilities for the IELTS exam, despite a growing interest in IELTS preparation among students As the demand for IELTS training increases, it is crucial to conduct a detailed investigation into the factors that impact learners' writing performance on this standardized test.
Conceptual framework
The table above summarizes the factors influencing learners' writing skills for the IELTS, categorized into linguistic and non-linguistic elements Linguistic factors encompass vocabulary and grammar, while non-linguistic factors involve learner motivation, teacher knowledge, teaching methods, teacher attitudes, and the curriculum Additionally, the figure below illustrates sub-items related to these factors.
Linguistic factors Non-linguistic factor
Teacher‟s knowledge Use of academic words
The use of discourse markers
Factors influencing essay writing skills for IELTS
Spelling & Punctuation Range of words
- Vocabulary use and word choice: Raimes (1983), Schmitt (2000), Diamond-Bayir
- Range of vocabulary and spelling: Hedge (2000)
- Use of academic words: Ur (1991)
- Grammar use: Raimes (1983), Hedge (2000), Diamond Bayir (2014), Brown (2010)
- Use of discourse markers: Hedge (2000), Turley (2000)
- Teaching method: Haider (2012), Boud (2001), Turbill and Bean, Kroll (2003)
- Curriculum: Macalister and Nation (2010), Kaplan (1996), Hedge (1998), Butt and Rasul (2012), Richard (2001)
Chapter summary
This article outlines key literature definitions and aspects that will serve as the foundation for future research It addresses the nature of writing, the teaching and learning of writing skills in a second language, academic writing instruction, factors influencing IELTS essay writing, and effective strategies for mastering essay writing These elements will guide the researcher in designing the study and developing appropriate research instruments in the subsequent chapter.