INTRODUCTION
Background to the study
Writing is known as one of the popular communicative means of the human being
Writing is a crucial means of expressing thoughts, ideas, and feelings through visual and written formats, serving as one of the two productive skills that generate information It demands carefulness and accuracy from writers to prevent ambiguity in their texts Ahmed (2010) highlights that writing stimulates and nurtures learners' abilities to think and organize ideas, while Fry and Villagomez (2012) assert that it is a key facilitator for enhancing student learning Therefore, writing plays an integral role in English as a Foreign Language (EFL) education.
Writing in English as a Foreign Language (EFL) is a challenging skill for learners, particularly for non-native speakers who must invest significant time and effort to achieve proficiency (Shokrpour & Fallahzadeh, 2007) This complexity is exacerbated by cultural differences between learners' first languages (L1) and English (L2), especially among Asian EFL students Uba and Souidi (2020) highlight that EFL learners face various obstacles, including mastering sentence structure, grammar, vocabulary, writing styles, coherence, and cohesion, all of which are essential for effective writing in English.
EFL learners often struggle to improve their writing due to inadequate knowledge of grammatical structures and vocabulary, leading to feelings of disappointment and writing anxiety (2018) Research by Cheng (2002) and Lee (2005) highlights that anxiety, motivation, and self-confidence significantly impact second language acquisition Therefore, it is crucial for EFL teachers to actively work on reducing writing anxiety, particularly for low-proficiency or non-English major students, to enhance their writing skills.
EFL learners, particularly non-English major students, often find learning English complex and unmotivating, leading to a lack of attention to skill improvement In the Vietnamese university context, Nguyen Thi Le Nguyen (2015) highlights that these students struggle to achieve good writing results despite prolonged study, as they fail to recognize the importance of English Consequently, many non-English majors view English merely as a compulsory subject, neglecting it in their academic pursuits To enhance their writing skills, these students require increased motivation, encouragement, patience, and tailored instruction from their teachers to effectively address their challenges in EFL writing.
Writing approaches significantly impact the enhancement of EFL writing skills According to Wahdan and Buragohain (2019), the effectiveness of the techniques employed by teachers plays a crucial role in students' success in EFL writing Different approaches may resonate with some students while failing others, highlighting the need for teachers to continually adapt and diversify their strategies to foster student success in EFL writing This is particularly important for low proficiency EFL students, as noted by Firkins, Forey, and Sengupta.
Teaching low proficiency EFL students requires a focus on sentence-level instruction to aid in their understanding of complete texts Selecting effective teaching methods for writing in English can be time-consuming and challenging for educators, as they must guide students in constructing sentences and organizing essays Among various writing approaches, the product approach, process approach, and genre-based approach are commonly utilized in EFL writing instruction While the product and process approaches have traditionally been favored, the genre-based approach has gained prominence in recent years, demonstrating significant benefits for low proficiency EFL students in multiple studies.
In recent years, English has gained significant importance in Vietnam across various domains, including careers, communication, and education, leading to an increased demand for effective communication skills among EFL learners Consequently, EFL teachers are shifting their focus from traditional grammar and vocabulary instruction to enhancing communicative abilities in the classroom However, writing skills remain a challenge for Vietnamese learners, primarily due to outdated teaching methods that emphasize grammar and sentence structure To address this issue, educators are adopting more effective writing approaches, such as the genre-based approach (GBA), which offers students a new way to develop their writing skills and achieve EFL proficiency Research indicates that the GBA can significantly improve EFL writing among learners, making it a promising method for teaching writing in Vietnam.
In the realm of English as a Foreign Language (EFL) writing, the researcher identified several key factors: first, writing plays a crucial role in enhancing EFL communication success; second, there are various challenges in teaching and learning EFL writing globally and specifically in Vietnam; and third, adopting a genre-based approach can significantly improve the effectiveness of writing instruction for students with low EFL proficiency.
Statement of the problem
Teaching EFL writing in Vietnamese universities often prioritizes test preparation over developing students' independent writing skills, as noted by Luu Trong Tuan (2011) This focus on grammar and sentence structure, highlighted by Le Thi Thu Trang and Le Thi Khanh Linh (2018), limits learners' ability to write effectively in real-world contexts Recognizing these shortcomings, educators are increasingly advocating for alternative teaching methods Research on genre-based approaches in Vietnamese writing classrooms (e.g., Trinh Quoc Lap & Nguyen Thanh Truc, 2014; Luu Trong Tuan, 2011; Truong Thi Nhu Thuy, 2017) demonstrates significant improvements in EFL learners' writing abilities, suggesting a shift towards more effective instructional strategies.
This study offers new insights into the effectiveness of the genre-based approach to teaching writing skills at DNTU in Dong Nai province, Vietnam Many non-English major students struggle with writing due to low English proficiency and a lack of focus on learning the language As a result, they find it challenging to express their ideas and produce coherent essays or paragraphs, often lacking essential vocabulary and grammatical knowledge for specific writing topics These limitations hinder their fluency in English communication, particularly in writing.
DNTU mandates that non-English major students attain English as a Foreign Language (EFL) competence, reflecting societal and university expectations Consequently, it is essential to identify effective writing strategies that can enhance students' writing skills and help them overcome their challenges.
The researcher aims to explore the genre-based approach (GBA) in teaching EFL writing to non-English major students at Dong Nai Technology University, focusing on its impact on their writing skills and their attitudes towards GBA following a trial course.
Aims and objectives of the study
This study aims to investigate the impact of the genre-based approach on improving writing skills among non-English major students at DNTU To evaluate the effectiveness of this method, the research focuses on two primary objectives.
(1) to investigate the effectiveness of genre-based approach in improving writing skills for non-English major students at DNTU and
(2) to explore the students’ attitude towards this approach in learning writing.
Research questions
This dissertation will answer two main research questions:
1 How effective is the genre-based approach to writing skills for non-English major students at DNTU in terms of content, organization, vocabulary, language use, mechanics, and overall writing?
2 What is the students’ attitude towards applying the genre-based approach to learning EFL writing?
Scope of the Study
A study at Dong Nai Technology University in Vietnam assessed the effectiveness of Genre-Based Approach (GBA) on English as a Foreign Language (EFL) students' writing skills and their attitudes towards its application in teaching The research involved 60 non-English major students, who were enrolled in various English courses focused on communication skills These participants exhibited low motivation for learning English and demonstrated limited proficiency in EFL writing, as reflected in their assignments and tests.
Significance of the study
This study aims to provide empirical evidence on the impact of a genre-based approach in enhancing writing skills among non-English major students Additionally, it seeks to guide readers on effectively implementing this approach in teaching writing within Vietnamese universities Ultimately, the research contributes valuable insights in four key areas for the audience.
(1) EFL teachers might apply the genre-based approach to teach and improve EFL writing competence for non-English major students at university, especially, for the low EFL proficiency students
(2) EFL students can recognize the effectiveness of the genre-based approach in their writing skill, then they can apply them in their self- study process without teachers’ support
Dong Nai Technology University can enhance the quality of English as a Foreign Language (EFL) learning for non-English major students through the implementation of a genre-based approach, ultimately producing graduates who meet the university's English language proficiency standards.
(4) This research will be a useful reference for those who would like to make any studies related to EFL writing approaches or teaching and learning English.
Definitions of the key terms
The genre-based approach emphasizes the significance of social context and writing purpose, enabling learners to effectively utilize various writing genres tailored to different situations (Flowerdew, 1993).
- EFL writing skill: The skill focuses on writing in English for learners who use English as a foreign language
- Non-English major students: The students do not major in English Their major can be Engineering, Business Administration, Tourism, etc.
Organization of the thesis
This study consists of five chapters:
Chapter one outlines the study's background, articulates the problem statement, and defines the aims and objectives It also presents the research questions, delineates the scope and significance of the study, and provides definitions of key terms, along with an organizational framework for the research.
Chapter two provides a comprehensive review of the relevant literature for this study, focusing on the context of teaching writing at universities in Vietnam It explores various approaches to learning and teaching English as a Foreign Language (EFL) writing, highlighting the key characteristics of the genre-based approach Additionally, this chapter examines previous studies and applications of the genre-based approach, establishing a foundation for the current research.
- Chapter three justifies the research design and the data collection through study context, participants, main instruments, and the issues of validity, reliability, and ethicality
- Chapter four analyses the data and presents the findings
- Chapter five concludes and discusses the main findings of the study, performs the Pedagogical Implications, Limitations, and Recommendations for further research.
LITERATURE REVIEW
Introduction
This chapter chiefly emphasizes on teaching writing approaches, genre-based approach and assessment of learner’s attitude towards applying the GBA in the study.
Approaches to learning and teaching EFL writing
In EFL writing classrooms, selecting the most effective teaching approach can be challenging, as each method has its own advantages and disadvantages The suitability of an approach often depends on the specific learning environment and the characteristics of the learners Three key writing approaches widely utilized in EFL instruction are the product approach, the process approach, and the genre-based approach, each having been applied extensively over the years.
The product approach to writing emphasizes traditional methods that concentrate on the final written outputs of students According to Badger and White (2000), this approach facilitates the practice of essential language components, including vocabulary, syntax, and cohesive devices Nunan (2000) highlights that it enhances learners' English as a Foreign Language (EFL) writing skills through classroom activities that encourage the imitation of language features from model texts, focusing particularly on sentence-level improvements.
This approach emphasizes the enhancement of vocabulary and grammar knowledge through guided model texts analyzed by both teachers and learners Teacher-centered methods play a crucial role, particularly for low EFL proficiency students, who benefit from practicing grammar through sentence formation exercises However, the focus remains primarily on the final product rather than the writing process itself.
Writing involves four key stages: familiarization, controlled writing, guided writing, and free writing Initially, in the familiarization stage, teachers introduce specific vocabulary and grammar features of a text Next, during controlled writing, learners engage in exercises to practice these language elements under teacher supervision In the guided writing phase, students create their first drafts based on a model text Finally, in the free writing stage, learners independently produce their final drafts, drawing on their familiarity with the model text (Badger and White, 2000).
The product approach to writing instruction presents several significant challenges Firstly, it overlooks the importance of audience and purpose, as students primarily write for their teachers rather than engaging in genuine communication (Zamel, 1982; Nunan, 1991) This focus on evaluation rather than interaction can lead to misconceptions about the role of writing Additionally, students become reliant on model texts, limiting their ability to write independently and fostering a habit of imitation rather than creativity (Nunan, 1991) The approach also neglects communicative applications, as students write primarily for correction rather than real-world engagement, hindering their ability to connect with broader contexts Furthermore, it prioritizes the organization of ideas over their substance, stifling creativity (Steele, n.d) Lastly, the teacher's role becomes overly controlling, resulting in passive learning environments where students miss opportunities to develop their creative writing skills To foster successful writing in EFL, educators should create a supportive atmosphere that encourages student expression and interaction.
The process approach emphasizes the creation of text by learners rather than focusing solely on the final written product (Hyland, 2003; Harmer, 2001) According to Nunan (1991), this method encourages learners to brainstorm their ideas freely, alleviating concerns about formal corrections Additionally, it enhances motivation through collaborative group work and fosters creativity and fluency over accuracy in writing Ultimately, this approach is centered on student engagement and participation.
The writing process involves several key stages: prewriting, composing/drafting, revising, and editing (Badger and White, 2000) During prewriting, learners engage in activities like brainstorming and discussion to generate ideas for their writing topic In the composing/drafting stage, they use these ideas to create a structured plan and develop their first draft This draft is then revised collaboratively in pairs or groups, allowing for peer feedback through reading and commenting Finally, learners individually write and publish their final draft, emphasizing the importance of the writing process over the final product.
This teaching approach emphasizes the importance of the writing process and the purposes behind learners' writing Teachers act as facilitators and observers, providing support while allowing students the freedom to explore their writing independently This method reduces anxiety, enabling learners to focus on fluency and idea generation rather than strict grammar accuracy As a result, students can practice writing with less stress about corrections Additionally, it fosters creativity and collaboration through group work and peer feedback, creating an interactive classroom environment where students communicate and learn from one another without relying solely on their teachers.
The process approach to writing, while beneficial, has notable drawbacks Badger and White (2000) argue that applying a uniform writing process fails to provide essential language knowledge, hindering learners' ability to express their ideas across various text types Hyland (2002) emphasizes that successful writing requires understanding specific language elements, including audience, purpose, and topic Bizzell (1982) highlights that an exclusive focus on the writing process can overlook students' social contexts and the role of discourse communities Additionally, low-proficiency learners may struggle with creativity in writing due to insufficient vocabulary, grammar, and text organization knowledge, suggesting that this approach is better suited for more advanced EFL students Furthermore, the emphasis on the writing process may diminish learners' motivation, as noted by Tangpermpoon (2008), who recommends teaching the purpose, audience, and text type to enhance understanding Lastly, in large classes, the process approach can be time-consuming for teachers, making it challenging to provide individual support and feedback, as highlighted by Shamim et al (2007).
Genre-based approach
2.3.1 The Nature of Genre in Linguistic Study
The term "genre," defined by the Oxford Dictionary as a "type" or "kind," plays a significant role in various aspects of daily life, particularly in the arts and literature In the realm of arts, "genre" encompasses categories such as film, music, and painting, while in literature, it includes forms like novels, short stories, and comedies Similarly, in film, genres can range from honor films to comedies and dramas.
Recently, “Genre” has taken part in linguistic study In this term, it aims at communicative goals which are related to practical contexts through the “genre” or
In language studies, a genre is defined as a category of communicative events that share specific purposes (Swales, 1990; cited in Paltridge, 1996) According to Hyland (2003), the term "genre" refers to the application of language for distinct communicative goals, indicating that each genre aligns with the writer's objectives Kay and Dudley-Evans (1998) emphasize that these communication goals contribute to the creation of a schema or structure, which influences the content and language features, including vocabulary and grammar Examples of genres related to communicative goals include buying food, storytelling, and job applications, categorized into main genres such as Recount, Narrative, Explanation, Description, Report, Exposition, and Discussion (Hyland, 2003; Kay et al., 1998; Chen and Su, 2011) The schema structure and language features are crucial elements of each text type, underscoring their significance in the genre-based approach.
2.3.2 The Properties of genre-based approach
Genre-based approaches (GBA) emphasize the importance of social contexts and text genres, as noted by Badger et al (2000) Harmer (2001) highlights that GBA is linked to English for Specific Purposes (ESP), enhancing students' understanding of real-life writing purposes, structures, and language features Hyon (1996) argues that GBA equips learners to excel as both writers and readers, while also empowering them to use culturally relevant language for social interactions.
(2002) suggests that this approach focuses on the discourse analysis Thus, this part discusses the properties of this approach
The GBA emphasizes the importance of social context in education, allowing learners to apply their knowledge to real-world situations outside the classroom By integrating social contexts into teaching, students gain a deeper understanding of relevant rules and concepts, better preparing them for challenges they may encounter in everyday life (Kay et al., 1998).
This approach alleviates learners' anxiety about writing by enabling them to first analyze how other writers present content on specific topics By preparing them in areas such as grammar, vocabulary, text organization, and context, students feel more confident as they begin to write This method is particularly beneficial for low EFL proficiency students, as it provides a structured framework that encourages ease in learning new writing skills (Kay et al, 1998).
This approach emphasizes the importance of students' understanding of the target discourse According to Muncie (2002), it is essential for writers to consider their audience when creating a text To effectively engage with an English discourse community, learners must meet readers' expectations regarding grammar, vocabulary, content, and organization.
The genre-based approach enhances students' understanding of how to effectively organize information in their writing, as highlighted by Reppen (2002) By grasping the characteristics of various text types—including their purpose, audience, organization, and language features—students can write more successfully and efficiently This approach also clarifies the rationale behind specific text organization, leading to improved writing outcomes Furthermore, peer evaluations alongside teacher assessments foster a more collaborative and efficient writing classroom environment.
The theoretical foundation of this collaborative learning approach, as noted by Hyland (2003), originates from Vygotsky's principles (1978), which highlight the importance of cooperation between learners and teachers Vygotsky asserts that the teacher plays a crucial role in facilitating this collaborative process.
Scaffolding is a dynamic process that evolves through various stages, where educators first guide and analyze the core content of model texts for students They then transition into facilitators, supporting learners in drafting their initial work Ultimately, this approach fosters student autonomy in producing final products, effectively balancing student-centered and teacher-centered tasks.
2.3.3 The drawbacks of the genre-based approach
Despite its advantages, the genre-based approach (GBA) has significant drawbacks, particularly in neglecting learners' self-sufficiency (Byram, 2004, as cited in Rahman, 2011) This method primarily emphasizes conventions and genre features, which can hinder students from engaging with the core message of the text, as it focuses too narrowly on specific genre aspects (Badger et al.).
The genre-based approach, as noted by 2000, tends to overlook the essential skills required for text production, resulting in increased passivity among learners It becomes evident that without the teacher dedicating sufficient time to elucidate the purpose and language usage of the genre, students may remain passive and restricted in their creativity Bawarshi (2000) further emphasizes that while this approach effectively aids in text analysis, it simultaneously constrains the freedom necessary for creative expression in writing.
2.3.4 A comparison of writing approaches in Teaching EFL
This part is going to discuss the differences among GBA, product approach, and process approach to give a reason for the choice of the genre-based approach in this study
The Genre-Based Approach (GBA) prioritizes the final products, audience, and essential linguistic conventions necessary for engaging with specific English discourse communities It utilizes model texts to help learners analyze language use and structure, emphasizing context and social purposes, unlike the Product Approach, which focuses solely on grammatical accuracy The Product Approach often overlooks the writing process, leading to gaps in learners' planning skills (Badger et al., 2000) While both approaches acknowledge the importance of linguistic conventions, the Product Approach corrects grammar forms without connecting them to their functions, limiting learners to sentence-level skills rather than effective communication In contrast, GBA encourages active learner participation and reduces teacher control during activities, fostering a more dynamic learning environment.
The process approach and genre-based approach (GBA) both emphasize the importance of the writing process over just the final product They encourage learners to collaborate with peers and receive guidance from teachers, allowing time to grasp lessons and acquire knowledge necessary for independent writing While both approaches recognize that perfect texts cannot be produced in a single attempt, GBA fosters greater interaction among learners and instructors compared to the more individualistic nature of the process approach The latter often neglects linguistic input, which can hinder successful writing outcomes, as it lacks collaborative activities essential for effective English as a Foreign Language (EFL) writing In contrast, GBA facilitates cooperation and provides necessary input throughout the writing process, enhancing learners' ability to create their own texts.
So, GBA is more comfortable for the learners than the process approach, especially for the low EFL proficiency
The genre-based approach to writing instruction integrates key elements from both the product and process approaches by utilizing a teaching and learning cycle that comprises three stages: Modeling, Joint Negotiation of the text, and Independent construction of the text In the first two stages, emphasis is placed on imparting knowledge of grammar, language usage, content, and text organization, demonstrating how these forms contribute to achieving social goals within a specific text type The final stage, Independent construction of the text, encourages students to apply the forms and meanings learned in earlier stages to create their own texts independently This approach effectively bridges the gap between forms and meanings, addressing a limitation found in the traditional product and process writing methods.
Given the low proficiency and motivation levels of non-English major students at DNTU, the researcher advocates for the use of Genre-Based Approach (GBA) in teaching English as a Foreign Language (EFL) writing This approach fosters collaborative work among students and teachers, focuses on social goals and the writing process through various text genres rather than just the final product, and engages learners in communicative objectives.
Implementation of Genre-based Approach for Writing Instruction
Genre-based pedagogy utilizes the Learning and Teaching Cycle, developed by Callaghan and Rothery (1988), to enhance EFL writing through three key stages: Modeling, Joint Negotiation of the text, and Independent construction of the text This structured approach helps inexperienced writers practice and become familiar with specific genres The teacher plays a dual role as both a facilitator and an expert, providing essential support to novice writers Initially, setting the context is crucial as it helps generate students' ideas about the genre, its context, and its purpose, laying a strong foundation for their learning journey.
At the initial stage, learners lack familiarity with the characteristics of a specific genre, but this gap diminishes as they progress and enhance their writing skills The Learning and Teaching Circle, developed by Callahanga and Rothery (1996) and referenced in Firkins et al (2007), illustrates this developmental process, as depicted in Figure 2.1 below.
Figure 2.1 The Learning and Teaching Cycle
(adopted from Callahanga and Rothery, 1996)
As shown in Figure 2.1, the stages of teaching and learning EFL writing when GBA is applied in this study are presented in detail below
The first stage of teaching involves modeling, where the teacher selects an appropriate sample text type and highlights its key features, including its purpose, schematic structure, and associated language use It is essential for teachers to ensure that learners grasp the text type's objectives by analyzing its features, as well as its lexical and grammatical elements This foundational understanding enables students to effectively construct a similar text based on the authentic sample provided, preparing them for independent text production.
In the second stage of joint construction, the teacher guides students to understand genre theory by linking new texts within the same genre.
In this collaborative phase, teachers and students engage in various activities, such as discussions and note-taking, to practice language features and genre structures The teacher acts as a guide, facilitating opportunities for learners to shape texts according to specific genres and their associated language characteristics.
In the final stage of independent construction, learners, having grasped the key details of the genre, will create their own texts The teacher's role diminishes, allowing students to work autonomously This phase encourages various activities, including drafting, revising, and exchanging feedback with peers and the teacher, ultimately guiding them to produce a polished final text in the studied genre.
The genre-based approach offers significant flexibility for teachers, allowing them to adapt their instruction based on students' needs If learners are struggling or confused, educators can revisit earlier stages of the teaching cycle Conversely, if students quickly grasp the language features of a genre, teachers can accelerate their progress to subsequent stages without lingering unnecessarily This adaptability ensures that the teaching and learning process remains dynamic and responsive in the classroom.
The three phases of the teaching and learning cycle shift the focus from traditional grammar-based approaches to understanding entire texts, enabling teachers to help students gain a deeper understanding of specific writing genres This method equips learners with the skills to effectively construct information within each genre.
Assessment of learner’s attitude towards applying the GBA
Attitude of learners towards their learning is substantial to examine the academic performances they perform such as motivation, effectiveness, or beliefs in their learning (Senay, 2013)
“Attitude is a tendency which is attributed to individuals and creates ideas, feelings and behaviors about a psychological object in an orderly manner” (Çetin, 2006)
Kucukozyigit, Konez, and Yılmaz (2017) define attitude as a psychological factor that influences learners' behavior, cognition, and emotions Consequently, Woodcook (2013) emphasizes the importance of evaluating individual learner attitudes.
Multiple studies have investigated learners' attitudes toward Game-Based Assessment (GBA) Truong Thi Nhu Thuy (2017) utilized questionnaires to assess learners' perceptions of the Teaching and Learning Cycle in the context of the Letter Genre The findings indicated that GBA, when integrated with the Teaching and Learning Cycle, significantly enhanced learners' awareness and understanding of the characteristics of the Letter Genre Additionally, researchers Trinh Quoc Lap and Nguyen Thanh Truc contributed to this body of work, further emphasizing the positive impact of GBA on learner engagement and comprehension.
A study conducted in 2014 explored participants' perceptions of the genre-based approach (GBA) in learning argumentative essays through semi-structured interviews, revealing a strong positive attitude towards GBA's implementation in EFL writing classes Most participants acknowledged GBA's effectiveness in enhancing their writing skills Similarly, Yang (2012) examined the perceptions of 24 students regarding GBA for English for Specific Purposes (ESP) writing instruction in Taiwan using a questionnaire, with findings indicating that the majority believed GBA not only improved their English writing but also enriched their content knowledge in their respective fields.
This study explores students' attitudes towards learning English writing through Genre-Based Approach (GBA) to determine its effectiveness in enhancing their writing skills in line with school syllabus requirements and to understand their feelings about the learning process.
Previous Studies
Research on Genre-Based Approach (GBA) highlights its effectiveness in improving writing skills among low English as a Foreign Language (EFL) students A study by Chen and Su (2011) utilized a quasi-experimental design to assess the impact of GBA on summary writing over a 7-week period with 41 English-major university students in Taiwan The results, derived from paired-sample t-tests and group interviews, indicated significant enhancements in content and organization of summary writing, although challenges in vocabulary and language use persisted for the learners.
In a study conducted by Oliveira and Lan (2014), the researchers explored the implementation of a genre-based approach in a fourth-grade classroom at an elementary school in Indiana, focusing on the observation of class activities.
Over a period of 11 days, researchers audio-recorded and transcribed 50 minutes of observations each day Following data collection, they analyzed students' written texts and compared them with the transcripts of their observations The findings indicate a significant improvement in students' writing after the treatment, particularly in their ability to organize content, as well as enhancements in vocabulary and grammar.
In their study, Trinh Quoc Lap and Nguyen Thanh Truc (2014) explored methods to enhance EFL students' performance in writing argumentative essays at a college in Vietnam's Mekong Delta The research involved twenty second-year teacher students who had completed a 450-score TOEFL PBT class, divided into two groups taught using Group-Based Activities (GBA) at different times Data were collected through experimental research, utilizing independent and paired-sample t-tests, along with interviews The findings indicated significant improvements in the participants' writing performance and a positive attitude towards learning through GBA.
A study by Truong Thi Nhu Thuy (2017) investigated the effectiveness of Genre-Based Approach (GBA) in teaching English as a Foreign Language (EFL) writing among first-year university students in Vietnam Through questionnaires and a 15-week treatment, the research revealed that while students demonstrated improved text organization, contextual understanding, and awareness of linguistic features, challenges in grammar and vocabulary persisted Additionally, the findings underscored the significance of first language (L1) background knowledge in enhancing EFL writing skills.
In his 2018 study, Nagao utilized a genre-based approach, specifically the teaching and learning cycle, to assess its effectiveness on students' genre awareness of genre texts Conducted over 15 weeks with fourteen first-year students in Japan, the research involved analyzing pre- and post-surveys along with self-reflection texts The findings revealed a positive shift in students' writing performance, particularly regarding genre structures and language features, including vocabulary and grammar Additionally, the study highlighted an increase in students' self-efficacy and confidence in their writing skills through self-reflection A summary of related studies is available in appendix I.
Recent studies indicate that Goal-Based Assessment (GBA) positively impacts English as a Foreign Language (EFL) writing skills and fosters favorable attitudes among learners However, most research has concentrated on primary, high school, or English-major university students, leaving a gap in understanding how to support non-English major university students with low EFL proficiency and motivation This gap has prompted the researcher to explore the effectiveness of GBA in enhancing the writing skills of non-English major learners at DNTU, aiming to determine its potential as a beneficial educational approach.
Conceptual Framework
This study presents key theories and a conceptual framework designed to address potential issues, focusing on the genre-based approach (GBA) as outlined by various scholars (Badger et al., 2000; Harmer, 2001; Hyon, 1996; Muncie, 2002; Kay et al., 1998; Reppen, 2002; Hyland, 2003) GBA emphasizes teaching writing genres relevant to specific social contexts and encourages collaborative activities among teachers and students To assess students' improvement and attitudes towards GBA, the Teaching and Learning Cycle (Callaghan and Rothery, 1988) was implemented, encompassing three stages: Modelling for context setting, Joint Negotiation for practicing text construction, and Independent Writing for drafting and revision A post-test evaluated writing performance, while a questionnaire gauged students' attitudes towards GBA, aiming to determine its effectiveness in enhancing their writing skills and motivation.
Chapter summary
Chapter two provides a concise overview of the theoretical framework concerning writing approaches and Genre-Based Approach (GBA), highlighting its advantages in improving English as a Foreign Language (EFL) writing skills This is particularly beneficial for learners facing challenges with English and lacking motivation to enhance their writing competence Consequently, the researcher clarifies the focus of the study.
METHODOLOGY
Introduction
This chapter elaborates on the research design, including the research site, sample selection, and sampling methods, as well as the instruments used for data collection It also outlines the procedures for data analysis, addressing aspects of validity, reliability, and ethical considerations in the research process.
Research Design
Experimental research, as noted by Phakiti (2014), allows for the measurement of changes in subjects' growth by comparing results before and after altering conditions to identify the most effective outcomes He further explains that quasi-experimental research falls under this category, as it seeks to explore causal-like effects However, Muijs (2004) highlights the challenges of implementing experiments in educational settings, raising concerns about the applicability of their results in real-world situations Consequently, quasi-experiments emerge as a valuable alternative for investigating cause-and-effect relationships effectively.
This study investigates the effectiveness of a genre-based approach to enhance writing skills among non-English major students at DNTU, focusing on key aspects such as content, organization, vocabulary, language use, mechanics, and overall writing quality.
(2) What are DNTU students’ attitude towards applying genre-based approach in learning EFL writing?
This study employed a quasi-experimental design featuring pre-tests and post-tests, along with control and experimental groups, to assess the effectiveness of a genre-based approach to teaching writing for non-English major students The questionnaire was designed to evaluate students' performance before and after the implementation of this teaching method Conducted within an educational setting at DNTU, the research aimed to address specific challenges faced by participants Additionally, the study sought to explore students' attitudes towards the course after experiencing this instructional approach, with the questionnaire tailored to answer the second research question.
Research Site
The study conducted at Dong Nai Technology University during the second semester of the 2019-2020 academic year highlights the institution's 15-year legacy in higher education and vocational training Located in Bien Hoa City, the university offers a diverse range of popular majors, including accountancy and automatic engineering, and currently serves over 5,000 students Non-English major students are required to complete six English courses throughout their four years, culminating in a final exam that assesses their proficiency in reading, speaking, writing, and listening at a B1 level The university prioritizes English as a second language to enhance students' abilities, particularly in writing essays This study aims to investigate the impact of GBA on the English as a Foreign Language (EFL) writing skills of non-English major students, making it a relevant and necessary focus for the university's curriculum development.
Sample and Sampling Procedures
This study involved 60 pre-intermediate English students from various majors at DNTU, including Business Administration, Car Engineering, and Accounting The participants, selected as control and experimental groups, attended the General English 2 course from December 2, 2019, to February 29, 2020, during the second semester of the 2019-2020 academic year They were drawn from classes 0070132.16 and 0070132.18 and participated in a two-week course prior to the treatment.
This study utilized convenience sampling due to the researcher's limited ability to select students and classes freely As a result, the researcher implemented GBA (Game-Based Assessment) in the classes she was instructing.
In the study, participants underwent both pre-tests and post-tests after participating in an experimental program The experimental group received instruction through a genre-based approach (GBA), while the control group did not Subsequently, the experimental group completed a questionnaire assessing their attitudes towards learning with GBA.
The description of information about the control group and experimental group in detail was summarized in the table 3.1 below
Number of Students Percent Number of
Table 3.1 The information of the control group and experimental group
As can be seen from the table above, CG consisted of 30 students with 14 males (46.6%) and 16 females (53.4%) Most of them are between 18 and 19 years old with
28 students (93.3%) while only 2 students (6.6%) are between 20 and 22 years old
Likewise, EG consisted of 30 students with 19 males (63.3%) and 11 females (36.6%) All of them are between 18 and 19 years old with 30 students (100%)
All participants from both groups are first-year students who have successfully completed their high school graduation exam, which included mandatory English, reflecting seven years of English language education.
Both groups in the study comprised 30 participants each, with comparable variables including the number of students, age, gender, and years of English learning The gender distribution was nearly equal, and most participants had approximately 7 years of experience in learning English Additionally, the participants were predominantly young.
Research Instruments
3.5.1.1 The writing genre in the study: Descriptive Paragraph
Hyland (2003) lists some core factual genres such as Recount, Procedure, Description, Report, and Explanation The genre chosen in this study is the Description English compositions
Description is to describe a person, place or thing McKathy (1998) explains that
Descriptive writing is a form of expression that creates vivid images using precise sensory language and literary devices like metaphors and sound According to Nadell, McMeniman, and Langan (2003), it allows students to articulate their personal thoughts and feelings about places, people, or objects, fostering creativity and individual expression.
This study emphasizes the choice of descriptive writing as a key task in the English syllabus for non-English major students at DNTU, as it aligns with their current age and proficiency levels According to Cummingsworth (1995), educational materials should cater to the students' developmental stages, making description an ideal genre for fostering communication in relevant contexts Furthermore, descriptive writing engages students by connecting with their personal experiences and interests, enhancing their motivation and involvement in the learning process.
3.5.1.2 Teaching Materials: Writing Sample Texts
The main materials used in this study are “Speakout Elementary 2nd” by Pearson
The book, utilized in the DNTU syllabus for non-English major freshmen since 2015, aims to enhance various language skills, with a particular emphasis on learning and teaching through diverse communicative genres that align with the GBA framework.
Our university supports lecturers in utilizing supplementary materials deemed beneficial for their students As a result, six writing samples centered on descriptive genre were selected for the experimental study, targeting both control and experimental groups A detailed list of these supplementary materials, along with their original sources, can be found in Appendix A.
3.5.1.3 The guide for the future lesson plan
This article discusses the application of the teaching and learning cycle framework (Callahanga and Rothery, 1988) within the context of DNTU, focusing specifically on the genre of descriptive writing A lesson plan guide was developed based on the three stages of this framework, which informed the creation of a specific lesson plan for the descriptive genre, as detailed in Table 3.2.
Table 3.2 Stages of Learning and Teaching Circle for the Lesson Plan
(adopted from Callahanga and Rothery,1988, p 39)
“Description” knowledge for the students
- Stressing the purpose of the genre and its importance
- Putting the genre in the specific context (e.g at school, at home, etc.)
- Highlighting the importance of the audience of the genre
- Warming up students by activities related to the genre
- Discussing about the view of the writer For example:
1 Who will write about Descriptive text?
2 Who do think you are the readers for this genre?
- Discussing about the view of the writer For example:
1 Who will be keen on this genre?
2 What information does a reader like to find in this kind of text?
- Giving students the sample writing text of the target genre
- Giving students a chance to find out the text structures and language features of the genre
- Discussing and answering about the text structures and language features of the genre from teachers
1 What is the purpose of the text?
2 What is the purpose of the text?
Guiding students apply the knowledge of the genre into practicing to create the similar writing text genre:
- Giving the students’ the given topics and various exercises to practice the language features, the organization
- Reminding them to focus on the organization and the language features of the genre
- teachers feedback and peer feedback
Leading students to work on their own text based on the understanding from Stage 1 and Stage 2
Helping them to be familiar with the techniques of writing the genre by writing many drafts and giving feedback
Asking the students to rewrite their own text after receiving feedback
- teachers feedback and peer feedback
The study's treatment spanned five weeks, comprising ten sessions of two hours each for both the control group (CG) and the experimental group (EG) During this period, the genre of description was covered in four sessions Both groups received similar training on the writing period and sample writing; however, the key difference was that the EG employed a genre-based approach, while the CG followed the traditional Product approach previously used by the researcher The training plans for both groups are detailed in Tables 3.3 and 3.4.
Table 3.3 Training for the Experimental Group
1 - Introducing the training to the students
- Pre-test was conducted before the treatment
2 Modeling – Context Introduce and familiarize with the Genre of
3 Modeling – Text Understand the features of the genre through writing samples
4,5 Joint Construction Practice writing the genre through group work
Write an individual composition of Descriptive genre
8,9 Teacher’s feedback for the final drafts
10 - Post- test was distributed to the students after the treatment
- Questionnaires were distributed to the students to collect their perceptions about learning the genre-based approach
Table 3.4 Training for the Control Group
1 Introducing the training to the students
Pre-test was conducted before the treatment
2,3 Lesson 1 1 Familiarization for the language features of the genre through the sample text
2 Controlled writing for practicing the language features
3 Guided writing for the notes of the main ideas for the writing text
4 Writing the final draft for writing the text freely and receiving feedback from the teacher
4,5 Lesson 2 1 Familiarization for the language features of the genre through the sample text
2 Controlled writing for practicing the language features
3 Guided writing for the notes of the main ideas for the writing text
4 Writing the final draft for writing the text freely and receiving feedback from the teacher.
6,7 Lesson 3 1 Familiarization for the language features of the genre through the sample text
2 Controlled writing for practicing the language features
3 Guided writing for the notes of the main ideas for the writing text
4 Writing the final draft for writing the text freely and receiving feedback from the teacher.
8,9 Teacher’s feedback for the final drafts
10 Post- test was distributed to the students after the treatment
Table 3.5 below outlines the differences between the GBA and Product Approach, drawing on theories from various researchers discussed in Chapter 2 of this study.
Table 3.5 The difference between GBA and Product Approach
Genre-based Approach (GBA) Product Approach (PA)
- The extension of Product Approach
- Focus on social context, the reader or audience
- Learners use language to solve the situations in real life
- Focus on the accuracy in grammar, spelling and sentence structures
- Learners usually imitate and transform the model text
Stages of learning and teaching
- Building the context of the genre b Text:
- analyzing language features of the genre
- analyzing the features of the writing genre
- Constructing the new text by the same genre through activities with Teacher and Students
- Writing the first draft based on the guide from the model text
- Feedback from the Teacher or Peers
- Conducting the final draft freely that is similar to the model text
From Session 2 to Session 9, participants were divided into an experimental group and a control group Both groups received instruction based on a specific lesson plan developed by the researcher.
The specific lesson plan for this group, detailed in Appendix E, follows the learning and teaching cycle of GBA as illustrated in Figure 2.1 It is aligned with the Description genre outlined in Table 3.2, providing a comprehensive framework for effective teaching and learning.
In Sessions 2 and 3, the Modelling stage focused on activating students' understanding of the Description genre, emphasizing audience awareness and genre purposes Three model texts were presented to illustrate the organization and language features of descriptive writing, highlighting the use of specific language, adjectives, the verb "to be" for descriptions, and the simple present tense for effective portrayal.
In Sessions 4 and 5, participants engaged in group and individual activities focused on joint revision of grammatical patterns and language use, allowing them to become familiar with the genre's language features Once they gained a clear understanding of these features, the researcher guided them to the subsequent stage of the learning process.
In Sessions 6 and 7, students practiced writing outlines and first drafts based on a provided topic and genre After completing their drafts, they received constructive feedback from both the teacher and classmates This collaborative process allowed them to refine their work, transforming their first drafts into polished second drafts.
In Sessions 8 and 9, the teacher reviewed the students' second drafts, guiding them to revise their work for the final drafts The sessions concluded with the teacher providing valuable feedback on the completed drafts.
This group’s lesson plan, detailed in Appendix F, follows the steps outlined in the Product Approach as described in section 2.2.1 Below is a comprehensive overview of the specific lesson plan tailored for this group.
From Sessions 2 to 9, students engaged in three lessons featuring sample texts from the Descriptive Genre, with each lesson spanning two sessions The teaching followed a Product approach that included four key stages In the Familiarization stage, the teacher highlighted essential language features, such as vocabulary and grammar, using the sample text This was followed by the Controlled writing stage, where students practiced these features through targeted exercises During the Guided writing stage, the teacher provided main notes and guided questions to assist students in constructing their texts Finally, students wrote their texts independently, after which the teacher offered feedback without requiring revisions.
Data Analysis Procedures
The analysis of students' papers was carried out in two stages: initially, the papers were collected and scored according to a specific rubric, followed by the application of SPSS 25 to analyze the resulting data.
The inter-rater reliability of writing scores evaluated by two raters was assessed using the Pearson correlation and Cronbach Alpha The consistency in grading between the raters was analyzed according to the Pearson Correlation scale, as outlined in Table 3.7 (adapted from Tan, Choi, and Amran, 2015).
Table 3.7 Interpretation of Pearson Correlation
Then the value of Cronbach Alpha is checked for the reliability between two raters based on the Alpha scale (adapted from Fakhir and Suhayla, 2018) in Table 3.8 below
Cronbach’s Alpha score Level of Reliability
Table 3.8 Interpretation of Cronbach’s Alpha for inter-rater reliability
Next, the descriptive statistics were analyzed for all variables The researcher compared the mean, standard deviation, and frequency scores of the pre-test and post- test
Independent samples t-Tests were conducted to assess the differences in means between the experimental group (EG) and control group (CG) regarding overall performance and five component scores in both pre-test and post-test evaluations Statistical significance between the two groups was determined using the Sig (2-tailed) value, as outlined in Table 3.9.
Sig (2-tailed) value (p) Significant Difference p = < 0.05 a difference in variances p > 0.05 no difference in variances
Table 3.9 Interpretation of Independent samples t-Tests
The comparison of band scores between the experimental group (EG) and control group (CG) for overall performance and five component scores was conducted for both the pre-test and post-test The detailed data on these band scores illustrates the performance differences between the two groups.
For the second research question of the students’ attitudes towards GBA, the data of the questionnaire was analyzed in terms of mean score and frequency description by applying SPSS 25
The internal reliability of the questionnaire was assessed using the Cronbach Alpha coefficient, following the Alpha scale adapted from Fakhir and Suhayla (2018), as detailed in Table 3.10 for subsequent data analysis.
Cronbach’s Alpha score Level of Reliability
Table 3.10 Interpretation of Cronbach’s Alpha for Questionnaire reliability
The questionnaire data was analyzed and presented in a table, showcasing the percentages of each item in descending order Detailed explanations for each item are provided in Chapter 4.
This data collection of this study was planned in four steps:
In the initial phase of the study, the researcher engaged with the learners to explain the study's objectives and obtained their consent to participate in the experiment Following this, a pre-test was administered over the course of one hour, after which the researcher collected the students' completed papers.
- Step 2: After the pre-test, the students of the experimental group were taught by applying the genre-based approach to write about two genres description and recount in
- Step 3: After the treatment, the experimental group took the post-test in 1 hour and two raters scored and analyzed the students’ points from pre- and post-test
- Step 4: The last session, the researcher distributed the questionnaires for the experimental group to do in 30 minutes and collected them all
Validity and reliability are essential concepts for evaluating the quality of research, ensuring that the methods used accurately measure the research issue Data collection tools included tests and questionnaires.
To maintain high-quality test data, test tools were developed in alignment with lesson plans for both experimental (EG) and control groups (CG) Additionally, a rubric was implemented to assess participants' writing skills, and interrater reliability for the writing scores was thoroughly evaluated.
The treatment lesson plan was developed for both the experimental group (EG) and the control group (CG) To ensure content validity prior to implementation, the plan was reviewed by experienced teachers and an advisor.
The scoring process for the tests in this study utilized a rubric adapted from the Analytic Scoring model by Jacobs et al (1891, cited in Weigle, 2002), which includes five main categories Additionally, a tailored rubric was created specifically for the Descriptive writing genre to address its unique characteristics.
To enhance reliability and minimize bias in scoring students' papers, the researcher enlisted an additional rater with extensive English teaching experience The primary rater, the researcher, has two and a half years of teaching experience, while the second rater is a colleague from DNTU To ensure consistent scoring, the second rater received training on the scoring rubrics and key features of the GBA used in this study Both raters independently assessed the papers simultaneously, followed by a comparison of their scores The results were analyzed using Pearson Correlation and Cronbach’s alpha coefficient to verify minimal discrepancies in their evaluations Ultimately, the final scores for the students’ papers were calculated as the average of the marks given by both raters.
To ensure a fair testing environment, the researcher enlisted an additional English lecturer at DNTU to supervise the test takers and prevent cheating All participants from both groups received equal information regarding the test's time, location, and format, allowing them adequate preparation Furthermore, the researcher translated the test instructions into Vietnamese to guarantee that participants clearly understood their tasks The testing arrangements, including time and place, were also meticulously organized for the participants.
• Inter-rater reliability of pre-tests:
The Pearson Correlation values for the experimental group (EG) and control group (CG) were 893 and 897, respectively, indicating a strong correlation between the two groups, as both values fall within the range of 0.80 to 0.89.
** Correlation is significant at the 0.01 level (2-tailed) R = Rater
Table 3.11 Inter-rater reliability of pre-test in Pearson Correlation
Besides, The Cronbach’s Alpha was 940 (EG) and 945 (CG) (see Table 3.12) which were greater than 0.90 (see Table 3.8) This means that the reliability of both groups was very high
Cronbach's Alpha N of Items Cronbach's Alpha N of Items
Table 3.12 Inter-rater reliability of pre-test in Cronbach’s Alpha
The grading consistency between the two raters was notably high, as indicated by the Pearson Correlation scores for the pre-test Furthermore, the inter-rater reliability was robust, supported by a strong Cronbach’s Alpha value.
• Inter-rater reliability of post-tests:
Validity and Reliability
Validity and reliability are essential concepts for evaluating the quality of research, determining whether a technique, test, or method accurately measures the research issue The data collection tools utilized in this study comprised test instruments and questionnaires.
To maintain high-quality test data, the test tools were developed in alignment with the lesson plans for both the experimental group (EG) and the control group (CG) Additionally, a rubric was established to assess the participants' writing skills, and the interrater reliability of the writing scores was thoroughly evaluated.
The treatment lesson plan was developed for both the experimental group (EG) and control group (CG), and it underwent a thorough review by experienced teachers and advisors to ensure its content validity prior to implementation.
In this study, the scoring process utilized a scoring rubric developed by the researcher, adapted from the Analytic Scoring model established by Jacobs et al (1891, cited in Weigle, 2002) Additionally, a specialized rubric for the Descriptive writing genre was created to address its unique characteristics.
To enhance the reliability of scoring students' papers and minimize bias, the researcher included a second rater in the evaluation process The primary rater, with two and a half years of English teaching experience, was complemented by a colleague from DNTU, who also possesses extensive teaching expertise To ensure consistent scoring, the second rater received training on the scoring rubrics and key features of the study's Generalized Blended Assessment (GBA) Both raters independently evaluated the papers simultaneously, followed by a comparison of their scores They analyzed the results using Pearson Correlation and Cronbach’s alpha coefficient to confirm minimal discrepancies in their assessments Ultimately, the final score for each paper was determined by averaging the marks assigned by both raters.
To ensure a fair testing environment, an additional English lecturer was invited to supervise the test takers at DNTU, preventing any cheating All participants from both groups received the same information regarding the test's time, location, and format, allowing them to prepare adequately Furthermore, the researcher translated the test instructions into Vietnamese to guarantee that all participants clearly understood their tasks The arrangements for the time and place of the tests were also meticulously organized.
• Inter-rater reliability of pre-tests:
The Pearson Correlation values for the experimental group (EG) and control group (CG) were 893 and 897, respectively, indicating a strong correlation between the two groups, as both values fall within the range of 0.80 to 0.89.
** Correlation is significant at the 0.01 level (2-tailed) R = Rater
Table 3.11 Inter-rater reliability of pre-test in Pearson Correlation
Besides, The Cronbach’s Alpha was 940 (EG) and 945 (CG) (see Table 3.12) which were greater than 0.90 (see Table 3.8) This means that the reliability of both groups was very high
Cronbach's Alpha N of Items Cronbach's Alpha N of Items
Table 3.12 Inter-rater reliability of pre-test in Cronbach’s Alpha
The grading consistency between the two raters for the pre-test was found to be high and strong, as indicated by the Pearson Correlation Additionally, the inter-rater reliability was significantly confirmed through Cronbach’s Alpha.
• Inter-rater reliability of post-tests:
The Pearson Correlation values were 914 for the experimental group (EG) and 829 for the control group (CG), indicating a very strong correlation in the EG and a strong correlation in the CG, as outlined in Table 3.13 These values fall within the ranges of 0.80-0.89 and greater than 0.90, respectively, as shown in Table 3.7.
** Correlation is significant at the 0.01 level (2-tailed) R = Rater
Table 3.13.Inter-rater reliability of post-test in Pearson Correlation
The reliability of the raters for the post-test was confirmed by the Cronbach Alpha values, which were 955 for the experimental group (EG) and 906 for the control group (CG), both exceeding the 90 threshold.
Cronbach's Alpha N of Items Cronbach's Alpha N of Items
Table 3.14 Inter-rater reliability of post-test in Cronbach’s Alpha
The grading consistency between the two raters was found to be high and strong, as indicated by the Pearson Correlation scores Additionally, the inter-rater reliability was significantly confirmed through Cronbach’s Alpha analysis.
To check the Reliability of the questionnaire, the Cronbach’s alpha coefficient was employed (see Table 3.10)
The questionnaire was designed to assess improvements in writing skills through Genre-Based Approach (GBA), focusing on five key rubric elements: content, vocabulary, organization, language use, and mechanics It also incorporated essential GBA features, such as writing purposes and interaction, particularly in Section 2 Section 3 aimed to evaluate participants' motivation for learning writing with GBA, ensuring that all questions were centered on GBA To validate the questionnaire, it was reviewed by experienced teachers and advisors, and a pilot study was conducted in another GBA-taught class to confirm the clarity and appropriateness of the items The pilot study yielded a Cronbach Alpha of 875, demonstrating the questionnaire's reliability.
To enhance participants' comprehension of the questionnaire items, the researcher translated all English statements into Vietnamese beneath each question (refer to appendix C) Additionally, prior to distribution to students, the researcher sought feedback from two senior English lecturers at DNTU to review and provide comments on the questionnaire.
• Issues of Validity and Reliability of Questionnaire:
After the questionnaire was officially administered, the Cronbach’s Alpha coefficient was applied to check the reliability based on the data collected from the
0.89 (see Table 3.10) So, this means that the Questionnaire of this study was highly reliable
Table 3.15 Reliability Statistics of Questionnaire
The data gathered from the questionnaire regarding learners' attitudes towards the use of GBA for enhancing writing skills has demonstrated reliability, paving the way for subsequent data analysis.
Ethical issues
To uphold ethical standards in experimental research, the researcher obtained permission from the Head of the Department of Foreign Languages at DNTU, as documented in the institutional approval letter (see appendix L) Prior to the study, the researcher informed the students about the study's objectives and sought their voluntary agreement to participate through participant information sheets and consent forms, adapted from Phakiti (2014, p.108-109) (see appendix J) To ensure clarity, these documents were translated into Vietnamese (see appendix J1).
This chapter outlined the research design, site, participants, instruments, and the procedures for data collection and analysis The following chapter will focus on data analysis and discuss the results obtained.
