INTRODUCTION 1 Statement of the problem and rationale for the study
Scope of the study
Because of constrained time and limited knowledge, this study only deals with two following issues:
Linguistic problems encountered by EQuest learners in TOEFL IBT writing essay
Things should be done to improve EQuest learners’ TOEFL IBT Writing skill.
Organization
This chapter provides an overview of the study, outlining its rationale, objectives, research questions, significance, and scope Detailed information will be elaborated upon in subsequent sections of the study.
Chapter two works on the theoretical background bolstering the issue, followed by a review of three previous researches on the topic
Chapter three details the research methods utilized in the study, explaining the rationale behind their selection It encompasses participant selection, data collection techniques, and the approaches used for data analysis.
Chapter four presents the discussion and findings of the research, featuring detailed statistical analysis and thorough explanations to address three key research questions This section also outlines the pedagogical implications derived from the study.
Finally, chapter five summarizes the main findings of the research, exposes some limitations, and puts forward suggestions for further research.
LITERATURE REVIEW 1 Academic writing
Definition of writing
Writing is defined by various scholars, with Byrne (1988) describing it as “the act of forming graphic symbols,” which includes letters or combinations of letters This definition suggests that any act of producing letters qualifies as writing.
Tribble (1996) argues that writing transcends mere graphic representation of speech; it is the structured development and presentation of thoughts This perspective emphasizes that writing involves both letter processing and the conveyance of meaningful messages Lannon (1989) supports this notion, reinforcing the idea that writing is a complex and significant form of communication.
“a process of transforming the material discovered by research inspiration, accidents, trial and error, or whatever into a message with a definite meaning”
Sokolik (2003) defines academic writing as both a process and a product, emphasizing that writers must generate ideas, organize their thoughts, draft, edit, and review their work to create a finished product, whether it be a paragraph, essay, or report This perspective is embraced in the current study.
Approaches to teaching writing
There are many ways to approach writing; however, product and process approaches are the two most popular ones
The product approach to writing emphasizes the final outcome of the writing process, consisting of four key stages In the first stage, learners analyze a model text and imitate its characteristics The second stage involves individual controlled practice of the identified features During the third stage, students collaborate in groups to organize their ideas Finally, in the fourth stage, students select from various writing tasks to create their final product, applying what they have learned throughout the process.
The process approach to learning emphasizes the communication of ideas, feelings, and experiences among students, with teacher intervention when necessary This approach consists of eight key stages: Stage 1 involves brainstorming and discussion to generate ideas, with teacher support as needed In Stage 2, students evaluate the quality and usefulness of their ideas Stage 3 focuses on organizing these ideas into a mind map to establish hierarchical relationships Stage 4 is when students create their first draft During Stage 5, drafts are exchanged for peer review In Stage 6, students revise their drafts based on feedback received Stage 7 culminates in the production of a final draft, which is then submitted for teacher evaluation in Stage 8.
Writing academic essay
An essay is a structured piece of writing that consists of multiple paragraphs focused on a single topic It typically includes three key components: an introduction, a body with two or more paragraphs, and a conclusion.
An effective article begins with an engaging introduction that captures the reader's interest, followed by a clear thesis statement outlining the main idea The body of the article is structured into multiple paragraphs, each focusing on a specific point related to the thesis Finally, the conclusion succinctly summarizes the key points discussed throughout the article, reinforcing the overall message.
According to Oshima & Hogue (2006), an essay is judged on five criteria:
Format: title centered, first line of each paragraph indented, margins on both sides, text double-spaced
Mechanics: periods, commas, semicolons, quotation marks, capitalization, and spelling
Content: - The essay fulfills the requirements of the assignment
- The essay is interesting to read
- The essay shows that the writer used care and thought
Organization: the essay follows the outline, and it has an introduction, body, and a conclusion
- Introduction: the introduction ends with a thesis statement
+ Each paragraph of the body discusses a new point and begins with a clear topic sentence
+ Each paragraph has a specific supporting material: facts, examples, quotations, paraphrased or summarized information, etc
+ Transitions are used to link paragraphs
- Conclusion: the conclusion summarizes the main points or paraphrases the thesis statement, begins with a conclusion signal, and leaves the reader with the writer’s final thoughts on the topic.
TOEFL IBT test
The Test of English as a Foreign Language (TOEFL), administered by the Educational Testing Service (ETS), assesses the English proficiency of nonnative speakers TOEFL scores are essential for admission to numerous English-speaking colleges, universities, and institutions worldwide, particularly in the United States.
The TOEFL test, established in 1963 by the National Council on the Testing of English as a Foreign Language, assesses non-native English speakers' proficiency The "Test and Score Summary for TOEFL Internet Based Test: September 2005-December 2006" provides insights into test performance and scoring trends.
The TOEFL test, co-administered by ETS and the College Board since 1965, is now an internationally recognized brand of ETS Initially available as a computer-based test (TOEFL CBT) and a paper-based test (TOEFL PBT), the TOEFL transitioned to the internet-based test (TOEFL IBT) in 2005, first in the United States, Canada, France, Germany, and Italy, followed by other countries a year later This shift led to the discontinuation of TOEFL CBT and a decline in TOEFL PBT's popularity Researchers highlight the advantages of internet-based testing, including reduced testing time, standardized administration, tailored content, automated scoring, and quicker score reporting (Wise & Plake, 1989, cited in Wolfe & Manalo, 2005) Currently, ETS operates over 4,500 test centers in more than 165 countries worldwide.
Since its inception, TOEFL IBT has established itself as a trusted proficiency test in the English-speaking realm As noted by ETS, taking the TOEFL IBT can significantly enhance a test taker's profile, given its widespread recognition and esteemed reputation.
The TOEFL IBT is renowned for its fairness, quality, and 100% academic content, effectively evaluating candidates' abilities to integrate listening, reading, speaking, and writing skills for academic tasks While this integration makes the test challenging, it is highly valued in the academic community Research by Stricker & Attali (2010) in their study "Test Takers’ Attitudes About the TOEFL IBT" highlights the generally positive attitudes towards the TOEFL, underscoring its significance in assessing academic readiness.
The International Business Test (IBT) has shown moderate positivity across various countries, including China, Colombia, and Egypt According to the latest ETS poll, over 27 million individuals globally have taken the TOEFL test to showcase their English language proficiency As a result, the new generation of TOEFL has become the preferred choice for many learners aspiring to study abroad in today's modern world.
2.2 Insight into TOEFL IBT writing section 2.2.1 Format of TOEFL IBT writing section
The TOEFL IBT writing is sub-divided into two tasks: integrated task and independent task
In the integrated task, test takers begin by reading a 250-300 word academic passage for three minutes, focusing on its three main points Following this, they listen to a related audio passage for two to three minutes, which may either challenge or support the reading material Candidates are expected to take detailed notes during the listening segment Ultimately, when writing their integrated essay, they must summarize the key points from the audio and demonstrate how these points either reinforce or question the arguments presented in the reading.
Students have 20 minutes to finalize the integrated writing task The typical length of one integrated task ranges from 150 words to 225 words
There are three main question types of TOEFL IBT integrated task: challenging, supporting, as well as problem and solution (for more information, see Appendix 1)
In the independent task of the TOEFL IBT, candidates must express their opinions on a specific topic, supporting their views with reasons, details, and examples They are allotted 30 minutes to plan, write, and revise their essays, which typically should be at least 300 words long The independent writing questions can be categorized into four sub-types: agreement, preference, details, and assumption.
The TOEFL IBT is an internet-based test that requires candidates to type their responses to writing tasks on a computer, which provides specific text tools for assistance.
Paste: pastes copied or cut text
Redo: redoes action you just undid
Word count: shows number of words written
Enter (twice): starts new paragraph
The TOEFL iBT writing section assesses three essential skills simultaneously, presenting a significant challenge for many learners Additionally, typing proficiency is crucial for success in the TOEFL iBT writing test.
2.2.2 Scoring standards and scoring rubrics of TOEFL IBT writing section
2.2.2.1 Scoring standards Integrated writing scoring standards
A response at this level effectively identifies and presents key information from the lecture, aligning it with the pertinent details from the reading The organization of the response is strong, and while there may be occasional language errors, they do not compromise the clarity or accuracy of the content and its connections.
A response at this level effectively identifies and presents key information from the lecture while relating it to the relevant details in the reading However, it may contain minor omissions, inaccuracies, or vague expressions regarding the lecture content or its connection to the reading Additionally, responses may exhibit more frequent minor language errors, yet these do not significantly impede clarity or the flow of ideas.
A response at this level includes key information from the lecture and shows some relevant connections to the reading; however, it is characterized by one or more notable issues.
The response demonstrates a task-oriented approach; however, it lacks clarity and precision in linking the lecture points to those in the reading, resulting in vague and imprecise connections.
The response may omit one major key point made in the lecture
Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise
Errors of usage and/ or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections
A response at this level includes some relevant information from the lecture but suffers from substantial language difficulties or significant omissions and inaccuracies regarding key ideas It may also lack clarity in the connections between the lecture and the reading material, indicating a need for improvement in comprehension and expression.
The response significantly misrepresents or completely omits the overall connection between the lecture and the reading
The response significantly omits or significantly misrepresents important points made in the lecture
Earlier studies on academic writing
Writing skills have been extensively studied, with a focus on paragraph writing among students at the National Economics University (NEU) Research by Lan (2007) highlights the significance of paragraph writing, identifying common difficulties students face, the underlying causes of these errors, and effective teaching strategies The study revealed that all participating students held positive attitudes towards their paragraph writing course.
Despite over a decade of English study, NEU students exhibit significant deficiencies in writing skills, particularly in organization, content, and language use (2007, p.35) The study highlighted a preference among students for teacher-led instruction, including language knowledge, sample paragraph explanations, and group discussions, rather than self-study through reading materials Additionally, research by Hoa (2008) identified challenges faced by students and teachers using the "Writing 1" textbook at Hung Vuong University, revealing common issues such as limited vocabulary, cultural knowledge gaps, first language interference, and grammatical weaknesses Teachers also encountered difficulties related to the textbook, repetitive teaching methods, error correction, and inadequate resources Proposed solutions include organizing writing workshops, administering diagnostic tests, enhancing students' understanding of English-Vietnamese contrasts, and employing varied error correction strategies.
A longitudinal study by Asaoka and Usui (2003) examined the challenges faced by students in an English for Academic Purposes (EAP) program at a Japanese university while completing writing assignments The identified issues fell into three main categories: surface-level problems such as grammar and mechanics, macro-level problems including planning and coherence, and external factors like deadlines and students' perceptions of teacher expectations To enhance students' writing skills, the study suggested several strategies, including increased grammatical exercises, early teacher intervention in topic selection, supportive teacher attitudes through individual meetings, and flexibility in writing schedules.
Academic writing has been extensively explored by various authors, highlighting significant lessons applicable to my teaching area While existing studies address general aspects of academic writing, they fail to investigate the specific challenges faced by learners in TOEFL IBT writing This oversight creates a research gap that the current study aims to address.
METHODOLOGY 1 Context of the study
Research instruments
To address the research questions, a combination of questionnaires and semi-structured interviews was utilized to gather accurate and reliable data The primary data source consisted of questionnaires completed by students studying for the TOEFL IBT at EQuest Additionally, interviews were conducted to clarify any ambiguous responses from the questionnaires, providing further insights into the students' experiences.
The survey questionnaire method was chosen for this research due to its efficiency in gathering precise and clear responses from a large sample of 88 TOEFL IBT learners As noted by Jo and Steve (1997), it is an effective way to obtain quick answers from participants spread across different locations The use of a questionnaire in English is particularly convenient for this demographic, allowing the researcher to capture a "snapshot" of participants' situations and opinions (Cohen & Manion, 1865) Additionally, the financial advantages of using questionnaires are significant, as they provide economical data collection that aligns well with the study's objectives (Verma & Mallick, 1999: 117) Furthermore, open-ended questions facilitate detailed insights, as students are generally more comfortable sharing their thoughts through written responses rather than in-class observations Overall, the survey questionnaire method aligns well with the research aims, highlighting its strengths in data collection.
The student questionnaire comprises 15 open-ended questions, divided into two parts The first segment (questions 1-10) gathers general information, including participants' names, genders, courses at EQuest, motivations for enrolling, duration of English learning, experience with TOEFL IBT research, attitudes towards academic writing and TOEFL IBT writing, interest levels in TOEFL IBT, and weekly TOEFL IBT essay production The second segment focuses on identifying the linguistic challenges students frequently encounter in the TOEFL IBT writing task.
In a study focusing on the challenges learners face with TOEFL IBT writing tasks, semi-structured interviews were conducted to gather accurate data and avoid misleading information from questionnaire responses This qualitative research method, as noted by Dowsett (1986), provides deep insights into social relationships, allowing the interviewer to guide the discussion while exploring participants' preferences for teacher support in enhancing their writing skills.
“entering the interview with lots of predetermined questions” (Mc Namara, 1999)
In short, the validity and reliability of the research could be strengthened thanks to a combination of a questionnaire and semi-structured interviews.
Procedures of data collection
The data collection procedures of the research could be divided into four main phases as below:
The questionnaire for students was meticulously prepared three weeks prior to distribution, ensuring the anonymity of all respondents Following its design, the questionnaire underwent a pilot test with several voluntary participants The final version was successfully refined with significant assistance from the supervisor.
One week prior to distributing the questionnaires, the author provided the Participant Information and Consent to 88 selected students to gauge their willingness to participate in the project, and all agreed to take part The questionnaires were then administered during break time to these 88 students from six TOEFL IBT classes, accompanied by clear instructions for responding, ensuring that participants could easily follow the guidelines.
Phase 3 When processing data obtained from the questionnaire, some points of the students’ responses must be pinpointed; hence the author asked for students’ agreement to have some interviews to clear up the matter
Phase 4 Next to the stage of interview is processing the remaining data
In conclusion, taking the procedures of data collection by separate steps enabled the author to obtain the most precise data for the study.
Procedures of data analysis
In the initial phase, survey data was converted into numerical format using charts and tables, facilitating valid comparisons between the figures Additionally, by summing and averaging the participants' ratings, an overall evaluation of their feedback was achieved.
The qualitative data collected from open-ended questionnaire responses and interviews were systematically summarized and evaluated Each interview question was analyzed individually to ensure precise analysis Detailed findings from this research will be presented in Chapter Four.
RESULTS AND DISCUSSION 1 Data analysis and discussion
General information about learners
General information about learners is presented in figures 1- (referring to questions 1-10 in the survey questionnaire)
A total of 88 TOEFL IBT learners at EQuest participated in the study, with a 100% response rate The sample consisted of a balanced number of male and female students, with a slight predominance of males Notably, 92% of the participants were aged 15-18, indicating that the majority were in grades 10-12, while the remaining subjects were university students aged 19-22.
A recent survey of 88 participants revealed that 43 students are enrolled in the TOEFL A course, indicating an intermediate English proficiency level, while 45 students are in the TOEFL B group, reflecting an upper intermediate level of English skills.
Question 4: Why do you take part in this course?
When being asked to unveil the reasons for which they enroll TOEFL IBT at EQuest, answers vary
Many learners pursue the TOEFL iBT course to enhance their chances of securing scholarships and studying abroad This preparation not only helps them achieve high marks in school but also improves their employability Additionally, some students are motivated by personal interest or parental encouragement to excel in their English proficiency.
The pie chart illustrates that the primary motivation for students enrolling in the TOEFL IBT course at EQuest is to pursue scholarships and study abroad opportunities Notably, 76.1% of participants indicate that their practical goal for studying TOEFL IBT is to meet the application requirements for American universities To gain further insights into their motivations, the author conducted interviews with five students.
Since secondary school, I have been eager to study in the US to practice English with native speakers My friends studying there describe a vibrant lifestyle, a rich cultural diversity, and an exciting academic environment, all of which strongly motivate me to pursue my education in the United States.
In an interview, a respondent shared that their parents guided them in grade 9 to pursue studies in the U.S., prompting them to seek a high-quality English center for TOEFL IBT preparation They chose EQuest based on recommendations from friends, expressing a preference for TOEFL IBT due to its potential to secure opportunities for studying physics in America.
A significant 18.2% of students enroll in TOEFL IBT courses due to parental pressure rather than personal desire Additionally, motivations such as obtaining a certificate (1.1%), achieving good grades (2.3%), and securing employment (2.3%) contribute to their decision to study for the TOEFL IBT Notably, no students reported pursuing the TOEFL IBT purely out of their own interest.
Question 5: How long have you been learning English?
Figure 3: Learners’ experience in learning English less than a year
1 year-2 years 3-5 years over 5 years
The majority of participants, 75%, have been studying English for over five years, while 19.3% have 3 to 5 years of experience Additionally, 3.4% of learners have been learning English for 1 to 2 years, and a small group of 2.3% has minimal experience in the language.
Question 6: How long have you been learning TOEFL IBT?
Figure 4: Learners’ experience in learning TOEFL
1 month-3 months 4-6 months 7-9 months 10-12 months
The duration of study for TOEFL IBT among learners is significantly shorter compared to their overall experience with English A notable 59.1% of students report having prepared for the TOEFL IBT for 10 to 12 months, while others have spent between one to nine months familiarizing themselves with the exam.
Question 7 What is your opinion of writing skill?
Figure 5: Learners’ opinions of writing skill very important important not very important
Question 8 What is your attitude towards TOEFL IBT writing skill?
Figure 6: Learners’ attitudes towards TOEFL IBT writing skill very difficult difficult not very difficult
A significant 72.7% of students recognize writing as an essential skill; however, many struggle with the TOEFL IBT writing section Notably, 25% of participants consider it a very difficult task, while 61.4% express challenges in mastering this skill.
% ranks TOEFL ITB a difficult skill Only 13.6 % (n) claim that TOEFL IBT not a very tough test Interviewing three out of these 12 students reveals some interesting answers:
Since grade 8, I have developed strong writing skills, which were recognized when I won third prize in a secondary school essay competition My solid grammar proficiency will aid me in the TOEFL IBT academic essay Additionally, I face minimal challenges in understanding TOEFL IBT lectures, giving me confidence in my ability to tackle the TOEFL IBT writing task 2 effectively.
- “I have learnt TOEFL IBT, especially TOEFL IBT writing by myself for
After studying for 10 months, I believe my grammar and vocabulary are adequate for writing a decent essay Occasionally, I share my essays with friends who have extensive TOEFL IBT experience for feedback, and they note that I have few significant errors in my writing Therefore, I am confident that enrolling in a TOEFL IBT course will enhance my writing skills rapidly with the assistance of a teacher.
A month ago, I took the TOEFL IBT test and scored 21 in writing Prior to that, I studied for the test independently, focusing on clear and straightforward writing While my ideas may not be unique, I believe my writing is clear enough I don't consider writing to be my weakness, and I am confident that enrolling in a TOEFL IBT course would enhance my writing skills further.
Question 9 How much are you interested in learning TOEFL IBT writing skill
Despite the challenges that many students face with TOEFL IBT writing, 41% demonstrate a strong interest in developing this skill, while 29% show a moderate level of engagement Conversely, 18% of students lack enthusiasm for TOEFL IBT writing.
Question 10: How many TOEFL IBT essays do you compose per week?
Figure 7: Number of essays that learners compose per week
None One essay Two essay Three essay More than three essays
The data reveals a significant variation in essay writing frequency among TOEFL IBT learners, with 46.6% (n = 41) writing one essay per week, while 29.5% (n) produce two essays weekly Notably, 18.2% (n) do not write any essays each week, and the number of students writing three or more essays weekly is ten times lower than those who write one.
Students’ linguistic difficulties in TOEFL IBT essay writing
Question11 What are your linguistic difficulties in writing a TOEFL IBT essay task 1?
Figure 8 Learners’ linguistic difficulties in TOEFL IBT writing task 1
Difficulties Number of students having difficulties
Percent of students having difficulties
1 Read the passage and take note under time pressure
2 Listen to the lecture and take note under time pressure
3 Relate the points in the listening passage to those in the reading passage
7 Paraphrase wording from the listening and reading passages
14 Fulfill requirement of word limit 11 12.5%
The five major challenges faced by students in the TOEFL IBT writing task 1 include paraphrasing wording from listening and reading passages (42%), taking notes on the listening passage (40.9%), writing the body of the essay (23%), connecting points from the listening to the reading passage (22%), and using academic vocabulary (21%) Other difficulties, such as taking notes while reading, clearly expressing ideas, crafting introductions and conclusions, writing under time constraints, and meeting word count requirements, are encountered less frequently.
Qualitative data from the interview further explain the problems regarding paraphrasing, taking notes, and relating ideas from listening to reading passages:
Student 1 expresses concern about the limited 20-minute timeframe for task 1, stating that they struggle to paraphrase words from listening and reading materials adequately due to time constraints While they recognize the importance of paraphrasing, the pressure of the clock prevents them from implementing this strategy effectively.
Taking reading notes is relatively easy since the text reappears on the computer screen while writing In contrast, taking listening notes presents a greater challenge, as students can only listen to the lecture once This limitation makes it difficult to capture complex ideas, and missing a key point can hinder understanding of the main concepts.
Student 3 expressed difficulty in linking concepts from reading materials to listening activities, attributing this challenge to ineffective note-taking during listening exercises They often capture key words but struggle to grasp the overall idea, which hampers their understanding.
The survey results indicate a statistical correlation between learners' proficiency levels and their likelihood of facing challenges in note-taking, paraphrasing, and connecting reading material with listening content.
20 25 30 difficulties in taking listening notes difficulties in paraphrasing difficulties in relating points of reading to those of listening
Figure 9: Correlation between learners’ levels and their possibilities of encountering difficulties in taking notes, paraphrasing, and relating points of reading to those of listening
Students' ability to take notes, paraphrase, and connect reading and listening points varies significantly based on their proficiency level Notably, students in the TOEFL A course face these challenges at rates that are double or more compared to their peers in other TOEFL levels.
Question 12 What are your linguistic difficulties in writing a TOEFL IBT essay task 2?
Figure 10 Learners’ linguistic difficulties in TOEFL IBT writing task 2
Difficulties Number of students having difficulties
Percent of students having difficulties
1 Brainstorm ideas and make an outline 26 29.5%
11 Fulfill requirement of word limit 14 15.9%
The data presented indicates that students encounter five primary challenges in TOEFL IBT Task 2, with word choice, academic vocabulary, expression, brainstorming ideas, and writing body paragraphs being the most difficult Notably, spelling is the least encountered issue, as only 11.3% of students report difficulties in this area, compared to a significant 48.8% facing word choice challenges, highlighting a substantial disparity in these writing obstacles.
Another thing to be considered is correlation between learners’ levels and their possibilities of encountering difficulties with word choice, expression, and academic vocabulary
0 5 10 15 20 25 30 difficulties with word choice difficulties with expression difficulties with academic vocabulary
Figure 11: Correlation between learners’ levels and their possibilities of encountering difficulties with word choice, expression, and academic vocabulary
The bar chart indicates that TOEFL A learners encounter more challenges with word choice, expression, and academic vocabulary compared to TOEFL B learners Notably, the number of TOEFL A learners struggling with academic vocabulary issues is nearly double that of their TOEFL B counterparts.
Correlation between frequency in which learners compose essays per week and their possibilities of encountering difficulties in brainstorming ideas is also interpreted
Figure 12: Correlation between frequency in which learners compose essays per week and their possibilities of encountering difficulties in brainstorming ideas
Learners composing no essay per week
Learners composing 1 essay per week
Learners composing 2 essays per week
Learners composing 3 essays per week
Learners composing more than 3 essays per week
The chart reveals that out of 26 students, a significant majority, 21 students (80.8%), do not write any essays each week, indicating a struggle with generating ideas Additionally, 3 students (11.6%) manage to write one essay weekly, while 1 student (3.8%) writes two essays, and another student writes three essays per week Notably, those who write more than three essays weekly do not experience difficulties in brainstorming ideas.
Question 13 Which of the following question types in TOEFL IBT writing task 1 do you find difficult to write?
Students exhibit a balanced perspective on the difficulty levels of the three question types in TOEFL iBT Task 1: Challenging, Supporting, and Problem and Solution However, respondents find the Challenging type to be slightly more difficult to write compared to the other two Interviews with several students were conducted to explore the underlying reasons for this perception.
Student 1 believes that the Challenging integrated writing task is the most difficult because missing any points in the listening section leaves little opportunity to counter the ideas presented in the reading.
The second student's response highlights that Challenging question types are more difficult than Supporting ones, as it is often harder to identify synonyms than antonyms In Supporting questions, if the listening passage is unclear, students can rely on synonyms from the reading passage However, this strategy does not apply to Challenging question types, making them more complex.
Questions 14 Which of the following question types in TOEFL IBT writing task 2 do you find difficult to write?
A survey revealed that 72 out of 88 students, or 81.8%, consider Agreement to be the most challenging task in the TOEFL IBT independent writing section The remaining question types—Preference, details, and assumption—are viewed as equally difficult Students attribute the difficulty of Agreement to the need for a counter-argument paragraph, which they find complex and demanding in terms of critical thinking skills.
Suggested solutions for improving students’ TOEFL IBT
Question 15 What do you want your teacher do to help you in writing a TOEFL IBT essay effectively?
Figure 13 Suggested solutions to improve learners’ TOEFL IBT essay writing
Suggested solutions Number of students favoring solutions
Percent of students favoring solutions
1 Provide students with sample writing 32 36.3%
2 Provide students with specific templates of all question types
3 Assign students more writing task at home 37 42%
6 Allow peer-check among students 11 12.5%
8 Provide students with supplement listening and reading exercises (for writing task 1)
The data indicates that the most effective way for students to enhance their TOEFL IBT essay writing is through the provision of writing templates by teachers, with 100% of respondents affirming their benefits Additionally, 52.2% of students desire in-class essay feedback from their teachers, while 42% seek more writing assignments for home practice This aligns with survey results showing that over 80% of students write at least one essay weekly Other preferred solutions include receiving sample essays, increased motivation to write, additional listening and reading exercises for note-taking (specifically for task 1), and guidance on idea generation prior to writing.
More data derived from the interviews reveals some more interesting information Students’ strong preference for writing templates given by their teachers can be explained as following:
- “writing templates really help me to reduce time for writing It’s great, I think”
- “writing templates make me feel feel less worried when starting writing essay I have some available words or sentences to choose, especially in the introduction and conclusion I like it”
My teacher doesn't provide writing templates, which often leaves me struggling with my assignments I typically spend around 10 minutes just on the introduction, making the process feel slow and frustrating However, when a friend from another class shared a writing template for an agreement essay, I noticed a significant improvement in my writing This template has proven to be extremely helpful.
Forty-six students express a desire for their essays to be edited by teachers during class Interviews with two of these learners reveal that in-class feedback is beneficial, as it helps students identify common errors and reduces the likelihood of repeating them Additionally, teachers’ in-class editing fosters a collective awareness among all students, enabling the entire class to recognize and learn from writing mistakes.
My teacher delivers effective lessons; however, the large class size makes it challenging for them to review my essays regularly As a result, I often remain unaware of my mistakes, which makes learning difficult for me.
Having teachers review our writing in class is beneficial, as it allows all students to identify common mistakes This approach not only enhances our understanding but also helps us avoid similar errors in the future Overall, it serves as a quick and effective learning method for everyone involved.
Many students advocate for a more structured distribution of homework assignments, particularly suggesting that teachers assign at least one writing task after each lesson They express a desire for teachers to provide writing prompts and sample ideas via class emails, enhancing their learning experience and preparation.
To enhance homework retention, it would be beneficial for teachers to send at least one question via class email immediately after lessons Additionally, providing suggested ideas for students to consider would aid in their understanding This way, students can draft their essays and submit them directly to the teacher, ensuring clarity and effective communication.
Students have expressed concerns about the activities that motivate them to write, highlighting the importance of group discussions prior to writing, collaborative pair writing in class, the establishment of an online writing forum for the entire class, and the promotion of essay competitions at EQuest and other organizations.
Collaborative brainstorming in groups prior to writing is more exciting and fosters the generation of diverse ideas However, when it comes to the actual writing process, working in pairs can be more effective.
In class, time is limited, making it challenging for teachers to review every student's writing Creating an online writing forum could be a beneficial solution, allowing us to engage in discussions about various writing topics outside of class This approach would not only enhance our learning experience but also make it enjoyable.
I often wish to participate in essay competitions, but I lack sufficient information on the topic I hope my teacher can provide us with details about writing competitions at EQuest and other organizations or universities.
Findings
After thorough analysis in previous part, the author of the study comes up with two research findings addressing two research questions:
Research question 1: What are linguistic problems encountered by EQuest learners in TOEFL IBT essay writing?
TOEFL IBT Task 1 presents significant linguistic challenges for students, particularly in areas such as paraphrasing, note-taking during listening, and writing coherent body paragraphs that connect ideas from listening and reading passages The pressure to take effective notes can hinder students' performance, especially when they miss critical points from the listening segment, which directly impacts their ability to relate these points to the reading material While issues like expressing ideas clearly and adhering to word limits are less critical, the emphasis on listening skills in Task 1 creates a substantial burden that can negatively affect students' overall writing proficiency.
TOEFL IBT task 2 presents several significant linguistic challenges, including word choice, the use of academic vocabulary, and effective expression of ideas Additionally, learners often struggle with brainstorming, writing coherent body paragraphs, maintaining formal language, and managing time constraints Other hurdles include crafting a strong introduction, concluding effectively, and adhering to the required essay length, while spelling errors tend to be the least common mistakes.
Research question 2: What should be done to improve EQuest learners’ TOEFL IBT essay writing skill?
To address the challenges faced by students in TOEFL IBT writing, effective solutions have been identified, with writing templates for each question type being the most favored by students These templates not only reduce writing time but also provide a sense of security when starting to write Additionally, teachers can enhance student performance through in-class feedback and increased homework assignments Other valuable forms of support include providing sample essays, encouraging group discussions, organizing writing forums, and hosting essay competitions Furthermore, offering additional listening and reading exercises for note-taking, particularly for Task 1, and assisting students in brainstorming ideas before writing are also crucial for their success.
Implications
The success of learners is influenced not only by lesson programs but also significantly by the support teachers provide and the autonomy students develop Based on the findings of this study, several important pedagogical implications can be derived.
To achieve their desired TOEFL IBT scores, students must be diligent in their preparation This involves honing their skills through regular reading of academic topics commonly featured in the exam, consistently practicing note-taking, and expanding their vocabulary through diverse methods.
To enhance writing skills, learners should aim to write and submit at least one essay weekly for instructor feedback The TOEFL IBT is a comprehensive proficiency test that emphasizes the balanced development of various skills Additionally, test takers must possess basic computer skills, including typing and word processing, as familiarity with these tools can boost confidence on test day.
2.2 For the teachers TOEFL IBT teachers should be the ones who inform their students about changes of TOEFL IBT, especially TOEFL IBT writing in comparison with other kinds of proficiency test, which enables their students to be more well-prepared for the actual test More importantly, students should be taught criteria in which their essays are graded so that they can go into the right track
To enhance students' writing skills, teachers should provide ample opportunities for practice, as regular writing significantly improves proficiency Additionally, it's crucial for teachers to offer constructive and meaningful feedback If classroom time constraints prevent thorough comments, utilizing email or other communication methods can ensure students receive the guidance they need.
Many students prefer writing templates as they significantly decrease the time needed for writing assignments However, creating effective writing templates demands considerable effort and dedication from teachers Consequently, educators should conduct thorough research before teaching a TOEFL IBT course to guarantee the quality of the materials used.
Challenging and Agreement question types are often regarded as the most difficult writing tasks for students To help students master these skills, teachers should dedicate more lesson time and focus on these question types compared to others By doing so, students can gain a deeper understanding and improve their writing proficiency.
To enhance students' writing skills, teachers should provide additional exercises focused on note-taking and paraphrasing It is essential for educators to develop tailored materials that align with the varying proficiency levels of students in each TOEFL IBT course.
CONCLUSION 1 Summary of findings
Limitations
Even though much effort was put into the work, limitations are unavoidable
Due to challenges in reaching all TOEFL IBT learners at EQuest, the researcher limited the participant pool to 88 students, which may affect the generalizability of the study's findings.
A limitation of the research is the lack of classroom observation, which was not conducted due to time constraints This absence hinders the ability to validate the findings obtained from the survey questionnaire and interviews.
The above limitations somehow affect the outcome of the present study, which should be taken into consideration in future research.
Suggestions for further research
As sated before, the researcher investigated the problems faced by learners in TOEFL IBT essay writing However, other researchers could have different approaches to the same issue as follow:
This study involved 88 students at the EQuest center, suggesting that similar research could be replicated in different contexts Researchers with suitable timing and financial resources may consider expanding the scope of such studies for broader insights.
In addition, other researches can touch upon the efficacy of giving TOEFL IBT students writing templates or types of activities to motivate students to write
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Process writing emphasizes the stages of writing, allowing for revision and feedback, while product writing focuses on the final output Both approaches have unique benefits; process writing fosters creativity and critical thinking, whereas product writing highlights the importance of structure and clarity Understanding these methodologies can enhance teaching strategies and improve student writing skills For more insights, refer to Stanley (2002) and Steele (2002) on their respective comparisons and approaches to writing.
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APPENDIX 1: TOEFL IBT WRITING QUESTION TYPES
Sample question: Summarize the points made in the lecture you just heard, explaining how they challenge the points made in the reading
Sample question: Summarize the points made in the lecture you just heard, explaining how they support the points made in the reading
Sample question: Summarize the points made in the lecture you just heard, explaining how they suggest solutions to the problems mentioned in the reading
Sample question : Do you agree or disagree with the following statement?
Boys and girls should attend separate schools Use specific reasons and examples to support your opinion
When relocating to a new country, individuals often face the choice between adopting the local customs or maintaining their own traditions Personally, I prefer to embrace the customs of my new environment, as it fosters a deeper connection with the local culture and enhances social integration By participating in local traditions, I can build relationships and gain a better understanding of my new community Additionally, experiencing different customs enriches my life and broadens my perspective, allowing me to appreciate the diversity of human experiences Ultimately, while preserving one's heritage is important, adapting to the customs of a new country can lead to personal growth and a more fulfilling life abroad.
Sample question: People do many different things to stay healthy What do you do for good health?
Sample question: If you could change one important thing about your hometown, what would you change?
APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT
Academic Department EQuest Academy, Northern Region
99 An Trach, Dong Da dist., Hanoi Phone: (84 4) 3734 7224/25
Fax: (84 4) 3734 7223 Email: infohn@EQuest.edu.vn
Investigator’s name: Nguyen Thi Lien Investigator’s title: M.A
PARTICIPANT INFORMATION AND CONSENT FORM Name of Study: Students’ linguistic difficulties in TOEFL IBT essay writing and suggested solutions
You are invited to participate in a study focused on the linguistic challenges students face in TOEFL IBT essay writing and potential solutions This research is conducted by Nguyen Thi Lien, a TOEFL IBT instructor at EQuest in the Northern Region For any ethical inquiries regarding this study, please reach out to Ms Pham Thi Kim Lien, the Deputy Academic Manager at EQuest Academy, Northern Region.
Participants in the study will complete a TOEFL IBT writing questionnaire Following the questionnaire, select individuals will be invited for audio-recorded interviews to elaborate on their responses These interviews are scheduled to occur three days after the questionnaire submission Participation is voluntary, and interested individuals should indicate their willingness by checking the box below.
□ Yes, I would like to participate in the survey questionnaire
□ Yes, I would like to participate in the interview
Please confirm your interest in receiving the results of the data collected from the questionnaire and interviews by ticking the box below.
□ I want to receive a summary of the research findings
□ I do not want to receive a summary of the research findings
If you are willing to take part in the study, please fill in some brief notes as following:
You school in which you are currently studying:
The TOEFL IBT course at EQuest you are currently taking:
THANK YOU VERY MUCH FOR YOUR WILLINGNESS!
Nguyen Thi Lien, a TESOL major at the English Department of the Post Graduate Program at Hanoi University of Languages and International Studies, is conducting research on the linguistic challenges students face in TOEFL IBT essay writing and potential solutions This survey questionnaire aims to gather data for her study, and your participation in answering the following questions would be greatly appreciated.
There are no correct or incorrect responses to these questions, as this is not a test Rest assured that your identities will remain confidential, allowing for honest and open answers Your participation is greatly appreciated!
_ Please put a tick next to your answer and fill in the information where necessary
3 The course you are currently taking: □ TOEFL A □TOEFL B
4 Why do you take part in this course?
□ to apply for a scholarship and study abroad □ to get a certificate
□ to get good mark at school □ to get a job
□ for interest □ because of parents’ force others (specify) _
5 How long have you been learning English?
□ less than a year □ 1 year-2 years □ 3-5 years □ over 5 years
6 How long have you been learning TOEFL IBT?
7 What is your opinion of writing skill?
□ very important □ important □ not very important
8 What is your attitude towards TOEFL IBT writing skill?
□ very difficult □ difficult □ not very difficult
9 How much are you interested in learning TOEFL IBT writing skill?
□ very □ not very □ not at all
10 How many TOEFL IBT essays do you compose per week?
□ None □ One □ Two □ Three □ More than three
Part 2 Students’ difficulties in TOEFL IBT essay writing
11 What are your linguistic difficulties in writing a TOEFL IBT essay task 1? (you can choose more than one option)
□ Read the passage and take note under time pressure
□ Listen to the lecture and take note under time pressure
□ Relate the points in the listening passage to those in the reading passage
□ Paraphrase wording from the listening and reading passages
□ Fulfill requirement of word limit
12 What are your linguistic difficulties in writing a TOEFL IBT essay task 2? (you can choose more than one option)
□ Brainstorm ideas and make an outline
□ Fulfill requirement of word limit
13 Which of the following question types in TOEFL IBT writing task 1 do you find difficult to write? (Rank the options from the least difficult to the most difficult with 1 for the least difficult):
□ Challenging □ Supporting □ Problem and solution
14 Which of the following question types in TOEFL IBT writing task 2 do you find difficult to write? (Rank the options from the least difficult to the most difficult with 1 for the least difficult):
15 What do you want your teacher do to help you in writing a TOEFL IBT essay effectively? (you can choose more than one option)
□ Provide students with sample writing
□ Provide students with specific templates of all question types
□ Assign students more writing task at home
□ Allow peer-check among students
□ Provide students with supplement listening and reading exercises (for writing task 1)