A study on difficulties and solutions to improve writing skill for the second year students at the faculty of information technology at hung yen university of technology and education

Trang 12 I have decided to conduct a research entitled “A study on difficulties and solutions to improve writing skill for the second- year students at the Faculty of Information Technol

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION

FACULTY OF FOREIGN LANGUAGES

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GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON DIFFCULTIES AND SOLUTIONS TO IMPROVE WRITING SKILL FOR THE SECOND- YEAR STUDENTS AT THE FACULTY OF INFORMATION TECHNOLOGY AT HUNG YEN

UNIVERSITY OF TECHNOLOGY AND EDUCATION

(NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP CẢI THIỆN KĨ NĂNG VIẾT CHO SINH VIÊN NĂM THỨ HAI NGÀNH CÔNG NGHỆ THÔNG TIN TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN )

Supervisor: Hoang Thi Hoa Student: Nguyen Thi Hanh Student number: 11316021 Hung Yen – 06, 2021

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION

FACULTY OF FOREIGN LANGUAGES

-

GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON DIFFCULTIES AND SOLUTIONS TO IMPROVE WRITING SKILL FOR THE SECOND- YEAR STUDENTS AT THE FACULTY OF INFORMATION TECHNOLOGY AT HUNG YEN

UNIVERSITY OF TECHNOLOGY AND EDUCATION

(NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP CẢI THIỆN KĨ NĂNG VIẾT CHO SINH VIÊN NĂM THỨ HAI NGÀNH CÔNG NGHỆ THÔNG TIN TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN)

Student: Nguyen Thi Hanh Student number: 11316021 Supervisor: Hoang Thi Hoa

(Ký tên) Hung Yen – 06, 2021

DECLARATION

I certify that the thesis entitled “A study on difficulties and solutions to improve writing skill for the second- year students at the Faculty of Information Technology at Hung Yen University of Technology and Education.”

This graduation paper is the result of my own research and the substance of this thesis has not been submitted for a degree to any other university or institution

Hung Yen, May 2021 Signature

Nguyen Thi Hanh

My sincere thanks also send to the lectures at Faculty of Foreign Languages at Hung Yen University of Technology and Education for their useful lessons during four years studying here

Special words of thank also give to all my informants for their willing participation

in the study I greatly appreciate their generosity with their time and efforts in filling in the questionnaire, without them this paper could not have been done

Finally, I wish to give my deepest thanks to my family, my friends who I have never enough words to express my great gratitude for their encouragement and inspiration

ABSTRACT

As English is the international language, learning English is more and more necessary In the process of learning language, learners are supposed to master four skills, namely listening, speaking, reading and writing Among these four skills, writing is considered as the most important one The thesis will study the subjective and objective difficulties of the students

in learning the writing skill Then, it would like to find out the reasons for those problems and the solutions for both teachers and students in teaching and learning the writing skill Therefore, I applied the qualitative and quantitative methods to do the research So the collecting data instruments like questionnaires, interviews were used to do the study The results of the research will point out the difficulties that students meet when they learn the writing skill More importantly, the study helps me find out the causes of those difficulties

so that I can work out the right solutions to the problems I hope that the study will make a great contribution to solve the difficulties of the students and help them succeed in learning writing skill

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF CHARTS vii

LIST OF ABBREVIATIONS viii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale of the study 1

1.2 Aims of the study 2

1.3 Research question of the study 2

1.4 Scope of the study 2

1.5 Method of the study 3

1.6 Design of the study 3

CHAPTER 2: LITERATURE REVIEW 4

2.1 Overview of writing 4

2.1.1 Definitions of writing 4

2.1.2 The importance of writing 5

2.2 Writing letter 6

2.2.1 Definitions of writing letter 6

2.2.2 Types of writing letter 6

2.3 Factors causing the difficulties in learning the writing skill 7

2.4 Summary 7

CHAPTER 3: THE STUDY 8

3.1 The participants of the study 8

3.2 Data collection instruments 8

3.2.1 The survey questionnaires 8

3.2.2 The interview 9

3.2.3 The procedure 9

3.3 Summary 10

3.4 Data analysis 10

3.4.1 The survey questionnaires 10

3.4.2 The interview for students 27

3.4.3 Main findings and discussions 27

3.5 Recommendations 29

3.5.1 For students 29

3.5.2 For teachers 30

CHAPTER 4: CONCLUSION 32

4.1 Summary of the study 32

4.2 Limitations of the study 32

4.3 Suggestions for further studies 33

REFERENCES 34 APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS V APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS IX

LIST OF TABLES

Table 1 The percentage of student’s understanding in lessons when studying writing in class

13

Table 2 The student’s opinion on the difficulties of the learning writing skill (unit: percentage) 15

Table 3 The teacher’s opinion on the difficulties of the learning writing skill (unit: percentage) 16

Table 4 – The teacher’s opinion on the difficulties of the learning writing skill (unit: percentage) 17

Table 5 The opinion of the teachers and the students about the activities students like most in writing English lessons in class (unit: percentage) 20

Table 6 - The student’s assessment of some pre – writing activities (unit: %) 21

Table 7 - The teacher’s assessment of some pre – writing activities (unit: %) 22

Table 8 - The student’s assessment of some pre – writing activities (unit: %) 23

Table 9 – The teacher’s opinions about the effective methods to improve writing skill (unit: %) 25

LIST OF CHARTS

Chart 1 - The importance of writing skill (unit: percentage) 10 Chart 2 - The assessment on difficulty of writing skill (unit: percentage) 11 Chart 3 - The teacher’s opinion about the student’s interest in writing skills (unit: percentage) 12 Chart 4 - The teacher’s and the student’s opinion on the trouble of learning writing skill of students (unit: percentage) 14 Chart 5 - The teacher’s and the student’s opinion about the frequency of student’s practicing writing skill (unit: percentage) 19

LIST OF ABBREVIATIONS

1 UTEHY: Hung Yen University of Technology and Education

2 FIT: Faculty of Information Technology

3 MA: Master of Arts

4 TAK 17.1: The name of the second year Information Technology major students at

Faculty of Information Technology, Hung Yen University of Technology and Education in campus 2, Pho Noi

5 TAK 15.1: The name of the final year English major students at Faculty of Foreign

Languages, Hung Yen University of Technology and Education in campus 2, Pho Noi

CHAPTER 1: INTRODUCTION 1.1 Rationale of the study

Nowadays, learning foreign languages is more and more popular It is considering

as the bridge connecting countries in many fields in society such as: communication, economy, technology, etc If we become the master of foreign languages, we can communicate well with people over the world, achieve mutual understandings and broaden economic cooperation, etc So learning English is not strange with everyone because it is the most popular

In addition, English is considered a compulsory subject in almost high schools that also

is a compulsory examination subject in the high school and lower secondary graduation together with math and literature subject According to Wikipedia, it is estimated that more than 50 countries round the world use English as an official language So, if we use English fluently, we will have a good job with high salary

In learning English, there are four main skills, including listening, reading, speaking and writing A fact pointed out that people learning English concentrate on speaking skill and others more than writing skill Because of four language skills, writing is considered a complex skill that most learners find difficult to study well That is because in language teaching, it is a productive and taught skill, Moreover, they think that writing skill is not important and necessary for your jobs in the future However, it is not true Writing skill is a solid foundation for the development of the language Having a good writing skill, we will be confident enough to communicate with others

Due to the importance of productive skill, the course for the students at UTEHY pays much attention to writing At UTEHY, writing letter is conducted for the second – year Information Technology students because it is one of the fundamental and basic writing skills Writing letter is the background for students to learn other writing skills in the next terms However, most of the second – year Information Technology major students at UTEHY often make many mistakes of vocabulary Grammar, organization as well as idea expressions

Therefore, in order to help the second – year Information Technology major students have a good foundation for writing skill, difficulties and solutions are given in this thesis These can create more chances for students to perfect English skills That is the reason why

I have decided to conduct a research entitled “A study on difficulties and solutions to improve writing skill for the second- year students at the Faculty of Information Technology at Hung Yen University of Technology and Education ” with the purpose of

students some useful solutions to overcome difficulties as well as improve their writing letter writing skills

1.2 Aims of the study

The study is aimed at:

- To find out the second Information Technology major students’ attitudes in learning writing letter writing skill at Hung Yen University of Technology and Education

- To study difficulties in learning letter writing skill of the second year Information Technology major students at Hung Yen University of Technology and Education

- To suggest solutions for improve learning writing letter writing skill of the second year Information Technology major students at Hung Yen University of Technology and Education

1.3 Research question of the study

My study will follow three main questions:

- What are the second-year Information Technology major student’s attitudes in learning letter writing skill at Hung Yen University of Technology and Education?

- What are common difficulties that the second year Information Technology major students have to encounter in learning writing letter writing skill at Hung Yen University of Technology and Education?

- What are effective solutions for second year Information Technology major students at Hung Yen University of Technology and Education to improve their writing letter writing skill?

1.4 Scope of the study

Due to the limitation of time and distance, the study applied for the second year Information Technology major students in campus 2 at Hung Yen University of Technology and Education with the aim of finding out common difficulties and giving some effectives solutions to improve their letter writing skill

Besides, the second year Information Technology major students in FIT, at UTEHY study short essay writing skills However, in order to have a good essay, they have good

letter writing skill because the letter is the composition of the essay In addition, the fact that the second year Information Technology major students still have difficulties in writing letter Therefore, I decided to do research on difficulties and solutions to improve writing letter writing skills for second year Information Technology major students

1.5 Method of the study

In order to collect data for researching, the author uses both quantitative and qualitative methods including questionnaires for students and lecturers, interview question for students only The questionnaire and interviewer questions were designed basing on the main aims of the study After getting the results, the researcher uses the tables and charts to show the collected data Through above methods the researcher understood and analyzed clearly currents’ attitudes and gave them the effective solutions

1.6 Design of the study

The study is divided into four chapters:

Chapter 1: Introduction

Presenting the rationale, aims, research questions, scope of the study, method of the study and design of the study

Chapter 2: Literature review

Discussing the relevant theories related to learn writing skills and writing letter skill, the types of writing skill

Chapter 3: The Study

Analyzing and discussing the data collected from survey questionnaire and the

interview

Chapter 4: Conclusion

Conclusion – Summarizes of the study as well as limitation of the study

CHAPTER 2: LITERATURE REVIEW 2.1 Overview of writing

2.1.1 Definitions of writing

According to Wikipedia, “Writing is a medium of human communication that represents

language and emotion with signs and symbols In most languages, writing is a complement to speech

or spoken language Writing is not a language, but a tool used to make languages be read Within a language system, writing relies on many of the same structures as speech, such as vocabulary, grammar, and semantics, with the added dependency of a system of signs or symbols The result of writing is called text, and the recipient of text is called a reader Motivations for writing include publication, storytelling, correspondence, record keeping and diary Writing has been instrumental

in coping history, maintaining culture, dissemination of knowledge through the media and the information of legal system”

less permanent marks used to represent an utterance in such a way that it can be recovered more or less exactly without the intervention of the utterer”

meaning of writing in temps of the rhetorical triangle in writing such triangle consists of the reader, the recipient of the final product of the writing process, the writer, the originator of the message and the subject matter and the text itself Both the writer and the reader haveto consider all these aspects when writing and reading, respectively for each one plays a significant role in the journey towards meaning

According to “Writing, Reading and Research, 5th”, (Richard Veit, Christopher Gould

involves a number of separate skills “from the basics of handwriting and spelling to the subtle nuances of tone and organization” Therefore, the essence of writing is and writing is also considered the means to communicate in a way that is profound or funny, or provocative, or highly persuasive

In conclusion, writing is a complex skill in the second language learning, an art that writers want to communicate with certain groups of audience to express oneself efficiently Through the mastery of writing, individuals come to be fully effective in intellectual organization, in the management of everyday affairs, in the expression of ideas and

arguments Therefore, academic writing requires conscious effort and much practice effort and much practice on the composing, developing and analyzing ideas

2.1.2 The importance of writing

Writing is an active thinking process, a way to develop new knowledge, writing brings

a lot of function, it can be considered as an instrument for communication

Writing skills are crucial in nearly every profession In the medical field, for instance, doctors are required to take detailed notes on patients, while software developers need to write concise instructional manuals for users Nearly everybody is required to write emails and other communications to fellow workers and managers, while in roles that carry accountability, you need to be able to document clearly the tasks that you have done

Besides, compared with speech, effective writing requires a number of things: a high degree of organization of ideas and information; a high degree of accuracy so that there is

no ambiguity of meaning; the use of complex grammatical patterns and structure to create a style which is appropriate to the subject matter and the eventual readers

Writing allows students to see how they are progressing and to get feedback from the

lecturer, and it allows students to monitor and diagnose problem According to “Teaching Writing Skills – Longman handbooks for language lecturers” (1991), Donn Byrne says out:

“Written work serves to provide the learners with some tangible evidence that they are making progress in the language It is not likely to be a true index of their attainment, but once again, it satisfies a psychological need” and “Writing is often needed for formal and informal testing”

about this issue with some opinion:

Firstly, Writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students

Secondly, when our students write, they also have chance to be adventurous with the language, to go beyond what they have just learnt to say, to take risks

Lastly, they necessarily become very involved in the new language, the effort to express ideas and the constant used of eyes, hands and brain are a unique way to reinforce learning when they write

Generally speaking, writing is a skill worth developing in a foreign language lesson

In order to help student’s master this skill, the lecturers have to develop interesting and effective methods into the writing lessons And students should spend more time on learning this skill both at home and in class

2.2 Writing Letter

2.2.1 Definitions of letter writing skill

There are various definitions of a letter but in general a paragraph can be understood including topic sentence and supporting sentences to make the main idea clearer The definitions of writing are variously stated by some experts According to Rivers (1981, 294),writing is conveying information or expression of original ideas in a consecutive way in the

claimed that writing is a thinking process Furthermore, he states that writing can be planned and given with an unlimited number of revisions before its release In addition, Elbow (1973),

out the meaning and the second process is putting the meaning into language Writing represents what we think It is because the writing process reflects things, which stay in the mind Students who are reluctant to write things down often suffer for this activity The students find difficulties when they start looking for some reasons to write and producing written sentences

Besides, according to By Richard Nordquist,letter writing is the exchange of the written

or printed messages

Distinctions are commonly drawn between personal letters (sent between family members, friends, or acquaintances) and business letters (formal exchanges with businesses

or government organizations)

2.2.2 Types of letter writing styles

According to some authors, namely Nguyen Thi Van Lam and Ngo Dinh Phuong (2006), there are two ways of writing in the real life They are casual writing and focused writing depending on the purpose of writing

One type of writing, casual writing, means writing without a particular purpose When

we write, we do not pay much or even any attention to the information unless there is

something that interests us Therefore, we hardly remember the content of what we hear Normally, we do this kind of writing when we write a letter

Another type of writing is focused writing That is when we write for a particular purpose to find out information we need to know It happens quite popularly in the real life

In here, we write with much more concentration and try to get as much information as possible However, we do not write to every word We know beforehand what we are going

to write so we only catch the most important information from the speech or the lecture In classroom, learners also use this type of writing

2.3 Factors causing the difficulties in learning the writing skill

Besides, in Modern English Usage (1926-1964), Fowler defines grammar as “a general

term for the science of language.” In the 1965 revision, Gower points out that the science of

language is now called linguistics and that grammar is a branch of it

❖ Vocabulary

According to Oxford learner’s dictionaries, vocabulary is all the words that a person knows or uses, all the words in a particular language, the words that people use when they are talking about a particular subject and a list of words with their meanings, especially in a book for learning a foreign language

2.4 Summary

In this chapter, the researcher has presented overview and theoretical definitions about aspects of the study, in detail, the researcher used the methodology and finding of the researcher under the light of the above discussed

CHAPTER 3: THE STUDY

In this chapter, the researcher will give the full analysis of data collected through the survey questionnaires for teachers and students, interview for only students to point out the attitudes and the difficulties and suggest several solutions for improving letter writing skill for the second year Information Technology major students at UTEHY

3.1 The participants of the study

3.1.1 The teachers

The second group composes of 5 lecturers from FFL, UTEHY All of them are very experienced in teaching English writing They have had at least 10 years of teaching English These teachers, whose ages ranged from over thirties to approximate forty, were invited to join in the study All of them have Master Degree or Doctor of Philosophy in English Both students and teachers are willing and enthusiastic to take part in this study

3.1.2 The students

The research was undertaken with the participation of 30 students of all 37 sophomore

in the Information Technology department at UTEHY (because of 7 student’s absence) .Their average age is from 19 to 21 years old Most of them come from different provinces where teaching English education system have been not really grown, so students have had very few chance to practice English Consequently, when attending UTEHY, all most of them have to meet many difficulties in studying English, especially in writing skill

3.2 Data collection instruments

In order to collect data for my study, two instruments are used including the survey questionnaires and the interview

3.2.1 The survey questionnaires

There are two different questionnaires designed to survey the subject of the study One questionnaire is for lecturers and other is for students

3.2.1.1 The survey questionnaires for teachers

Questionnaire for teacher were delivered to 5 lecturers of FFL at UTEHY to workout some issues of the research

There are two main parts:

- Part 1: is teacher’s general information

- Part 2: is the survey questionnaire and is divided into 3 small parts:

• Part 1: about the attitude of the teachers to write English writing letter skill (from question 1 to 4)

• Part 2: about the difficulties in learning English letter writing skill (from question 5

to 6)

• Part 3: is tended to find out the ways to improve the letter writing skill (from question

7 to 12)

3.2.1.2 The survey for students

Questionnaire for students were delivered to 30 students of class Information

Technology 17.1 at campus 2, Pho Noi at UTEHY to work out some issues of the research There are two main parts:

- Part 1: is student’s general information

- Part 2: is the survey questionnaire and is divided into 3 small parts:

• Part 1: about the attitudes of the teachers to write English letter skill (from question

The informal interviews were conducted 5 students and noted down by English The contents of the informal interviews focus on students the following points: the real attitude

on learning English letter writing skills

3.2.3 The procedure

The questionnaires are in English and were delivered directly to 0 Information Technology major students and 5 lecturers at FFL, UTEHY They were allowed to ask questions for clarification if necessary and were helped if there if anything that they did not

understand in the process of answering the questions All the data collected from survey questionnaires and from personal interview were analyzed The lecturers were asked to answer via e-mail and face to face

3.3 Summary

This chapter described the course, the methodology of data analysis, the methods of data collection The statistics will be presented in the form of tables, chart and figures are analyzed in the following part to find out the answers for the research questions

3.4 Data analysis

3.4.1 The survey questionnaires

English letter skill

Research question 1: What are the second year Information Technology major student’s attitudes on learning writing letter skill at Hung Yen University of Technology and Education?

Question 1: What do you think about the importance of writing letter skills? (For teachers and students)

The first question in the part II of the questionnaire is designed to find out lecturer’s and student’s assessment on the importance of writing English letter skill, which helps us understand more clearly the opinion of teachers and students

Chart 1 - The importance of letter writing skill (unit: percentage)

Very Important Important Not Important Normal

Looking at the pie chart, we can see that most of them think that letter writing skill is very important When asked about the importance of letter writing skill, all the lecturers polled (100%) say that it is very important and nobody says important, quite important and normal

This pie chart shows that 54% of students think that letter writing skill is very importantand 42% of them find that it is important The percentage of students who think that letter writing skill is quite important is the same as the percentage of students who say that letter writing skill is normal, at 2%

In conclusion, Chart 1 shows that most of students and teachers think that letter writing skills have a very important role in learning English and in many other fields in life

Question 2: In your opinion, writing English letter is….? (For teachers and students)

The teacher’s and student’s opinion about the assessment on difficulty of writing letter skills are shown in question 2

Chart 2 - The assessment on difficulty of letter writing skill (unit: percentage)

According to the result in chart 2, most of teachers suppose that letter writing skill is very difficult Four out of five teachers say that letter writing skill is very difficult, accounting for 80% Besides, one teacher (20%) say that it quite difficult

When being asked about the assessment on difficulty of letter writing skill, 28 students say that letter writing skill is very difficult, accounting for 56% and 22% of them think that

it is difficult In addition, 20% consider letter writing skill is quite difficult and only 2% students say that it is very easy

In short, based on the collected data from chart 2, all most of the teachers and the second year Information Technology major students suppose letter writing skills are very difficult

Question 3: How do you think your students feel when learning to write? (for teachers)

Question 3 in part II questionnaire for teachers is about of the level of interest in letter writing skill of students

Chart 3 - The teacher’s opinion about the student’s interest in letter writing skills

(unit: percentage)

The pie chart 3 shows that the most of teachers think their students feel that letter writing skill is interesting, accounting for 80% 20% of them suppose that students feel quite interesting No one thinks their students feel very interesting or feel boring

Question 4: How many percent of the lesson do you understand when you learn letter writing skills in class? (for students)

Options Number of students Percentage of students

Question 5: How often does the student have the troubles in English letter writing skill? (for teachers and students)

This question is about that how often students have the trouble in letter writing skill

Chart 4 - The teacher’s and the student’s opinion on the trouble of learning writing

letter skill of students (unit: percentage)

The chart 4 describes the current attitude of learning letter writing skill of students As can be seen from the chart 4, 80% of the teachers polled say that their students often have trouble in writing while only 20% state that students always have trouble in writing None

of them says that their students sometimes or rarely have trouble in learning letter writing skill

As same as the teacher’s opinion about the student’s trouble when learning letter writing skill, all most students say that they often have trouble in writing, reaching for 58% Besides, 22% students have trouble in always 20% state that students sometimes have trouble in learning letter writing skill Lastly, as same as the teacher’s opinion, none of students says that they rarely have trouble in learning English letter writing skill

In conclusion, most of teachers suppose that students at FIT, UTEHY often have trouble in letter writing skill and their students also think that

3.4.1.2 The difficulties in learning letter writing skill

Research question 2: Which common difficulties do the second year Information Technology major students have to encounter in learning writing letter skill at Hung Yen University of Technology and Education?

Question 5: What are you difficulties have in learning English writing skill? (for students and teachers)

To find the techniques to improve English writing skill for the second year Information Technology major students at FIT, UTEHY, the author wants to find put the difficulties in their writing skill Below is the table of the difficulties students have when learning writing skill

The next difficulty is limited vocabulary A large of students (74%) admits that they often have limited vocabulary and 12% of them always have limited vocabulary Besides, some students say that they sometimes have limited vocabulary, reaching at 12% And only 2% students say that they rarely have limited vocabulary

The third common difficulty is limited knowledge about the general information Most of students (46%) often have limited knowledge about the general information 32% states say that they always have limited knowledge about general information and 22% of them sometimes have limited general information

The lastly difficulty is problem with finding ideas and organizing ideas A half students say they always have difficulties in finding and organizing ideas 34% states often have trouble in finding and organizing ideas 14% of them sometimes have difficulties finding and organizing ideas and only 2% of the students rarely have finding and organizing ideas when learning writing English letter

Besides the opinion of students, teachers also have some opinions about this problem This table below shows the result of lecturer’s opinions

The next difficulty is limited vocabulary A large of students (60%) admits that students often have limited vocabulary Besides, some students say that they sometimes have limited vocabulary, reaching at 40%

The third common difficulty is limited knowledge about the general information Most

of lecturers suppose that students (60%) sometimes have limited knowledge about the general information 20% states say that their students often have limited knowledge about general information and 20% of them rarely have limited general information

The lastly difficulty is problem with finding ideas and organizing ideas Most of the lecturers suppose students often have difficulties in finding and organizing ideas 20% sates say students always have trouble in finding and organizing ideas 20% of them say that their students sometimes have difficulties finding and organizing ideas when learning writing English letter

Question 6: What are causes of mistakes when you writing English letter ? (for teachers and students)

Question 6 in part II questionnaire for lecturers and students is about the causes of mistake when students write letter English, the result is shown in the table below:

In the student’s opinion, over half students (58%) agree that grammar and vocabulary

of students are not good, which make students mistakes 46% of them suppose that students often translate Vietnamese into English when writing and 40% states thick students have limited general information In addition, 38% students say that students do not have enough time to check mistakes after writing Lastly, 34% of them think topic is difficult and unsuitable students

Research question 3: What are effective solutions for second year Information Technology major students at Hung Yen University of Technology and Education to improve their writing skill?

Question 7: Do you think that practice writing is necessary? (for lecturers and students)

When answering the question: “Do you think that practice writing is necessary?”, all the lecturers and all the students (100%) said: “yes” None of them said “no” Inclusion, all students and teachers suppose that practicing writing is very necessary to improve writing letter skills

Question 8: How often do students write English letter?

The results of the frequency of the student’s writing are shown in the below chart As seen in the below chart, we can see that the teacher’s opinion about the frequency of student’s letter writing skill is different from the student’s opinion Most of the teachers (60%) suppose that students should practice writing English letter every day to improve their writing letter skill and 40% of them say that students should practice writing more than three times a week while only 4% students think that they should practice writing English letter every day Based on the data, we can recognize that most of the second year Information Technology major students at FIT, UTEHY spent a little time to writing They often write once a week accounting for 32% and 26% of the students write twice a week Besides, 20%

of them practice writing three times a week and 18% of the students write more than three times a week Only 4% of the students suppose that they should practice letter writing skill every day

Overall, the second year Information Technology major students at FIT, UTEHY are quite lazy in practicing writing at home Most of them often write once to twice a week

Chart 5 - The teacher’s and the student’s opinion about the frequency of student’s

practicing letter writing skill (unit: percentage)

Once a week Twice a week Three times a More than three Every day Others

0% 0% 4%

Teachers Students