NGHE AN PROVINCIAL DEPARTMENT OF EDUCATION AND TRAINING HUYNH THUC KHANG HIGH SCHOOL --- 000 --- TEACHING EXPERIENCE ADAPTING SOME PRE-WRITING TASKS IN WRITING THE THEMES IN THE GLOBA
INTRODUCTION
Rationale
Adapting pre-writing tasks in writing lessons is a strategic choice aimed at boosting 10th graders' engagement with the themes presented in the Global Success textbook This approach not only enhances student interest but also fosters a deeper understanding of the material, making learning more effective and relevant.
Fostering student engagement is essential for effective learning, and customizing pre-writing tasks to align with textbook content helps students connect with the material, enhancing their relevance and interest.
The traditional methods of pre-writing tasks often fail to effectively engage students with key themes in a meaningful way This study proposes to adapt these tasks to create a more dynamic and interactive learning environment, enhancing student motivation and deepening their engagement with the material By implementing innovative, student-centered approaches, the study aims to foster a stronger connection to the themes presented in the Global Success textbook.
Integrating pre-writing activities with the themes of the Global Success textbook enhances the learning experience by creating a cohesive flow This alignment allows students to recognize a direct relationship between the exercises and the textbook's topics, ultimately enriching their understanding and appreciation of the subject matter.
Selecting this topic enables educators to harness the natural curiosity of 10th graders, making learning more interactive and hands-on Pre-writing tasks encourage students to engage actively with the material, enhancing their critical thinking and analytical skills This active participation creates a dynamic and participatory classroom atmosphere, cultivating a positive attitude toward learning.
Adapting pre-writing tasks to the themes in the Global Success textbook effectively caters to the diverse learning styles of 10th graders By differentiating instruction with varied pre-writing activities, educators can accommodate the unique strengths and preferences of each student, fostering a more inclusive and effective learning environment.
In summary, the initiative to adapt pre-writing tasks in writing lessons for 10th graders is aimed at boosting student engagement with the themes in the Global Success textbook This strategy seeks to foster a cohesive learning environment, ignite curiosity, and accommodate various learning styles, making writing lessons more meaningful and impactful, thereby enhancing overall academic success for students.
The aims of the study
The study on adapting spre-writing tasks in writing lessons to spark 10 th graders' engagement with the themes in the textbook are multifaceted and comprehensive The primary goals include:
This article aims to investigate and implement innovative teaching strategies for adapting pre-writing tasks in writing lessons, specifically designed to boost the engagement of 10th graders at Huynh Thuc Khang High School By enhancing these pre-writing activities, the study seeks to foster a more interactive and stimulating learning environment that encourages student participation and improves writing skills.
To foster critical thinking and analytical skills, it is essential to create pre-writing tasks that align with key themes and encourage students to link theoretical concepts to real-world applications.
To promote active learning by adapting and designing some pre-writing activities to the themes that require students to actively participate in the learning process
The study aims to enhance writing education at Huynh Thuc Khang High School while providing valuable insights into effective teaching practices that can improve student engagement and learning in language education on a broader scale.
Scope of the study
This study targets 10th-grade students at Huynh Thuc Khang High School during the 2022-2024 academic years, aiming to investigate the effectiveness of adapted pre-writing tasks in boosting student engagement By establishing this specific focus, the research seeks to explore how customized teaching strategies can enhance students' interest and participation in writing lessons, particularly when these strategies align with textbook themes.
Method of the study
This study employs a research methodology aimed at thoroughly evaluating how adapted pre-writing tasks influence student engagement and academic performance in 10th graders at Huynh Thuc Khang High School.
The study utilizes a mixed-methods approach, combining qualitative and quantitative research to gain a comprehensive understanding of the phenomenon This methodology facilitates an in-depth analysis of intervention effectiveness, capturing both measurable outcomes and the intricate experiences of students and teachers The specific methods employed in the research will enhance the overall insights gained from the study.
The purpose of this study is to observe and document student engagement with adapted pre-writing tasks during writing lessons Key areas of focus include students' behaviors, participation levels, interactions with peers and instructors, and their overall involvement in the writing process.
Researchers will conduct classroom observations using a structured observation guide to maintain consistency and objectivity These observations will occur at different stages of implementation to capture a diverse range of interactions and engagement levels over time.
Pre- and Post-Implementation Assessments
The purpose of this study is to quantitatively evaluate how adapted pre-writing tasks influence students' writing skills and engagement levels By conducting these assessments, we aim to establish baseline data that will facilitate a comparison with post-intervention outcomes.
To evaluate students' writing skills and engagement, standardized assessment tools will be employed both before and after the implementation of adapted tasks Additionally, surveys and questionnaires will be utilized to gauge students' attitudes toward writing, the perceived relevance of the tasks, and their self-reported levels of engagement.
The objective of this analysis is to systematically evaluate the gathered data to uncover trends, patterns, and insights regarding the effectiveness of the adapted pre-writing tasks This data analysis is essential for comprehending the connection between the intervention and the resulting outcomes.
The study will employ a mixed-methods approach to evaluate the intervention's impact on writing skills and engagement levels Quantitative data will be analyzed using statistical software to detect significant changes, while qualitative data from observations and open-ended survey responses will be examined thematically to reveal the nuanced experiences of students and teachers This comprehensive analysis will provide valuable insights into the effectiveness of the intervention.
This study aims to explore the diverse effects of pre-writing tasks on student engagement and academic performance in writing lessons By utilizing observations, pre- and post-implementation assessments, and comprehensive data analysis, the research will create a detailed understanding of how these tasks impact students' learning experiences and outcomes Ultimately, the study intends to provide valuable insights and practical recommendations for educators seeking to enhance engagement and improve writing instruction at Huynh Thuc Khang High School and similar educational settings.
New factors of the study
The study explores innovative pre-writing tasks in writing lessons designed to enhance 10th graders' engagement with themes from the Global Success textbook By introducing these new teaching methods, the research aims to transform traditional educational approaches, creating a more dynamic and effective learning environment for students.
The study presents an innovative method of integrating themes by aligning pre-writing tasks with the topics found in the globally successful textbook This thematic integration fosters a cohesive learning experience, ensuring that writing activities are directly connected to the content students are engaging with, thereby enhancing the curriculum's relevance and meaningfulness.
The study addresses the diverse learning styles and preferences of 10th graders by incorporating differentiated pre-writing tasks These tasks are tailored to accommodate various learning modalities, enabling students to interact with the material in ways that align with their unique strengths and interests.
Incorporating project-based learning elements into pre-writing tasks adds a practical and hands-on approach to the study of writing This method allows students to participate in projects that apply writing skills to real-world situations, effectively bridging the gap between theoretical knowledge and practical application.
This study seeks to improve 10th graders' engagement in writing lessons at Huynh Thuc Khang High School by integrating innovative teaching methods, ultimately contributing to the development of effective and adaptive teaching practices.
CONTENTS OF THE STUDY
Theoretical background
1.1 The concept of pre-writing activities in writing lessons
Pre-writing activities are essential to the writing process, serving as the critical first step before drafting any written work These activities help stimulate students' thoughts, organize their ideas, and ease the transition into writing By enhancing creativity, clarifying thoughts, and promoting a structured approach, pre-writing activities make the writing process more accessible and engaging for students.
Hayes and Flower's writing process model identifies pre-writing as the initial stage of writing, essential for effective communication This phase encompasses idea generation, topic exploration, and structural planning, all of which are vital for crafting successful written content.
Research has shown that structured pre-writing activities significantly enhance writing quality, leading students to produce more coherent and well-developed texts (Troia, 2014).
Pre-writing tasks are diverse and include techniques such as brainstorming, clustering, freewriting, and questioning, which cater to various learning styles and preferences (Graham, 2006) This variety enables educators to customize pre-writing activities to align with their curriculum's thematic content, enhancing the relevance and engagement of the writing process for students.
Pre-writing activities hold significant pedagogical value, as they not only foster idea generation but also enhance student engagement by linking writing assignments to personal experiences, interests, and real-world issues By involving students in pre-writing tasks that resonate with their lives and aspirations, educators can significantly increase their motivation to write, which is essential for developing effective writing skills.
Pre-writing activities are essential for fostering idea generation, structured thinking, and student engagement in writing By incorporating diverse pre-writing techniques aligned with curriculum themes, educators can enhance students' writing experiences and outcomes This study focuses on adapting pre-writing tasks to increase engagement among 10th graders at Huynh Thuc Khang High School, aiming to connect theoretical knowledge with practical application in education.
1.2 The application of pre-writing activities to improve effective teaching in writing lessons
Incorporating pre-writing activities into writing lessons is a strategic pedagogical approach that significantly enhances teaching effectiveness and student learning outcomes Recognizing that writing is a complex cognitive process rather than a mere mechanical task, these preliminary exercises stimulate thought, creativity, and organization The integration of such activities fosters a more effective and engaging learning environment, ultimately benefiting both educators and students.
Pre-writing activities enhance students' comprehension of writing tasks by involving them in discussions, brainstorming, and graphic organizers This approach helps clarify writing objectives, audience expectations, and content requirements, making the writing process more accessible and manageable (Langer & Applebee, 1987).
Pre-writing exercises promote student-centered learning by enabling students to independently explore their thoughts and ideas before writing This process fosters a sense of ownership, empowering them to take creative risks and develop their unique voice Activities like freewriting and mind mapping provide a safe space for experimentation, free from the pressure of immediate correctness, which boosts their confidence and encourages active engagement in writing.
Implementing pre-writing activities can greatly enhance the coherence and structure of students' writing By organizing their thoughts and planning ahead, students are more likely to create well-structured and logically coherent texts Techniques like outlining and storyboarding act as roadmaps, guiding students through the writing process while helping them maintain focus on their main ideas and arguments.
Pre-writing activities can be tailored to fit curriculum themes, enhancing the relevance and engagement of writing lessons for students By incorporating real-world scenarios, current events, or thematic content from textbooks as prompts, teachers can facilitate pre-writing discussions and brainstorming sessions This approach not only boosts student engagement but also fosters critical thinking and analytical skills, as students learn to connect their writing to larger themes and issues (Atwell, 1987).
Effective teaching incorporates dynamic pre-writing activities that cater to diverse learner needs By utilizing various pre-writing techniques aligned with curricular themes, educators foster an interactive, student-centered environment that enhances creativity and critical thinking This strategic approach not only improves the quality of student writing but also boosts teaching effectiveness, ultimately contributing to a successful educational experience.
1.3 Principles of pre-writing teaching
Incorporating pre-writing activities into the educational curriculum is essential for enhancing the writing process, guided by key principles that ensure their effectiveness Educators must understand these principles to create a more engaging and productive writing environment These foundational guidelines not only shape the design and execution of pre-writing tasks but also aim to improve student writing skills and overall engagement.
Effective pre-writing teaching centers around the learner, emphasizing the need to tailor activities to students' interests, needs, and abilities By offering choices and enabling exploration of personally relevant topics, educators enhance motivation and engagement, resulting in more meaningful writing experiences (Graves, 1983) Student-centered pre-writing activities foster autonomy, empowering learners to take ownership of their writing process.
Purposeful pre-writing activities are essential for effective writing, as they align with specific learning objectives and contribute to successful outcomes These activities, whether focused on idea generation, thought organization, or writing plan development, should be designed with clear goals in mind By emphasizing the importance of preparation and planning, purposeful pre-writing tasks help students recognize their value in the overall writing process, ensuring they are seen as integral rather than mere busywork (Berkeley, 2006).
Practical background
2.1 Data investigation, survey the practical situation of students and the state of the research problem at Huynh Thuc Khang High School
The study takes place at Huynh Thuc Khang High School, a renowned institution dedicated to excellence in education and holistic student development, located in a region celebrated for its high academic standards and cultural diversity This vibrant environment serves as a melting pot of ideas and aspirations, making it an ideal context for investigating the enhancement of engagement and effectiveness in pre-writing activities for 10th-grade writing lessons As the school aims to prepare students for global success, the adaptation of pre-writing tasks in writing education becomes a critical focus for research and development, reflecting the broader challenges and opportunities present in modern education.
9 philosophy, offers a fertile ground for exploring innovative teaching strategies that could potentially transform the writing experience for students
The study is particularly significant for English teachers at Huynh Thuc Khang High School, who play a crucial role in developing their students' writing skills By providing evidence-based strategies to enhance pre-writing activities, the study aims to improve student engagement and learning outcomes Additionally, it encourages collaboration among educators, fostering the sharing of best practices and innovative teaching methods This initiative aligns with the English department's goals of promoting creativity, critical thinking, and effective communication, ultimately contributing to educational excellence and offering transformative insights for the teaching community.
A study was conducted among 10th-grade students at Huynh Thuc Khang High School to assess their engagement levels in writing lessons and identify challenges in pre-writing activities A survey was administered to 90 students, providing valuable insights into their experiences and perceptions of writing lessons, with a specific focus on pre-writing tasks.
Rate your engagement in pre-writing activities during writing lessons on a scale from 1 to 5, with 1 meaning 'not engaged at all' and 5 meaning 'highly engaged.' Please elaborate on your rating by sharing specific examples or reasons that reflect your level of engagement.
Question 2: Effectiveness of Pre-writing Activities
"How effective do you find the current pre-writing activities in helping you generate ideas and plan your writing assignments? Choose your answer from the following options:
Please provide examples or feedback on what makes these activities effective or ineffective for you
A recent survey conducted at Huynh Thuc Khang High School highlights critical insights into student engagement during pre-writing activities in writing lessons The findings reveal that a significant majority of students feel disengaged, with 32.2% expressing strong disengagement and 16.7% indicating a lack of engagement This underscores an urgent need to revise these activities to enhance student interest Conversely, only 15.6% of students reported feeling engaged, and a mere 7.8% felt highly engaged, pointing to a notable gap in the effectiveness of current strategies aimed at fostering participation in these essential preparatory tasks.
A significant portion of students, 47.8%, perceive pre-writing activities as ineffective for idea generation and planning, with 25.6% rating them as very ineffective and 22.2% as somewhat ineffective Although over a quarter of students are neutral or somewhat satisfied with these tasks, only 20% find them to be very effective.
The results highlight the urgent necessity for educational improvements that transform pre-writing activities into more engaging and practically useful experiences for students, ultimately aiming to boost their involvement and the effectiveness of these tasks in the writing process.
Objective factors significantly influence the educational environment at Huynh Thuc Khang High School, particularly in the implementation of pre-writing activities in English writing lessons Key elements such as the school's infrastructure, available resources, curriculum standards, and educational policies shape the effectiveness of these activities Access to technological resources enhances the variety and innovation of teaching methods, while curriculum standards established by educational authorities can impact teachers' flexibility and creativity in designing pre-writing tasks Additionally, broader educational policies regarding assessment and teacher development can either support or restrict the adaptation of teaching practices aimed at improving student engagement and learning outcomes Understanding these factors is crucial for identifying effective pre-writing strategies and proposing sustainable recommendations that fit the school's operational context.
2.2 Analysis and evaluation of the practical issues
The implementation of pre-writing activities at Huynh Thuc Khang High School faces several challenges within the complex educational environment Despite teachers' genuine efforts to boost student engagement and enhance writing skills, issues such as varying student motivation and limited exposure to diverse pre-writing techniques hinder effectiveness The reliance on traditional teaching methods restricts students' creative and critical thinking development Additionally, time constraints due to a broad curriculum limit opportunities for comprehensive pre-writing exercises Resource disparities further exacerbate the situation, as some students lack access to technological tools that could facilitate innovative pre-writing practices.
To effectively address practical issues in education, a comprehensive approach is essential, taking into account the strengths and limitations of the current system The study emphasizes the significance of professional development for teachers, allowing them to incorporate diverse pre-writing techniques into their teaching It also advocates for a curriculum that strikes a balance between content coverage and skill development, providing sufficient time for engaging pre-writing activities Furthermore, the study recommends utilizing technology to improve the accessibility and variety of pre-writing tasks, ensuring all students benefit from these advancements By analyzing and evaluating these aspects, the study aims to offer valuable insights and practical recommendations to enhance the writing education experience for students at Huynh Thuc Khang High School.
Solutions to the problems
Adapting pre-writing tasks in writing lessons is crucial for engaging 10th graders with the themes of the "Global Success" textbook By customizing these activities to align with students' interests and needs, educators can greatly improve the learning experience and deepen students' connection to the material Innovative approaches to adapting pre-writing tasks are implemented across Units 1 to 5, providing effective strategies to enhance student engagement and understanding.
Incorporate videos, podcasts, and online articles that align with the themes of the "Global Success" textbook to enhance pre-writing discussions These multimedia resources effectively contextualize textbook themes, making them more engaging and relevant for students For instance, after viewing a video on daily routines, students can generate ideas and questions for a writing assignment focused on sustainable development.
For example: Adapting pre-writing tasks to enhance engagement among 10th graders for unit 1 on " Family Life ," particularly with a focus on writing about
Incorporating multimedia resources into your family's daily routines can greatly enhance engagement and relatability during pre-writing tasks By using multimedia, students are captivated and provided with a richer context that enriches their writing experience This structured approach not only makes the writing process more enjoyable but also fosters creativity and deeper understanding.
Pre-writing Task: "visualizing daily routines through multimedia"
Daily routines play a crucial role in family life, shaping interactions and fostering connections among family members These routines can differ significantly across cultures and even among families within the same community, reflecting unique values and traditions In this article, we will explore the theme of "Your Family's Daily Routines," highlighting the diverse practices that define family life and the impact they have on relationships and well-being.
Encourage students to engage in multimedia exploration by examining a curated collection of short videos, digital photo essays, and audio recordings that showcase diverse families in their daily routines This selection should highlight cultural diversity by featuring families from various global regions alongside local community examples for relevance Utilize platforms such as YouTube, educational websites, and cultural blogs to source age-appropriate materials that align with the theme of "family life."
14 https://www.youtube.com/watch?vBsRf-tH8
After exploring multimedia resources, initiate a class discussion where students can share their observations on various family routines Encourage them to reflect on the similarities and differences compared to their own families, focusing on meals, chores, leisure activities, and bedtime rituals This discussion is designed to stimulate critical thinking and help students connect their personal experiences with the routines they observed.
After the discussion, hold a brainstorming session where students can record their thoughts on their family's daily routines Encourage them to explore unique elements of these routines, their role in fostering family connections, and any cultural traditions that enrich their everyday lives To assist in organizing their ideas visually, provide graphic organizers or mind-mapping tools.
Pictures about the ideas “family routines” – groups class 10D5
Encouraging students to share their brainstormed ideas in small groups or pairs fosters valuable peer interaction, allowing them to provide and receive constructive feedback This collaborative process not only refines their thoughts but also offers additional insights that can enhance their writing.
To effectively prepare students for writing an essay on "your family's daily routines," implement a structured pre-writing activity that includes creating an outline or storyboard This guided approach should utilize insights from multimedia resources and class discussions, enabling students to organize their ideas coherently and set a solid foundation for the writing phase.
Applied in the class of 10A5
Picture about the class 10A5 - group 4 are disscussing about “family routines”
Incorporating multimedia resources into pre-writing tasks creates an engaging and immersive learning experience for students This method enhances their understanding of diverse family dynamics while enriching their writing by connecting it to authentic and relatable content.
3.2 Implement real-world problem-solving activities:
Engaging students in pre-writing tasks that tackle real-world problems connected to textbook themes fosters critical thinking and creativity For example, by collaborating in groups to develop solutions for a global health issue, students can then individually compose persuasive essays promoting their selected solutions.
In Unit 2, "Humans and the Environment," the writing topic "Making Suggestions for Improving the Environment" can be enhanced by incorporating real-world problem-solving activities This strategy seeks to engage 10th graders more effectively by linking the theoretical concepts from the Global Success textbook to practical and actionable environmental challenges By implementing this approach, students will not only understand environmental issues better but also develop meaningful solutions.
Pre-writing Task: "eco-solutions workshop"
Environmental issues are pressing challenges that our planet faces today, including pollution, deforestation, climate change, and biodiversity loss It is crucial to recognize the role of human action in addressing these problems, as both individual and collective efforts are essential for effective environmental conservation.
Carried out at 10A5 class about brainstorming’s related environmental issues
To effectively identify real-world environmental problems, educators should divide students into small groups, assigning each group a specific issue to investigate Students are encouraged to conduct brief research using credible sources to explore the causes, effects, and existing global solutions related to their assigned environmental challenge.
Transform your classroom into an "Eco-Solutions Workshop" where students collaboratively present environmental challenges and their proposed solutions This interactive workshop encourages peer feedback, allowing groups to refine their ideas effectively By simulating real-world problem-solving scenarios, students develop a sense of agency and responsibility, enhancing their engagement with eco-friendly initiatives.
Survey the urgency and feasibility of proposed solutions
The study titled "Survey the Urgency and Feasibility of Proposed Solutions: Adapting Some Pre-Writing Tasks in Writing Lessons to Spark 10th Graders' Engagement with the Themes in the Global Success Textbook" aims to evaluate the effectiveness of integrating pre-writing tasks into writing lessons to enhance 10th graders' engagement with the themes presented in the Global Success textbook.
- The survey was conducted to test the scientific hypothesis of the topic through teaching practice, meaning to test the feasibility and urgency of the solution
- Survey on the current status of teaching and learning of pre-writing activities in high school writing lessons at school today
- Evaluate the importance and practicality of implementing modified pre- writing activities in high school writing lessons
- Specifically, the study aims to investigate how these tailored pre-writing tasks can enhance 10th-grade students' interest and involvement in the themes presented in the Global Success textbook
The research aims to enhance teaching strategies that actively engage students and improve their comprehension of textbook material.
We conducted a survey involving 75 tenth-grade students and 26 teachers in the province to establish a more scientific and practical foundation for verification The survey utilized questionnaires to gather opinions on the novelty, feasibility, and urgency of proposed solutions.
The survey content focuses on 02 main issues:
1 Are the proposed solutions really urgent to the current research problem?
2 Are the proposed solutions feasible to the current research problem?
4.2.2 Survey methods and rating scales
The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from 1 to 4)
Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and Very Feasiable
Create Google Forms to gather feedback from teachers on survey subjects by sending questions through Zalo and Gmail Once the responses are collected, synthesize the answers to analyze the data effectively.
To survey the urgency and feasibility of the topic, we built a system of survey questions for teachers and students
The survey subjects were 10th grade students and English teachers in Nghe
Step 3: Build a link to collect survey opinions for teachers and students
Link to conduct student survey: https://forms.gle/Vk8bfvJJTghbWcQU8
Link to conduct teacher survey: https://forms.gle/o9uoS2yfNofEThgTA
Step 4: Synthesize opinions and process results
To evaluate the urgency and feasibility of solutions, guide evaluation opinions by scoring as follows:
+ Very urgent/very feasible level: 4 points
+ Less urgent/less feasible: 2 points
+ Level not urgent/not feasible: 1 point
- Calculate the average score ̅ according to software Average
- Survey the urgency and feasibility of the proposed solution
Please take the time to carefully read and objectively answer the following questions accurately and objectively by ticking uniquely in the box of the selected option
Question 1: According to the teacher, is it really necessary to adapt some pre-writing tasks in writing lessons to spark 10th graders' engagement with the themes in the global success textbook?
Not urgent Less urgent Urgent Very urgent
Question 2: Is it feasible to adapt some pre-writing tasks in writing lessons to spark 10th graders' engagement with the themes in the global success textbook?
Little feasible Feasible Very feasible
We urge you to please take the time to read carefully and answer the following questions correctly by ticking uniquely in the box of the selected option
Question 1: In your opinion, is it really necessary to adapt some pre-writing tasks in writing lessons to spark 10th graders' engagement with the themes in the global success textbook?
Not urgent Less urgent Urgent Very urgent
Question 2: In your opinion, is it feasible to adapt some pre- writing tasks in writing lessons to spark 10th graders' engagement with the themes in the global success textbook?
Little feasible Feasible Very feasible
1 English teachers of the high schools in the province 35
2 10 grade students, at two experimental classes at the work school
4.4 Survey results on the urgency and feasibility of proposed solutions
4.4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution
Table 3: Calculate average score ̅ by Average software
Teachers should consider the urgency of adapting pre-writing tasks in writing lessons to enhance 10th graders' engagement with the themes presented in the Global Success textbook Tailoring these activities can significantly boost student interest and participation, making the learning experience more relevant and impactful Engaging students through innovative pre-writing strategies is essential for fostering a deeper connection to the curriculum and improving overall writing skills.
Not urgent: 0 Less urgent: 2 Urgent: 8 Very urgent: 25 (
Adapting pre-writing tasks in writing lessons is crucial for enhancing 10th graders' engagement with the themes in the Global Success textbook By incorporating interactive and relevant activities, educators can stimulate students' interest and foster a deeper understanding of the material This approach not only encourages participation but also helps students connect personally with the themes, making the learning experience more impactful Ultimately, prioritizing these adaptations can significantly improve student motivation and academic performance in writing.
Not urgent: 1 Less urgent: 3 Urgent: 38 Very urgent: 48
Feedback from teachers highlights an urgent need to adapt pre-writing tasks in writing lessons to engage 10th graders with the Global Success textbook themes A significant majority, 25 out of 35 educators, classified this need as "Very urgent," indicating a strong consensus on the necessity for adjustments to enhance student engagement and learning outcomes Only a few teachers viewed the adaptations as "Urgent" (8 out of 35) or "Less urgent" (2 out of 35), with no respondents considering it "Not urgent." This data emphasizes the belief among educators that revising pre-writing activities is crucial for improving the educational experience of 10th-grade students, making it a priority for implementation.
The average scores of the four levels are: (
Table 2 highlights students' views on the necessity of modifying pre-writing tasks in writing lessons to better engage with the themes of the Global Success textbook The data reveals that a substantial majority, specifically 48 out of 90 students, rate these adaptations as "Very urgent." This indicates a clear demand for changes that could enhance their learning experience.
A significant number of students, 35, expressed an increased interest and engagement in the writing process Furthermore, 38 students categorized the need for modifications as "Urgent," highlighting a strong agreement on the necessity of these changes Only a small percentage disagreed, reinforcing the overall consensus on the importance of enhancing the writing experience.
Out of 90 students, 3 perceived the adaptation as "Less urgent," with only one student considering it "Not urgent." This feedback highlights a significant need for engaging and relevant pre-writing activities that align with students' learning experiences and interests.
The average scores of the four levels are: (
Assess the feasibility of proposed solutions
Table 3: Calculate average score ̅ by Average software
Teachers are encouraged to consider the feasibility of incorporating pre-writing tasks into writing lessons to enhance 10th graders' engagement with the themes presented in the Global Success textbook By integrating these activities, educators can foster a more interactive learning environment that resonates with students and deepens their understanding of the material.
Not feasible: 0 Little feasible: 3 Feasible: 5 Very feasible: 27 (
Adapting pre-writing tasks in writing lessons can significantly enhance 10th graders' engagement with the themes presented in the Global Success textbook By incorporating interactive and relevant activities, educators can create a more stimulating learning environment that encourages students to connect with the material This approach not only fosters deeper understanding but also motivates students to participate actively in their writing process, ultimately leading to improved academic outcomes.
Not feasible: 1 Little feasible: 8 Feasible: 25 Very feasible: 56
A recent survey of teachers regarding the adaptation of pre-writing tasks in writing lessons reveals strong support for enhancing 10th graders' engagement with the Global Success textbook themes Out of 35 respondents, 27 (77%) consider these adaptations "Very feasible," demonstrating significant confidence in their practicality Additionally, 5 respondents (14%) view the changes as "Feasible," indicating a general consensus on their ease of integration and effectiveness Only 3 respondents (9%) find the adaptations "Little feasible," with none categorizing them as "Not feasible." This data highlights a broad agreement among educators on the practicality and potential benefits of modifying pre-writing tasks to improve student engagement and learning outcomes, reflecting a positive outlook for successful implementation in the classroom.
The average scores of the four levels are: (
The effectiveness of the solutions
The effectiveness of the study on adapting pre-writing tasks in writing lessons to enhance 10th graders' engagement with themes in the Global Success textbook
This study explores the effectiveness of innovative pre-writing strategies, including multimedia resources, real-world problem-solving, role-play simulations, and theme-based writing prompts, to enhance student engagement and improve writing quality By adopting a multi-faceted approach that considers both qualitative and quantitative outcomes, the research aims to create a stronger connection between students and the writing process.
Qualitative feedback from students revealed a notable increase in engagement and motivation, as they felt more connected to writing topics through relevant and interactive pre-writing tasks The use of multimedia resources to explore themes like family life enabled students to visualize and personally relate to the subject, enhancing their writing Additionally, role-play and simulation activities related to volunteering positions offered practical insights, leading to more authentic and persuasive application letters.
"How have the adapted pre-writing activities affected your engagement in writing lessons? Please select one option and, if you choose 'Other,' provide a brief explanation."
A) I am more interested in writing lessons than before (89%)
B) My interest in writing lessons has not changed (0%)
C) I find writing lessons less engaging than before (0%)
D) The adapted pre-writing activities have made me more confident in my writing skills (95%)
If you selected 'Other,' please describe how the adapted pre-writing activities have influenced your engagement and interest in writing lessons
Quantitative assessments conducted before and after implementation showed significant improvements in students' writing skills, particularly in coherence, organization, and creativity across diverse themes Engaging in real-world problem-solving activities, especially during the "Humans and the Environment" unit, enabled students to express well-considered ideas for environmental enhancement, reflecting a boost in their analytical and critical thinking abilities.
To evaluate the impact of the intervention, the teacher administered pre- and post-tests to assess students' performance in grammar, syntax, and overall writing quality The results from the 10A5 and 10D5 classes illustrate the effectiveness of these assessments before and after the intervention.
Table 1 - Test results before applying the techniques
Table 2 - Results obtained after applying the techniques
Table 3 - Comparing academic results before and after using some techniques into “pre-writing” of writing skill in the classes
Comparing academic results before and after using some techniques into
“pre-writing” of writing skill in the classes
Table 1 reveals the test results prior to implementing techniques aimed at enhancing students' English writing skills In Class 10A5, merely 7 out of 45 students (15.6%) achieved a credit or good grade, whereas a significant 26 students (57.7%) demonstrated weak performance Likewise, in Class 10D5, only 5 students (11.1%) attained a credit or good grade, with 29 students (64.5%) exhibiting weak results.
The results from the study, detailed in Table 2, indicate significant improvements in English writing skills among students In Class 10A5, the number of students achieving a credit or good grade rose from 9 (20%) to 16 (35.6%), with passing rates increasing from 26.7% to 40% and weak performers decreasing from 57.7% to 24.4% Similarly, Class 10D5 saw 14 students (31.1%) attain a credit or good grade, up from 9 (20%), while passing rates improved from 24.4% to 42.2%, and weak performers dropped from 64.5% to 26.7%.
The data shows that the methods implemented to enhance students' English writing skills significantly improved their performance, resulting in an increase in the number of students earning credit or good grades and a decrease in those performing poorly Nonetheless, additional analysis is necessary to evaluate the specific effectiveness of these techniques and to pinpoint areas that may require further enhancement.
The study's success is reflected in its positive influence on teaching practices, with educators noting that the adapted pre-writing tasks offered new ways to engage students in writing lessons The variety of activities provided flexibility in teaching methods, catering to diverse learning styles and interests This adaptability was essential in addressing the varied needs of 10th graders, ultimately improving the effectiveness of writing instruction.
In summary, the study demonstrated its effectiveness by significantly boosting student engagement, improving writing skills, enhancing classroom dynamics, and fostering innovative teaching practices By tailoring pre-writing activities to align with students' interests and real-world issues, it made the writing process more relevant and engaging for 10th graders at Huynh Thuc Khang High School The positive results highlight the importance of integrating diverse and interactive pre-writing tasks in writing education, providing valuable insights for future teaching strategies.
CONCLUSION AND RECOMMENDATIONS
Summary of the study
This study explores strategies to enhance engagement in writing lessons for 10th graders at Huynh Thuc Khang High School by adapting pre-writing tasks Centered around themes from the Global Success textbook, the research addresses the urgent need to deepen students' connections with their writing assignments The ultimate goal is to improve academic performance while fostering a greater understanding and appreciation of the subject matter.
The study utilized a mixed-methods approach, combining qualitative and quantitative techniques such as observations, assessments before and after implementation, and data analysis to assess the impact of modified pre-writing activities Conducted during the 2023-2024 academic year, this research provided an in-depth examination of the practical application and effectiveness of these interventions in a real-world educational context.
Recent findings indicate a significant boost in student engagement and participation in writing lessons due to the innovative adaptation of pre-writing tasks These tasks were tailored to align with students' interests and experiences, as well as the themes from the Global Success textbook, making writing more relatable The study highlighted the effectiveness of incorporating multimedia resources, real-world problem-solving activities, collaborative technology for brainstorming, role-play simulations, and theme-based writing prompts As a result, there was a marked improvement in students' attitudes towards writing, their motivation to participate in writing tasks, and the overall quality of their written work.
The study emphasized the crucial role of teacher involvement in effectively implementing adapted pre-writing activities Educator feedback revealed that these strategies foster a dynamic and interactive classroom environment, enabling students to feel more connected to the material and empowered in their learning journey.
In summary, the research highlights that tailoring pre-writing tasks to match students' interests and the curriculum significantly boosts student engagement and writing performance These findings offer important insights into effective teaching methods and emphasize the potential of focused pedagogical strategies to enhance the educational experience for secondary school students.
Conclusion
The research highlights that tailoring pre-writing activities to match thematic content, along with the use of interactive and innovative teaching methods, can greatly improve student engagement in writing lessons.
Creating an engaging and interactive learning environment significantly enhances student motivation and comprehension, particularly in the writing process The successful implementation of adapted pre-writing tasks from the Global Success textbook illustrates the effectiveness of diverse pedagogical techniques By catering to the varied needs and interests of students, educators can foster a more enriching and effective educational experience.
The study highlights the significance of flexibility and creativity in writing instruction, urging educators to adopt innovative strategies to boost student engagement The observed improvements in student performance emphasize that writing education can be enriched by thoughtfully adapting and integrating pre-writing tasks that connect with students' experiences and their surrounding world.
In summary, this study highlights the importance of a dynamic, student-centered approach to pre-writing activities, which can enhance student engagement and learning outcomes in writing education By connecting theoretical concepts with practical application, the research contributes to the dialogue on effective teaching practices, promoting a more interactive and engaging method for teaching writing.
Recommendations for further study
Based on the findings of this study, several recommendations for future research in education are suggested, focusing on improving writing instruction effectiveness These suggestions seek to deepen the understanding of teaching strategies that enhance student engagement and boost writing skills in various educational contexts.
Future research should expand its demographic and geographic focus to encompass a wider variety of schools and educational environments By comparing the effectiveness of modified pre-writing tasks in diverse cultural contexts, school types, and age groups, researchers can gain valuable insights into how contextual factors affect student engagement and learning outcomes.
Future research should investigate the integration of emerging technologies, including artificial intelligence, virtual reality, and collaborative online platforms, in pre-writing tasks By examining how these technologies influence student engagement and the enhancement of writing skills, studies could offer valuable insights into the evolving role of educational technology in writing instruction.
Research indicates that tailored pre-writing tasks significantly enhance the learning experience for students with diverse learning styles and needs, including English language learners and those with learning disabilities By assessing the effectiveness of these adapted strategies, educators can better support individual student requirements, ultimately fostering improved writing skills and academic performance.
44 disabilities, could offer insights into how to tailor writing instruction to support diverse learners effectively
Qualitative research examining student perceptions of adapted pre-writing tasks offers valuable insights into how these activities shape students' attitudes toward writing, enhance their self-efficacy, and boost their overall engagement with learning materials.
Implementing these recommendations will enable future research to further investigate and enhance strategies that promote engaging, effective, and inclusive writing education, thereby advancing teaching and learning practices within the educational field.
Despite thorough preparation and significant investment in this research theme, certain limitations were unavoidable We encourage educators and students at all levels to read, review, and provide feedback to enhance this work, ultimately making it a valuable resource for both teachers and learners.
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Choose your answer from the following options by ticking
How would you rate your level of engagement during pre-writing activities in writing lessons?
Not engaged Neutral Engaged Highly engaged
Question 2: Effectiveness of Pre-writing Activities
Choose your answer from the following options by ticking
How effective do you find the current pre- writing activities in helping you generate ideas and plan your writing assignments?
Question 3: The effectiveness of the solutions
Please select one option by circling and, if you choose 'Other,' provide a brief explanation
? How have the adapted pre-writing activities affected your engagement in writing lessons?
A) I am more interested in writing lessons than before
B) My interest in writing lessons has not changed
C) I find writing lessons less engaging than before
D) The adapted pre-writing activities have made me more confident in my writing skills
If you selected 'Other,' please describe how the adapted pre-writing activities have influenced your engagement and interest in writing lessons
Pictures of application in students’ pre-writing lessons in writing skill of teaching and learning at Huynh Thuc Khang high school