VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITYAN GIANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES UNDERGRADUATE THESIS DIFFICULTIES IN OBTAINING THE REQUIRED CERTIFICATE OF ENGLISH OF THE SEN
Research Questions 8
This study aims to investigate the challenges faced by English as a Foreign Language (EFL) students in developing writing skills that impede their ability to achieve a minimum score of 6.5 on the IELTS exam The research is guided by specific questions designed to uncover the difficulties that hinder students from obtaining their certification.
1 What challenges do An Giang University EFL students have when attempting IELTS certification?
2 What linguistic components do students face in doing writing tasks for a foreign language certification exam?
3 To what extent do the linguistic components relate ?
Research Objectives ao
Scope of the Study 1n
A study involving 131 seniors majoring in English Language and English Language Teacher Education at AGU revealed that only 7 out of 220 fourth-year students in the Faculty of Foreign Languages have obtained foreign language certificates Conducted during the first term of their final year, this research utilized a quantitative method to address the research question effectively.
Final-year EFL students at AGU are selected for this study due to their accessibility and the specific challenges they face in obtaining necessary credentials, allowing for the identification of underlying issues and potential solutions.
Significance of the SfUdy - - c1 1 S112 121 1511111111111 111 11 11 T1 ray 13
The findings of this study are valuable for various stakeholders, including students, teachers, educational institutions, and language skills researchers, with particular relevance to those involved in the Faculty of Foreign Languages.
This study highlights the significant implications for EFL students in future courses, emphasizing the importance of recognizing the challenges faced By understanding these difficulties, students can adopt effective study strategies to obtain the necessary foreign language certificates With appropriate learning methods, they will be better equipped to tackle and overcome obstacles in their language acquisition journey.
The second is that the findings inspire or provide ideas for teachers to improve teaching methods to meet students’ needs of solving the problems of writing ability in learning.
The findings offer a valuable framework for future research aimed at collecting empirical data, which will assist educators and instructional designers in developing effective study plans to help students overcome challenges in obtaining necessary certifications.
LITERATURE REEVIEYN on nen nsee 15 2.1 Writing SKIDS eee
Linguistic components of writing tasks ceceeceeseeseeeeeeteeeneeeneeeneens 17
L2 writing emphasizes substance, organization, and precise language use, extending beyond merely correct grammar and vocabulary (Chenoweth & Hayes, 2001; Cumming, 2001; Holmes, 2006; Hughes, 2003; Wiseman, 2012) Both the Educational Testing Service (ETS) and Cambridge English Language Assessment incorporate essay writing as a key component in evaluating English language proficiency Furthermore, students must demonstrate effective writing skills at the sentence, paragraph, and essay levels in the TOEFL iBT writing section, which assesses their ability to communicate their ideas clearly and logically in their second language (Shabani & Panahi, 2020).
To develop writing skills in English, students must focus on essential components such as structure, vocabulary, content, organization, and mechanics Mastering structure and vocabulary is crucial for effective paragraph development These elements rank highest in importance for learning English writing skills, supported by content, organization, and mechanics Vocabulary consists of words that must be arranged correctly according to grammatical rules, as each word class has specific functions Adhering to the rules of a language is vital for effective communication (Ampa, Andi & Quraisy, Hidayah, 2018).
Moreover, the evaluation of writing tasks is also discussed based on these components for providing a score rubric to assess the participants'
17 assignments Blanka’s rubric (2011) was presented as follows:
Content extent, relevance, subject knowledge 30%
Organization coherence, fluency, clarity, logical sequencing 20%
Vocabulary richness, appropriate register, word form | 20% mastery
Language use accuracy (a usage of articles, word order, | 25% tenses, prepositions, sentence constructions)
Mechanics paragraphing, spelling, capitalization, | 5% punctuation
In conclusion, students must focus on key components such as structure, vocabulary, content, organization, and mechanics to achieve the writing task's goals, whether for diagnosis, development, or promotion, as well as to meet assessment purposes.
Introduction to IELTS exam1nafiOT - 5 5 5+ + * + £++vvsseEseereeeeees 18 1 Present and future chaèlẽlenỉ€S c- + S+ +2 + ESEsvesreererrserske 18
The International English Language Testing System (IELTS), jointly owned by the British Council, IDP IELTS Australia, and Cambridge Assessment English since its inception in 1989, offers an at-home computer version called IELTS Indicator IELTS tests are administered globally at British Council and IDP IELTS Australia facilities, available on scheduled dates for the paper version or on demand for the computer version.
Exam Types (formerly Modules): Listening (30 minutes), Reading (60 minutes), Writing (60 minutes), and Speaking (11-14 minutes) are the sections of the academic and general training tests.
In December 2017, IELTS introduced a computer-based version of its hearing, reading, and writing tests, marking a shift away from traditional paper testing In response to the COVID-19 pandemic in 2020, IELTS Partners adapted this computer-based format for online delivery, allowing candidates to take the test from home As of 2022, the at-home version, now referred to as IELTS Online, has been established as a permanent testing option with enhanced remote proctoring protocols.
Despite its flaws, IELTS tests enhance communication skills and positively influence academic preparation While the test has integrated technical advancements in administration, it has not fundamentally re-evaluated the standards for academic language proficiency Adhering to design principles from the 1980s, there is a lack of a comprehensive renewal program for the test.
Organizations prioritize worldwide access to tests, candidate identity verification, high-tech procedures, and secure reporting of results, but it is difficult to accommodate both academic and non-academic users.
In this section, according to John and Dang (2022) data about all IELTS academic format are presented.
The listening section of the test consists of four segments: a dialogue between two individuals in a common social scenario, a solo presentation in a similar social context, a group discussion involving up to four participants in an educational or training environment, and a monologue focused on teaching and learning strategies.
The audio content features a variety of native speakers showcasing different voices and accents, with each segment played once Each portion is structured into four distinct parts: a two-person conversation set in a typical social environment, a solo monologue reflecting a social context, a group discussion involving up to four individuals in an educational setting, and a monologue focused on teaching and learning strategies.
The reading section of the exam evaluates various reading skills, such as skimming, analyzing logical reasoning, and understanding the main ideas and details It also assesses the ability to grasp the overall gist, recognize brevity, and identify the perspectives, attitudes, and intentions of the authors.
Three chapters range from discursive to factual and descriptive, using authentic texts from books, journals, periodicals, and newspapers.
In the writing section, there are two assignments to complete Task 1 requires you to describe a provided visual representation of information, such as a graph, table, or chart This involves explaining data trends, outlining the steps of a process, detailing how something functions, or describing an object or event.
Task 2: write an essay in response to an issue, an argument, or a point of view These activities require responses to be given formally.
The Speaking section of the test assesses your spoken English proficiency and lasts between 11 to 14 minutes During this time, the examiner will ask questions related to your home, family, job, studies, and personal interests.
In the IELTS speaking test, Part 1 focuses on the speaker's background, including their home, family, job, studies, and interests Part 2 requires the speaker to elaborate on a specific topic, while Part 3 delves into more abstract ideas and issues, encouraging deeper discussion.
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This chapter outlines the methodology of the investigation, structured into five key sections: research design, participants, instruments, data collection techniques, and data analysis It also establishes the validity and reliability of the research findings.
The research utilized a quantitative method to apply mathematical frameworks and theories relevant to the quantity in question, aiming for logical, statistical, and unbiased results (Creswell, 2012) This approach involves gathering various numerical data through multiple techniques, followed by statistical analysis to integrate, compare, and identify relationships within the data.
A comprehensive questionnaire was developed and administered to collect data addressing the research questions of the study The primary method of data collection involved utilizing a Google Form, which included survey questionnaires to provide empirical evidence for the study's findings The objective of this research is to identify common writing challenges faced by English as a Foreign Language (EFL) students at An Giang University who have successfully obtained their foreign language credentials Participants were randomly selected from two groups: students who have already passed the IELTS exam and those currently preparing for it.
The survey aimed to identify the challenges individuals face in learning to write, while also expanding to include detailed recommendations for enhancing students' writing skills based on their experiences Additionally, the questionnaire on writing ability incorporated supplementary materials and resources from friends, books, and online sources to provide a comprehensive understanding of the study.
The research focuses on fourth-year students from classes DH20TA1, DH20TA2, and DH20AV, majoring in English Linguistics and Literature, as well as English Language Teacher Education for the 2019-2023 academic year The study includes participants who are facing challenges in their studies.
After four years of studying English at university, many students struggle with writing errors that hinder their ability to obtain the necessary English certification Common mistakes persist, making it challenging for learners to succeed in the IELTS writing test.
This study focused on fourth-year English majors to explore the reasons behind their challenges in obtaining required foreign language certifications, such as IELTS, TOEIC, or CEFR (C1) At the time of the research, these students were preparing to take the IELTS exam, which was the most popular choice among them.
A survey conducted by the researcher among 131 fourth-year students majoring in English Linguistics and Literature, as well as English Language Teacher Education, revealed a significant issue: 94.6% of the students, totaling 124 individuals, have not obtained the required certification (see Figure 1).
Received a certificate Not yet a certificate
Figure 1 The proportion of students who obtained certificates and have not receive any.
Many students face challenges in writing skills, with 16.7% citing a lack of motivation, 17.5% unsure of where to start, and 14.5% struggling with time constraints for homework Notably, 51% reported an inability to take exams, highlighting significant barriers to academic success.
Initial lack of Not sure whereto Time constraintsfor Unable to take the motivation begin homework exam
Figure 2 The explanation offered is that AGU senior students struggle with their writing abilities
English majors typically begin their essay writing journey in their second year, with writing skills remaining crucial throughout their studies As a result, students at the Faculty of Foreign Languages dedicate significant time to mastering essay writing, highlighting its importance in their academic development.
The primary tool for identifying challenges faced by final-year students in obtaining foreign language certificates is a questionnaire developed by Ibnian (2017), focusing specifically on writing skills Additionally, the theoretical framework derived from related studies significantly contributes to the effective design of this questionnaire.
This research utilized a questionnaire to identify students' challenges related to linguistic components in writing skills The questionnaire consisted of two main sections: (A) a self-assessment of essential writing skills, and (B) an evaluation of linguistic challenges faced when obtaining foreign language certificates It featured straightforward multiple-choice questions, with Part B containing 31 items categorized into seven typical challenges, including vocabulary and grammar The responses were measured using a closed-ended Likert scale, ranging from Strongly Agree (5) to Strongly Disagree (1).
The article addresses challenges in writing, including 28 key structures, ideas, coherence, cohesion, and organizational layout It highlights the importance of consistency in writing practice while also identifying vocabulary issues The first two questions focus on vocabulary problems, followed by four additional questions that delve deeper into these writing difficulties.
The article addresses various writing challenges, beginning with grammar structure issues in questions 6 and 7-10, which focus on idea-related problems Coherence and cohesion are examined in question 11, while questions 12-16 tackle organizational layout difficulties Questions 17-19 highlight the effects of inconsistent writing practice, and the final set, questions 20-31, encompasses a range of other writing difficulties.
FINDINGS AND DISCUSSION . -< se e<se<5 31
Findings about the difficulties in the writing skIlẽ
The questionnaire assessing the challenges faced by senior English major students at AGU in obtaining the necessary English certificate in writing skills comprises 31 statements categorized into seven key areas: vocabulary, grammar structures, ideas, coherence and cohesion, organizational layout, inconsistency in writing practice, and additional difficulties.
Table 3: Reliability statistics of the questionnaires for students
“mm la Listwise deletion based on all variables inthe procedure.
Table 4 Reliability statistics of the questionnaires for students
(Cronbach's Cronbach's Alpha Based on [Alpha Standardized Items
The Cronbach’s Alpha correlation coefficient measures the internal consistency of questionnaire items and the overall reliability of the instrument (Johnson & Christensen, 2012) With a high Cronbach’s Alpha value of 0.944, the questionnaire items demonstrate strong consistency and reliability for effective data collection (Table 4).
Data about linguistic challenges are reported in this section of the questionnaire.
First, taking into account whether the students have vocabulary issues was discovered using data processing.
Table 5: Frequency table for part B - Group I (V1)
VỊ - “Iam unable to finish the article due to my restricted vocabulary”
Excessive usage of terminology from
I am unable to finish the article due to my restricted vocabulary.
VOCABULARY DIFFICULTIES higher levels MMM 1s
100 150 ll Strongly agree and agree Ill Neutral Ill Strongly disagree and disagree
From 1 to 5, with 1 = Strongly disagree; 2 = Disagree; 3= Neutral; 4 Agree; 5 = Totally agree Number of survey the respondents who agree with the mean value of V1 and V2 “Excessive usage of terminology from higher levels.” expresses the students' overall impression of language difficulty.
From Figure 5 and Table 5, overall, there is a huge difference between
A significant 42.8% of students expressed strong agreement with the statement regarding vocabulary limitations, indicating a prevalent challenge in completing articles Conversely, only 2.9% of students disagreed, highlighting a consensus on the difficulty posed by restricted vocabulary.
In this section, data about all grammar structures difficulties of students in writing skill are reported.
Strongly disagree Disagree Neutral Agree Strongly agree
Figure 6 Frequency table for part B - Group H (G6)
When I write sentences, I frequently worry IIllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 2S
: IIIlllllllllllllll 2O about grammar mistakes HH 13
I frequently omit the outline steps _ Illi] 25 lIlllllllllllll 1S
There is a lack of variety in sentence IIIIIllIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIlllllll 95 constructions, including basic, complicated, _ lll 20 compound, and complex-compound phrases lll 16 ôetc ÍIIIIIlIllIlllllllllllllllllflllllllllllllflllllfllllll S2
Is unable to comprehend the question's II 27 requirement II 22
0 20 40 60 80 100 120 lll Strongly agree and agree Iilll Neutral lll Strongly disagree and disagree
The choice changed markedly in group II, while the questions
A significant number of respondents expressed agreement regarding difficulties with grammar structures, particularly in the context of sentence writing Specifically, 9.9% of participants indicated that they "disagree" or "strongly disagree" with the statement, "when I write sentences, I frequently worry about grammar mistakes," highlighting that the majority do experience concerns about grammatical accuracy.
In the analysis of question "is unable to comprehend the question's requirement" (G6), the agreement options have decreased to 82 (59.8%), while the neutral responses have notably increased to 27 (19.7%) This indicates a lower consensus regarding this issue compared to the other sentences in group II that involve difficulties in grammar structures, as illustrated in Figures 6 and 7.
In this part, data about ideas difficulties related to ideas are analyzed.
Table 6: Frequency table for part B - Group III (19)
: : : IIIIIllllllllllllIlIlIlIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIllllllllllllllll 25 Often make mistakes in translating from TTT 23
Vietnamese to English when writing IIIIIIIl 12
As a habit, I often make mistakes when TTY 24 using spoken sentences applied to writing IIIIIIIlh 3 lIllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 12 lIllllllllllllllll 2O lIllll 11
The thesis for my article is not coherent, linked. hàng 99
I do not have many arguments to criticize ae and clarify the issue aT +2
0 20 40 60 80 100 120 ii Strongly agree and agree Ill Neutral lll Strongly disagree and disagree
According to Figure 8 and Table 6, 74.3% of respondents believe that "ideas" significantly impacts writing skills, while 9.16% reported not experiencing difficulties related to generating ideas in their writing.
A significant challenge faced by students in essay writing is the lack of coherence in their thesis statements In a survey of 100 sophomores, 76.3% reported experiencing difficulties with coherence in their writing, while only 8.39% disagreed with this assertion.
A significant 71.8% of participants expressed concern about frequently making mistakes when translating spoken sentences into written essays, while only 9.9% held an opposing view This highlights a common difficulty among students in effectively applying spoken language skills to writing tasks.
In this part, data about coherence and cohesion difficulties are presented.
Ido not know how to correctly bcớ —=== 24 technical rules such as spelli uuu 22
0 50 100 lll Strongly agree and agree ill Neutral lll Strongly disagree and disagree
Figure 9 Coherence and cohesion Difficulties
A significant 64.9% of students reported difficulties in applying technical writing rules, such as spelling, punctuation, and capitalization, while only 16.8% disagreed, indicating that coherence and cohesion are not perceived as barriers to their writing skills.
The percentage of students giving the option of doubt 24 (18.3%) and disagree 22 (16.8%) is almost equal ( Figure 9)
In this section, data about all organizational layout in writing essays are presented.
Table 7: Frequency table for part B - Group V (O12)
Table 8 Frequency table for part B - Group V (O16)
I have no idea how to structure an essay ẽlIIlIlIUII 86 such that it has an introduction, a body, _ ii] 15 and a conclusion OMằ 30
‘mmtnneotin, o_o 34 patagraph in my essay 20 includes a main sentence, a clarification mT) 27 or explanation, and a closing sentence.
I a , IIIIlllIllIIIIIIIIIIIIIIIIIIIIIIIllllllllllllllllllllll 50 am not sure how to properly compose jaw >> introduction. an mmocwenson LM 29
I do not know how to write the ending HTN 23 properly SLL ed ẽIIlllllllllllllllllllilllll 28
The writine ele and arderdo net flow? 79 as HAA 3:3 the article category's order. me mM 19
W Strong agree and agree Ill Neutral lll Strongly disagree and disagree
According to the data presented in Figures 10 and Tables 7 and 8, 62.4% of senior students recognized that the generation of ideas significantly impacts their writing skills, while 20.3% reported not facing difficulties related to ideas in their writing.
A significant challenge faced by final year students is the lack of understanding in structuring an essay with a clear introduction, body, and conclusion In a survey, 86 students, representing 65.6% of the participants, acknowledged difficulties in organizing their essays effectively This highlights a prevalent issue in the organizational layout of academic writing.
41 strongly disagreed with facing this difficulty was 15 (11.5%) It was half of the number of people who gave the neutral choice, which was 30, accounting for 22,9%.
A significant pedagogical challenge identified is the inconsistency in writing style and structure, which fails to adhere to the designated order of article categories (O16) Notably, 79 participants, representing 76.3%, expressed feelings of anxiety stemming from their frequent mistakes in maintaining this order.
In contrast, the number of participants with opposite views was 19 (14.5%) of the students.
4.1.2.6 Lack of consistency writing practice
In this section, data about all psychological barriers of students in writing essays are reported.
LACK OF CONSISTENT WRITING PRACTICE DIFFICULTIES
Often overwrite the conclusion due to IAA = focusing too much on the body and lack of iii] 22 time and ideas for this part II 16
Due to the habit of writing in a rudimentary AIM way, I lack confidence when encountering ÍÍJ[ 28 realistic types of questions llllllll :›
Time for writing is too short iil 19
W® Strongly agree and agree Ill Neutral Ill Strongly disagree and disagree
Figure 11 Lack of consistency writing practice Difficulties
Similar to the challenges faced in group II, there is a notable consensus regarding the inconsistency in writing practices, particularly concerning the options "disagree" and "strongly disagree." Notably, only 13 respondents (9.9%) indicated that they disagree or strongly disagree with the statement about struggling with grammatical structures, specifically highlighting a lack of confidence when faced with realistic types of questions due to a habit of writing in a rudimentary manner.
The agreement options decreased to 90 (68.7%), marking the lowest in the VI question group, while neutral support rose significantly to 28 (21.4%), indicating a high percentage of neutral opinions This trend, illustrated in Figure 8, shows that consensus on this statement is the weakest compared to other VI sentences, which face challenges due to inconsistent writing practices (Figure 11).
In this part, data on difficulties that do not belong to any aforementioned categories are reported.
Table 9 Frequency table for part B - Group VII (D31)
Strongly disagree Disagree Neutral Agree Strongly agree
Figure 12 Frequency table for part B — Group VH(D31)
The 20th class's real time in class is shorter than those of the earlier courses as a result of the
Ihave trouble locating and choosing reliable reference documents.
Practice and effort have been made, yet the situation is still off-track.
Subjective psychology, learning to cope, no actual test questions on writing skills.
I have trouble with the IELTS writing test.
The following psychological influences have an impact on my writing.
The following psychological elements have an impact on me whenI write: Iam scared to ask the teacher questions about concepts I do
The following things have a psychological impact on me while I write: I do not have faith in my ability.
To get IELTS, I believe writing abilities are crucial.
I find it difficult to hone my writing abilities on my own.
When the teacher assigns writing practice, I find it challenging.
The content of the writing skills modules in the curriculum helps me in taking the IELTS test.
0 20 40 60 80 ii Strongly agree and agree ill Neutral lll Strongly disagree and disagree
Correlation of the components affecting writing skills
A survey conducted through questionnaires revealed a strong correlation between language-related difficulties in learning and writing, indicating that changes in perceptions of one factor positively influence the other Participants consistently rated their feedback on a 5-level scale, with many agreeing or strongly agreeing on the challenges faced, highlighting the interconnectedness of these variables.
46 corresponding variable is evaluated like that, specifically, their were the following pairs of correlated variables:
4.1.3.1 Correlation between Vocabulary and Ideas Difficulties:
Table 10 Correlation between Vocabulary and Ideas Difficulties
** Correlation is significant at the 0.01 level (2-tailed).
Table 10 reveals a correlation of 0.303 between Vocabulary (Group I) and Ideas (Group HI), indicating a statistically significant relationship at the 0.000 level, which is below the conventional significance threshold of 0.05 This suggests a 95% likelihood of accurately identifying the correlation, reflecting a moderate relationship between these two groups.
4.1.3.2 Correlation between Organizational layout and Ideas Difficulties
Table 11 Correlation between Organizational layout and Ideas
** Correlation is significant at the 0.01 level (2-tailed).
Compared with Organizational layout by group V, correlation between Ideas by group III was rather higher This result was shown in table 10 at 0.49.
In addition, the percentage of overlapping between two results significant correlation at 0.000 (smaller than 0.05).
These figures brought a bright picture of inter-rater reliability in this study about the correlation between two groups of difficulties.
4.1.3.3 Correlation between Organization and Lack of Consistency writing practice Difficulty
Table 12 Correlation between Organization and Lack of Consistency writing practice Difficulties
** Correlation is significant at the 0.01 level (2-tailed).
In order to supply evidence of the correlation in this field, correlation between the Organization layout( group V) and Lack of Consistency writing practice (group VI) has also been done.
The finding presented in table 12 was that with statistically significant coefficient at 0.000 smaller than 5%, they are correlated at 0.583.
4.1.3.4 Correlation between Grammar structures and Cohesion Difficulties
Table 13 Correlation between Grammar structures and Cohesion
** Correlation is significant at the 0.01 level (2-tailed).
The analysis revealed that the correlation between Cohesion in group II and Grammar structures in group IV was notably stronger, with a correlation coefficient of 0.437 as indicated in Table 13 Furthermore, the overlap percentage between the two results demonstrated a significant correlation, with a p-value of 0.000, which is less than the 0.05 threshold.
CONCLUSIONS sssssssssssssscssssssesscssesecsesseseesecseseeserseseeses 56
Limitations 1n 4
This study acknowledges the inherent limitations and challenges in researching writing skills, particularly for final year foreign language students facing difficulties in their certification exams It specifically examines seven key factors affecting writing skills: vocabulary, grammar structures, ideas, coherence and cohesion, organization layout, lack of consistency in writing practice, and other obstacles Consequently, some significant writing challenges may not be addressed in this research.
Essay writing encompasses more than just grammar and mechanics; it involves various factors However, addressing all essay evaluation criteria may be overly demanding for this undergraduate thesis This study primarily employs quantitative methods, relying solely on questionnaires for data collection, which may overlook certain aspects of the issue Furthermore, while students are a key focus, the role of teachers has not been adequately explored.
Recommendations for further research + + s+++ss++e++es+serssss 57 h9) 5
To improve the study's replication, it is essential to consider cognitive challenges and the alignment of student learning with actual test performance Additional research is needed to explore the relationship between students' writing abilities, study habits, and their performance on essay writing tests This should include a comparison of students' class paper scores to determine the appropriateness of final year scores Lastly, investigating potential solutions to these challenges is crucial for enhancing educational outcomes.
57 the flaws found In this study.
This study investigates the challenges faced by senior English majors at AGU in obtaining the necessary English certificate, significantly contributing to academic writing research The findings offer valuable insights for teachers and students in the Faculty of Foreign Languages, guiding necessary adjustments in instruction and learning Additionally, AGU benefits from enhanced knowledge in this field The study also acknowledges its limitations and proposes recommendations for improving future research outcomes.
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Difficulties in obtaining the required certificate of English of the senior English major students at AGU: an investigation into the writing skill.
Dear English majors in their final years at An Giang University.
Lé Thi Bich Ngoc, a fourth-year English linguistics and literature student at An Giang University, invites participation in a study aimed at exploring the challenges faced by senior English majors in obtaining required English certificates, particularly focusing on writing skills The survey consists of two sections: background information and difficulties in acquiring foreign language certificates related to writing It will take approximately 10 minutes to complete, and respondents are encouraged to read each question carefully and select the answers that best reflect their experiences All collected data will be used exclusively for educational purposes and will remain confidential.
I appreciate you taking the time to complete the survey since it will help me finish my graduate thesis.
You may reach this email account directly if you have any questions or want to contribute to the research: Itbngoc_20ta@student.agu.edu.vn.
Student of English linguistics and literature
An Giang University - Vietnam National University Ho Chi Minh City.
Instruction: Please choose the item that is the most appropriate for you for each question below.
1 Do you possess an English-language certificate from a foreign country that satisfies the requirements for graduation?
2 What challenges do you encounter in your certification exam preparation?
B Not sure where to begin
D Unable to take the exam
SECTION B: THERE IS DIFFICULT TO GET CERTIFICATES IN
FOREIGN LANGUAGES WITH WRITING SKILLS
Instruction: For each of the following statements, please give your opinions on difficulties in writing essays in learning English by choosing an option using thescale:
1 = Strongly disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly agree Please make ONE choice only per statement Your thoughtfulness and honestresponses will be greatly appreciated.
Statements Strongly | Disagree | Neutral | Agree | Strongly
1 I am unable to finish the article due to my restricted vocabulary.
2 Excessive —_ usage of terminology from higher levels.
3 When I write sentences, I frequently worry about grammar mistakes.
41 frequently omit the outline steps.
5 There is a lack of variety in sentence constructions, including basic, complicated, compound, and complex-compound phrases.
6 Is unable to comprehend the question's requirement.
7 Often make mistakes in translating from Vietnamese to English when writing.
8 As a habit, I often make mistakes when using spoken sentences applied to writing.
9 The thesis for my article is not coherent, linked.
10 I do not have many arguments to criticize and clarify the issue.
11 I do not know how to correctly use technical rules such as spelling, punctuation, and capitalization when practicing writing skills.
12 I have no idea how to structure an essay such that it has an introduction, a
13 I am unsure of how to structure a paragraph in my essay such that it includes a main sentence, a clarification or explanation, and a closing sentence.
14 I am not sure how to properly compose an introduction.
15 I do not know how to write the ending properly.
16 The writing style and order do not follow the article category's order.
VI Lack of consistency writing practice
17 Often overwrite the conclusion due to focusing too much on the body and lack of time and ideas for this part.
18 Due to the habit of writing in a rudimentary way, I lack confidence when encountering realistic types of questions.
19 Time for writing is too short.
20 The 20th classs real time in class is shorter than those of the earlier courses as a result of the Covid-19 outbreak.
21 I have trouble locating and choosing reliable reference documents.
22 Practice and effort have been made, yet the situation is still off-track.
23 Subjective psychology, learning to cope, no actual test questions on writing skills.
25 The following psychological influences have an impact on my writing.
26 The following psychological elements have an impact on me when I write: I am scared to ask the teacher questions about concepts I do not fully grasp.
27 The following things have a psychological impact on me while I write: I do not have faith in my ability.
28 To get IELTS, I believe writing abilities are crucial.
29 I find it difficult to hone my writing abilities on my own.
30 When the _ teacher assigns writing practice, I find it challenging.
31 The content of the writing skills modules in the curriculum helps me in taking the IELTS test.
Thank you very much for taking your valuable time to complete this survey Your opinions are greatly appreciated!
Trong bài khảo sát về kỹ năng viết của sinh viên năm cuối chuyên Anh tại AGU, chúng tôi đã nhận diện những khó khăn mà họ gặp phải trong việc đạt chứng chỉ tiếng Anh yêu cầu Những thách thức này bao gồm thiếu tự tin, hạn chế về từ vựng, và áp lực thời gian trong quá trình luyện tập và thi cử Việc cải thiện kỹ năng viết không chỉ giúp sinh viên đáp ứng yêu cầu chứng chỉ mà còn nâng cao khả năng giao tiếp tiếng Anh trong môi trường học tập và nghề nghiệp sau này.
Thân gửi các bạn sinh viên chuyên Anh, Trường Đại học An Giang.
Tôi tên là Lê Thị Bích Ngọc, sinh viên năm thứ tư, chuyên ngành ngôn ngữ
Trường Đại học An Giang kính mời bạn tham gia nghiên cứu về "Những khó khăn trong việc đạt chứng chỉ tiếng Anh của sinh viên năm cuối chuyên Anh tại AGU: một cuộc khảo sát về kỹ năng viết" bằng cách hoàn thành bảng khảo sát qua link dưới đây Bảng khảo sát bao gồm hai phần chính.