04051001977 nghiên cứu hành Động về việc nâng cao kỹ năng viết của người học trong việc học tiếng anh thông qua hoạt Động viết nhật ký của học sinh lớp 6 tại một trường cấp 2 tại hà nội

04051001977 Nghiên cứu hành động về việc nâng cao kỹ năng viết của người học trong việc học Tiếng Anh thông qua hoạt động viết nhật ký của học sinh lớp 6 tại một trường cấp 2 tại Hà Nội

INTRODUCTION

Statement of the problem and rationale for the study

The Vietnamese education system has recently experienced significant transformations driven by economic changes Minister of Education and Training Phung Xuan Nhan highlighted these developments in his address at the Resolution of the eleventh Party Congress.

Education and training development play a crucial role in driving industrialization and modernization, serving as a foundation for enhancing human resources, which are essential for social progress and sustainable economic growth.

Since 2016, the Vietnamese government has introduced various educational policies, notably the dual curriculum program in seven secondary schools in Hanoi This initiative requires students to engage with both the National Secondary Education Curriculum of Vietnam and the Key Stage 3 National Curriculum of the UK, ultimately preparing them for the International General Certificate of Secondary Education (IGCSE).

In the dual curriculum, sixth graders are expected to excel in all aspects of English, including speaking, listening, reading, and writing Among these skills, writing is often viewed as the most challenging for students to master It is essential for sixth graders to effectively express their thoughts and convey their messages through their writing.

The researcher observed that many gifted students demonstrated low writing achievement, despite excelling in school tests that assessed their vocabulary, grammar, and reading skills.

Many students, despite having strengths in certain English skills, often overlook their writing weaknesses, leading to mistakes They frequently struggle with generating and organizing ideas, resulting in confusion and a tendency to write whatever comes to mind Furthermore, classroom activities for secondary high school students primarily focus on vocabulary, grammar, and reading, leaving little room for them to express their thoughts and feelings in writing.

Students displayed a lack of motivation during writing lessons, often showing minimal interest in assignments This led to a tendency to copy models provided by the teacher or textbook, bypassing any critical thinking or personal engagement in the writing process.

Recognizing the significance of writing skills for the future, the researcher emphasized the implementation of diary or journal writing to enhance students' English proficiency Numerous scholars, including Charles (2005) and White and Arndt, have highlighted the various benefits of maintaining a daily or weekly journal for students.

The researcher undertakes a study titled “An action research project on improving students’ writing skills through writing journals among sixth graders at a secondary school in Hanoi,” aiming to enhance the writing abilities of students.

Aim and research questions of the study

The writer employs action research to enhance students' writing skills and transform their attitudes towards writing through journal writing This approach aims to address two key research questions.

Question 1: How effective is writing journals in improving the 6 th graders’ writing skills?

Question 2 : What are the students’ attitudes towards writing journals?

Scope of the study

Participants were 30 students in grade 6 admitted into a secondary school in

After completing the Cambridge entrance exam, students in Ha Noi will master writing recount texts by the end of the semester This research specifically examines the effectiveness of writing journals on the writing skills of sixth-grade students Consequently, the assessment in this study will focus solely on recount texts.

Research method

Given the study’s aims and questions, action research is considered as the most appropriate research approach While doing this, the researcher mainly

The study employs a quantitative method for data collection and analysis, complemented by qualitative methods to enhance understanding of participants' perspectives By integrating multiple data sources, researchers can corroborate and enrich evidence from various origins (Yin 2003, p.87).

Significance of the study

Given the importance of writing skills in the future, this study is of considerable significance

The education manager implementing the project can leverage the findings of this study to develop a new promotional strategy that enhances the institution's image and builds trust with students' parents.

By grasping the demonstration of this technique and its effectiveness, educators can enhance their curriculum to better support students in improving their English writing skills.

This study's findings will directly benefit the project participants by providing them with the opportunity to practice their writing skills through the adoption of writing journals, ultimately enhancing their overall writing abilities.

This study will contribute valuable knowledge for future researchers by providing insights into the effectiveness of journal writing activities guided by teachers, serving as a reference for subsequent studies.

Organization of the study

Chapter 2: Literature review – presents the theoretical background of the study Chapter 3: Methodology – introduces the research method, the procedure, the participants and instruments of the study, as well as the data collection and analysis procedure

Chapter 4: Data analysis and discussion – presents, analyzes, and discusses the findings

Chapter 5: Conclusion – summarizes the results of the study after the two cycles, the recommendations as well as some suggestions for further studies References and Appendices are attached at the end of the thesis

LITERATURE REVIEW

Introduction

This chapter offers a theoretical foundation for the study by emphasizing key concepts related to the thesis topic It begins with an overview of writing, then focuses on journal writing, which is directly linked to the issues addressed Additionally, it analyzes previous research on the use of journal writing.

Writing skills

Writing is a crucial language skill that serves as a means of communication It involves the process of expressing thoughts and ideas through structured sentences and paragraphs.

For Moffett (1986), writing is believed to be a social device that is often more formal than spoken language Accordingly, accuracy seems to be more important

Written language places greater emphasis on grammar, punctuation, and spelling compared to spoken language Consequently, it is essential for students to master these elements in their writing activities, as supported by the findings of Mousapour (2011) and Rosalinah et al.

Writing is a form of communication that enables students to express their thoughts freely; however, it is essential to pay attention to language features and grammar.

Writing is a progressive activity that involves multiple steps, as defined by Oshima and Hogue (2017) It requires thoughtful consideration of both content and structure before the writing begins Once the initial draft is complete, the writer must engage in correction and editing This process highlights writing as a productive skill that develops over time.

From the above definitions, it can be concluded that writing is an essential form of communication allowing people to express their own ideas and opinions

Effective writing requires the proper organization of words into coherent sentences to ensure that messages are easily understood by readers This study focuses on the relationship between writing skills and students' ability to compose narrative texts.

Jacob et al (1981) identify five essential aspects of writing: the content, organization of ideas, grammar, mechanical usage, and vocabulary.

1 Content: focuses on presenting “knowledge, substantive and relevant to the topic given” in the writing (as cited in Atikah, 2013)

2 Organization: concentrates on demonstrating ideas in a clear, logical, and cohesive order

3 Grammar: it is constructing sentences grammatically, subject-verb agreement, tenses, articles, and prepositions that refer to the primary elements of grammatical range in writing

4 Mechanic use: emphasizes spelling and punctuation

5 Vocabulary: implies “specific word choice and appropriate words in conveying the right meaning” (Brown, 2007)

Based on these fundamental elements in writing, the researcher attains the obvious avenue to assess the influences of journal writing on developing writing skills.

Recount text

Recount text is a crucial writing genre that students must learn, as it serves to narrate past events Essentially, recounting means "to tell," and this type of text communicates what occurred in chronological order Students typically use recount texts to describe their past experiences, emphasizing the importance of past tense in their writing.

This term has been defined by many experts Purwanti (Erni, 2016) believes that “a retelling text is a text whose main function or communicative purpose is to

Retelling texts serve the communicative purpose of informing and entertaining readers by recounting past events or experiences According to Anderson (2018), these texts possess a distinct structure that sets them apart from other forms of writing Typically, a retelling text is organized into three key components: direction, events, and organization Understanding this structure is essential for students to effectively write retelling texts.

To effectively write recount texts, it is essential to understand their rhetorical structure, which consists of three key components as outlined by Hyland (2004) The first component, orientation, sets the stage by providing background information, including the who, what, where, when, why, and how of the story Following this, the second part presents a series of events that must be arranged in chronological order Finally, the text may conclude with a re-orientation or conclusion, summarizing the overall narrative, although this section is optional and not always required.

All type of text has some language features which distinguish a text type from other text types According to Council (2008) there are some language features of recount text:

(a) Written in the past tense Some may use simple present tense

(b) Words that show the order of events

(c) The subject of a recount tends to focus on individual or group participant (d) Personal recounts are common

(e) Using action verbs and circumstance such as adverb of place and adverb of time to show the action and detail information of events that occur in the story.

Journal writing

2.4.1 The definitions of journal writing

According to Chanderasegaran (2002, p.14), besides classroom writing which is required, extra writing outside appears to be a great tool to better writing skills

Journal writing is distinct from other forms of writing students engage in during lessons or homework According to Jeremy (2004), it involves students maintaining personal diaries to express a variety of topics Spaventa (2000) describes journals as notebooks for recording ideas, opinions, and daily life experiences Additionally, Peyton and Reed (1990) highlight journal writing as a unique form of written interaction between students and teachers, emphasizing that the focus shifts from grammatical accuracy to the meaning of the content.

Journal writing is a structured yet informal way for students to document their thoughts, experiences, and observations on a weekly basis This practice allows teachers to gain valuable insights into students' understanding of topics, their strengths and weaknesses, and the learning challenges they face.

According to Hiemstra (2001, pp 20-23), journal is classified into 8 categories which can be briefly described as follows:

1 Diaries: People keep a notebook recording thought, reflection, feelings, and personal opinions

2 Dream book: People can keep a notebook, tablet or even a tape recorder in order to record their dreams

3 Autobiographies, Life stories and Memoirs: In an autobiography, people focus on self-assessment while in a life story, people tend to assess someone else’s life Similarly, memoirs are about telling a life story in an informal way

4 Spiritual journals: Unlike a normal diary, people write about their experience or reactions to spiritual or religious matters

5 Professional journals: People have to keep professional growth It can be very important when it becomes part of the professional portfolio

6 Interactive Reading log: People reflect on the information that they read

The materials could be books, instructional media, articles, paragraphs, etc.,

7 Theory log: This type is where people write down their questions and their interpretation of the theory or concepts in their subjects

8 Electronic journal: all of the above types of journals but recorded in electronic form such as web pages

Besides, Tompkins (2004, p 193-210) also provided another classification of journals:

1 Personal journals: People are required to write about daily events happening in their lives and about the topics relating to their personal interests

2 Dialogue journals: With this type, people are asked to write about personal things or what they are keen on to share with someone else In classroom context, this can be considered a way of communicating with other people especially their friends and teachers

3 Reading logs: People keep a reading log in order to know what is going to be read and record any reading such as stories, poems, quotes or any information that they have found interesting in the book

4 Learning logs: People are asked to give their thoughts on their subjects or what they are studying It can be in form of note-taking, vocabulary writing, timelines creating, and mapping

5 Double–entry journals: Each page of the journals is divided into two columns In the first columns, people can write a quote from a story they have just read and how it relates to their experience in the other column

6 Simulated journals: People get inside a character in a book and write from that person’s viewpoint

In this study, the researcher opted for Tompkins’s classification to guide students on how to write journals However, not all six types were used during the

The researcher focused on three types of journals—personal journals, reading logs, and learning logs—out of six available types This selection was made to emphasize the impact of journal writing on students' writing skills, particularly in recount texts, with the study involving sixth-grade participants.

2.4.3 The use and benefits of journal writing

Journal writing can be an effective technique for fostering teacher-student dialogue, as suggested by Jeremy Harmer (2004) At the start of a term, teachers can initiate this process by writing to their students and encouraging them to respond, allowing for confidential exchanges on various topics Alternatively, journal writing can be viewed as a distinct activity separate from other writing tasks, often regarded by educators as a valuable extension of students' writing practice.

Journals provide significant benefits, including opportunities for reflection, freedom of expression, and improvements in writing skills and attitudes They allow students to reflect on their learning, leading to valuable insights and maximizing their progress (Harmer, 2004) Additionally, journal writing offers more freedom than traditional classroom assignments, encouraging students to write openly when they know their work is private (Fuhler, 1994) Furthermore, research shows that journal writing positively impacts motivation and writing ability, fostering a positive attitude towards English writing and enhancing overall learning (Charles, 2005) As noted by White and Arndt (1991), journal writing effectively stimulates interest in writing while developing fluency of expression.

10 they wish to communicate their ideas and to regard writing not only as a means of personal expression, but also a dialogue in written language with the reader” Ngoh

Journal writing offers students valuable opportunities to enhance their writing skills and express their thoughts and feelings Additionally, numerous scholars have highlighted the positive correlation between writing in a second language and the improvement of fluency.

Overview of previous studies related to journal writing and L2 writing

Recent research has focused on the impact of journal writing on students' writing skills, with many studies highlighting its benefits However, the application of journal writing varies across different contexts and objectives, leading to somewhat differing results.

Zissman and Lauren (2005) conducted an action research study in a second-grade inquiry-based science class to examine the impact of journal writing on students' writing performance and motivation The study involved 18 mixed ability students, including 10 boys and 8 girls, with two participants in the English as a Second Language program Students were assigned to write in science journals as a means to reflect on their learning The teacher utilized holistic assessment, focusing on the content rather than handwriting or sentence structure The findings indicated that journal writing positively influenced students' attitudes towards writing and enhanced their curiosity about science, potentially fostering scientific literacy However, the researcher noted that writing remained a challenging task for the students.

To investigate the influence of journal writing on the cohesion of students’ writing skills, an academic qualitative study was carried out by Gallagher (1997)

The study focused on participants from the Cabin Attendant Program at the Air Travel College in Tokyo, aiming to prepare them for careers in airline companies A total of 120 female students were organized into four classes, where they received instruction in all four language skills from native English speakers The writing component of the project specifically targeted language use related to Travel and Tourism Throughout the intervention, students were required to write a minimum of three journal entries per week, which the teacher collected and provided feedback on every two weeks, primarily focusing on content and guiding students based on their chosen topics.

In this study, the students’ use of cohesion in writing was mostly focused on

The researcher initially observed that students' writing was deficient in cohesive devices However, after a six-month period, there was a noticeable improvement, with students effectively incorporating more conjunctive adjuncts By the end of the project, an increase in the use of these adjuncts was evident, along with a greater application of sentence connectors by the students.

Maguire and Graves (2001) explored the connection between L2 writing and identity formation in third language learners, focusing on three eight-year-old Muslim girls learning English as their third language in culturally diverse English and French classrooms Over three years, the researchers gathered data through participant observations, interviews, and English journal entries Their findings confirmed the link between L2 writing and identity construction, highlighting the children's capacity to articulate their opinions in their English journals.

A study by Chung (2001) explored the effects of journal writing on writing fluency development among undergraduate students learning Korean as a foreign language at the University of Southern California During one semester, students were required to complete weekly reflective journal assignments, with approximately two-thirds of the topics focused on specific writing prompts.

A study revealed that journal writing significantly enhances students' writing performance and attitudes towards writing in Korean Feedback was provided on students' expressions and spellings, while grammatical mistakes were not addressed Supporting this, Tuan (2010) conducted research at the University of Social Sciences and Humanities in Ho Chi Minh City, involving 44 second-year students in an experimental group and 41 in a control group The findings indicated that journal writing positively impacted students' writing skills, particularly in fluency and accuracy, and increased their motivation to write in English.

Research has extensively examined the impact of journal writing across various contexts, including EFL (Gallagher, 1997), ESL (Zissman, 2005; Tuan, 2010), Korean as a second language (Chung, 2001), and English as a third language (Maguire and Grave, 2001) However, these studies have not reached a consensus on the effects of journal writing Findings from Maguire and Grave (2011), Tuan (2010), Gallagher (1997), and Chung (2001) support the notion that journal writing significantly enhances students' writing skills, particularly in areas such as cohesion, mechanics, and vocabulary Furthermore, Maguire and Grave (2011) emphasize the importance of journal writing in developing content and ideas, aligning with the results of Tuan, Gallagher (1997), and Chung (2001).

(2010) strengthens the effects journal writing on improving written performances regarding to fluency and accuracy In contrast, the findings of Zissman, Lauren,

2005) refutes the effects in improving students’ science writing She found that it only exerted an enormous effect on students’ literacy in Science and attitudes towards writing

Previous studies have explored various methods of implementing journal writing for different objectives, yet there is a lack of research on its impact on enhancing students' English writing skills, particularly in crafting recount texts While some authors have utilized free-writing in journals, this study adopted a distinct approach by having students write under teacher supervision The students' journals were regularly reviewed and assessed using analytic scoring, with the journals serving as notebooks for students to document their thoughts following discussions on guided topics.

RESEARCH METHODOLGY

Research method

Action research is deemed the most suitable approach for this study due to its systematic inquiry conducted by educators to understand their teaching environments and improve student learning (Mill, 2007) It enhances teachers' comprehension of educational practices, leading to better classroom outcomes (Richard et al., 1993) By engaging in action research, educators gain insights into their practices, which can significantly impact student learning This method also emphasizes identifying specific problems to implement informed changes (Cohen & Manion, 1994; Nunan, 1993), enabling teachers to make informed decisions about necessary changes Ultimately, action research allows for the resolution and refinement of issues through planning, data collection, and reflection, helping educators analyze the effects of their teaching on student learning and bridge the gap between educational theories and practices (Bolton, 2010).

There are numerous models that can be utilized by teachers, educators or researchers However, all of these models are identical in terms of its cyclical and nonlinear characteristic

This study follows the model developed by Kemmis and Mc Taggart’s

(1988) which includes four steps: planning, observation, action and reflection

1 Planning – identify a problem and prepare a plan of action so as to bring about improvements in the research context

2 Action – put the plan into action in a periods of time

3 Observation – observe and collect data

4 Reflection – evaluate the effects of action and prepare for the next cycle of the research

Figure 3.1 Cycles of Action Research

Research settings

Ha Noi, the capital of Vietnam, is a prominent education hub known for its exceptional education system The secondary school involved in this research has a rich history of over 100 years and is renowned for its high-quality student training programs, with students frequently recognized for their outstanding English performance in city, national, and international competitions.

The school features around 44 classes, each accommodating 50 to 60 students, with fully equipped classrooms that include projectors and radios Additionally, the facilities comprise a lab, a computer room, and a library with internet-connected computers However, it is important to note that the majority of the library's materials are in Vietnamese rather than English.

Many students, primarily from affluent families in the city center, dedicate significant time to their studies Since 2019, English has become a mandatory subject for high school entrance exams, leading to thorough preparation among students However, their privileged backgrounds often result in a passive learning approach, as they tend to rely heavily on teachers for guidance.

The textbook used in schools is "Tieng Anh 6" published by the Vietnamese Publish House of Education, which contains 12 units, each with 7 lessons: Getting Started, A Closer Look 1, A Closer Look 2, Communication, Skills 1, Skills 2, and Looking Back Students have three English periods each week, and the school year is divided into two terms, during which they undergo various assessments, including oral tests, three fifteen-minute tests, one forty-five-minute test, and a final test These assessments help teachers evaluate student proficiency and adjust their teaching methods to improve final examination scores Specifically, sixth-grade students are expected to write short, simple instructions of about 50 words on topics such as family, school, friends, festivals, tourist attractions, famous people, and sports, in formats like letters, postcards, messages, or personal notes for daily communication.

Students enrolled in the dual curriculum of the Ministry of Education and Training are required to study an additional textbook, with the Global English Book Stage 7 selected as the primary resource to help them achieve an A level in the IGCSE Test This textbook is structured into eighteen thematic units aligned with the Cambridge International Examinations Scheme of Work for Stage 7, featuring a diverse range of topics and situations that promote an international perspective It offers authentic tasks in listening, speaking, reading, and writing, along with projects that mirror those found in first-language school contexts Grade 6 students must dedicate at least 210 hours, equivalent to four English periods each week, to this curriculum.

Students are evaluated through a mid-term and a final test that cover all language skills: listening, writing, speaking, reading, vocabulary, and grammar The writing topics focus on composing letters and emails By the end of the course, students should be able to clearly develop content at an appropriate length, utilize a wide range of common vocabulary, incorporate some less common vocabulary, and apply a variety of simple and complex sentence structures Additionally, they should effectively use linking words and cohesive devices, ensuring their ideas are well-organized and sequenced.

Research participants

The research focused on a group of 30 sixth-grade students enrolled in the dual curriculum of the Ministry of Education and Training, all of whom had completed their first semester These students were admitted after passing a competitive entrance examination by Hanoi’s Department of Education and Training, achieving an average score of 6 in English, which places them at the A1 and A2 proficiency levels The researcher selected this class due to the students' quality and their similar educational backgrounds Additionally, the writing assessments, particularly in recount texts, highlighted the need for a diverse vocabulary, idea development, and grammar control, areas where the students showed challenges Furthermore, their enthusiasm for learning and strong imagination made them ideal candidates for journal writing activities.

Two experienced Vietnamese teachers from the study's school, both holding a Master of Science in Teaching English as a Foreign Language from Southern New Hampshire University, were invited to participate in the project With over 10 years of teaching experience, they are well-qualified to assess students' writing tests, having achieved impressive IELTS writing scores of Band 7.5 and 8.0 since 2021.

18 attendance did not only reduce the workload of the researcher but ensure the validity of the test results as well.

Research procedure

Before implementing the action research, the researcher identified the challenges sixth graders faced in learning English writing by observing their Writing Class and taking reflective notes Additionally, the researcher evaluated students' writing performance in areas such as content, organization, transitions, grammar, vocabulary, and mechanics based on pre-test results.

The plan was implemented for the first 8 weeks of the semester Each student need to possess their notebook with her or his name on for journal writing In week

Students were instructed on journal writing and its benefits, and they voted on topics for their 14 entries, which they wrote at home and submitted on Wednesdays and Saturdays The researcher randomly selected some writings to provide feedback based on specific rubrics Additionally, the researcher observed four writing classes (Weeks 2, 4, 7, and 8) and recorded reflective notes to track changes in students' writing performance and attitudes To effectively gather data on writing performance, the researcher scored students' writings during Weeks 5 and 6.

8 In week 4 and 7, the researcher also simply explained and guided students how to write the other types of journals (reading logs and learning logs) Two 45-minute tutoring classes were also held to help students overcome the problems they faced while they were writing their journals

In each tutoring session, the teacher facilitated various activities aimed at helping students improve their work The class began with students sharing their challenges related to the writing task, followed by peer advice and support.

The teacher summarized the session and provided additional suggestions as needed Subsequently, students engaged in group activities based on Harmer's (2004) recommendations, which included reformulation, remedial teaching, taped comments, peer review, and identifying mistakes The procedure outlined here was consistent throughout the subsequent tutoring sessions.

The first class took place on January 19, 2021, aimed at identifying students' challenges with journal writing During the session, students collaborated in groups to discuss and provide suggestions to one another The researcher posed questions based on issues identified from reviewing students' work and the discussions For instance, if students struggled with idea development, the teacher suggested brainstorming or drafting In cases of limited vocabulary, resources like the Oxford Collocation Dictionary and online dictionaries were recommended Subsequent activities involved students working in groups to offer feedback to their peers.

At the conclusion of cycle 1, the researcher assessed the outcomes and contemplated the research process by analyzing reflective notes, observation results, and the writing scores of the students' work.

Cycle 1 results indicated a positive shift in students' attitudes towards writing, along with minor improvements in content, organization, transitions, and mechanics However, challenges remained in grammar and vocabulary, prompting the researcher to halt the implementation and initiate cycle 2.

Table 3.1 The Intervention Plan in cycle 1

Week What the researcher did What the students did

- Administer the pre-test to the students

- Observe writing classes and keep a record of reflective notes

- Introduce a correct code for peer-feedback and teacher-feedback activity

- Introduce writing topics for journals

- Give instruction on where and when to hand in journal

- Get familiar with 3 types and how to write a journal

- Understand a correct code for peer-feedback and teacher-feedback

- Get to know where and when to hand in journals

- Vote to choose writing topics in 7 weeks

Personal journals - Topic 1: Who is your idol? What do you admire about him or her?

Personal journals - Topic 2: Write about your best friend

- Give feedback on some students’ writing

- Complete their writings at home

- Give feedback on their classmates’ writings

- Hand in their work on time

Personal journals - Topic 3: What is the best day of the year? Why is it so special to you?

Personal journal - Topic 4: Write about your first day at school

- Monitor the first tutoring class

- Explain and guide students how to write a reading log

Personal journals - Topic 5: Write about your neighbourhood What do you like and dislike about it?

- Read the first part in a short story that they like

Week What the researcher did What the students did sentences summarizing what you read

What happened in the text? What did you think?

- Give feedback on students’ writing

Personal journal - Topic 7: Describe your dream house

Personal journal - Topic 8: Describe a real dream or nightmare you remembered

Reading logs - Topic 9: Write 3-5 sentences summarizing what you read

Personal journals - Topic 10: Write about your last birthday

- Read the last part in the short story that they read in week 4

- Explain and guide students how to write a learning log

Personal journals - Topic 11: Write about your neighbourhood What do you like and dislike about it?

Learning logs - Topic 12: What did you learn today (your school work, facts, questions or a list of new words, etc.)?

Did you find anything interesting?

- Summarize what they learnt in any subjects during the day

Personal journals - Topic 14: Write about your last summer holiday with your family

- Monitor the second tutoring class

- Evaluate the results and reflect upon the research process

The plan was executed over the next 7 weeks, beginning with a student vote to select topics for 12 journal entries Despite following the steps from cycle 1, students continued to struggle with appropriate vocabulary and grammatical structures, particularly with tense usage Consequently, the researcher made several adjustments for cycle 2 to address these challenges.

 Most topics introduced to the students to choose in cycle 2 were related to retelling events or experiences

In tutoring classes, students engaged in activities focused on practicing vocabulary and creating their own texts using various tenses The researcher reviewed the usage and form of different tenses, providing exercises for practice To reinforce vocabulary, students worked in groups to correct anonymous texts before the teacher provided corrections and explanations.

 The teacher’s feedback focused more on vocabulary and grammar aspects

At the conclusion of cycle 2, all students participated in a post-test during week 15 Subsequently, the researcher distributed a questionnaire to the entire class and selected 10 students for a semi-structured interview Finally, the researcher assessed the outcomes and reflected on the research process, utilizing data gathered from reflective notes, observation results, the questionnaire, the semi-structured interviews, and the post-test.

Table 3.2 The Intervention Plan in cycle 2

- Introduce new writing topics for journals

Persona journals - Topic 15: Write about your last Tet holiday

- Vote to choose writing topics in 6 weeks

Personal journals - Topic 17: What did you do last week?

- Monitor the third tutoring class

- Read the first part in a new short story that they like

Personal journals - Topic 19: What bothers you? Write about it

Personal journals - Topic 20: Describe your most embarrassing experience

- Observe writing classes and keep a record of reflective notes classmates’ writings

Personal journals - Topic 21: Describe a trip you will never forget

- Read the last part in the short story they read in week 10

Personal journals - Topic 23: Write about a time when you learned something new about yourself

Personal journals - Topic 24: What is the most beautiful thing you have ever seen?

- Monitor the fourth tutoring class

Personal journals - Topic 26: Write about a time in your life when you most struggled with a choice and made the right one

- Administer a post-test to all the students

- Collect students’ post-test results

- Give the questionnaire to all the students and chose 10 students to interview

- Collect data from students’ attitudes questionnaire and semi-interviews

- Evaluate the results and reflect upon the research process

- Take part in the semi- interview (10 students)

Data collection methods

The study employed various data collection tools, including writing tests, an observation checklist, reflective notes, an attitude questionnaire, and semi-structured interviews.

The reflective notes serve as a written account by the researcher, documenting thoughts and feelings throughout the research process This reflective journal enhances transparency in the research journey, benefiting both the researcher and the readers by providing insights into the observational experience.

This study aimed to assess students' engagement and interest in writing, along with their writing performance The researcher documented reflective notes while observing student activities throughout all writing classes.

The researcher utilized writing prompts from the Grade 6 English book of the Moet, which are directly relevant to students' experiences and likely to inspire their writing At the project's outset, students completed a pre-test in English composition within 30 minutes, followed by a post-test on a different topic at the project's conclusion, both designed to ensure the validity of the writing assessment.

26 evaluation and assessment, the same prompt was necessarily used for data collection

Two Vietnamese teachers, with similar backgrounds and characteristics, independently evaluated the test data for this study They were trained by the researcher on the scoring rubric (see Appendix A) to ensure consistency in rating students' writings The scores from both teachers were then averaged for each student prior to the data analysis.

Questionnaire items are designed to gather information from respondents in a non-evaluative way, without assessing their performance against specific criteria (Dürnyei, 2007) This attitudes questionnaire was utilized for two main purposes: to provide the researcher with general insights and to evaluate students' attitudes toward journal writing.

The author adopted Muhammad's (2007) questionnaire on attitudes towards journal writing, as its language was appropriate for the participants Administered in week 15 at the end of the cycle, the questionnaire comprised 12 statements aimed at gauging students' feelings about writing and journal activities, their motivation to write in English, and their perceptions of improvements in their writing skills across five key areas: content, organization and transitions, grammar, vocabulary, and mechanics.

In week 15 of the project, a semi-structured interview was conducted with sixth graders, focusing on 10 selected students who represented varying attitudes and writing performance levels.

The researcher carried out informal interviews consisting of nine questions in Vietnamese with each student The findings from these interviews serve to validate the data obtained from the attitude questionnaire.

Data analysis

Quantitative and qualitative procedures were used to address the study’s research questions

Data from pre- and post-writing tests were analyzed to assess improvements in writing quality, indicating that journal writing activities enhanced students' writing skills Additionally, the classroom writing results will offer a comprehensive view of students' overall progress.

Data from questionnaires were analyzed using descriptive statistics to assess students' attitudes towards writing Informal interviews offered additional insights into students' perspectives, with the sessions being audio-taped Although conducted in Vietnamese, only the most relevant and interesting responses were transcribed, translated into English, and utilized for data analysis.

RESEARCH FINDINGS AND DISCUSSIONS

Pre-intervention results

Before implementing the action research in the English writing class, the researcher observed a significant lack of motivation among students during writing lessons, as documented in the field notes.

“ In the warm-up activity, the students excited as they took part in the game

Students demonstrated strong engagement during listening activities, confidently answering questions However, during the writing segment of the lesson, they became distracted, chatting and teasing each other despite the teacher's instructions When prompted to brainstorm and write, many students expressed reluctance and hesitation, indicating a lack of enthusiasm for writing in class.

(Reflective notes - dated Sep21 st , 2021)

Students often face challenges in their writing performance, particularly in text organization and proper grammar usage The field notes reveal specific data highlighting these difficulties.

Many students struggled to utilize the full 20 minutes allocated for writing, often taking 3-5 minutes to begin They tended to translate word-for-word and quickly jot down their thoughts, frequently seeking vocabulary assistance from peers during the task.

4.1.2 Results from the pre-test

To evaluate students' writing performance prior to the intervention, a pre-test was conducted where students wrote on a topic from the writing lesson Their writings were assessed using a scoring rubric that focused on content, organization, grammar, vocabulary, and mechanics, and subsequently categorized The results of the pre-test provide a clear assessment of their writing performance.

Table 4.1 The frequency and percentage of students’ overall results of the pre-test

Table 4.2 Summary of students’ performance in the pre-test based on each criterion

No Rated aspect Mean score Proportion of students belonging to Good and Excellent Category

Content: In this aspect, 70% of students belong to Good and Excellent

Category Surprisingly, most students could write their ideas clearly and accurately However, the mean score 2.73 clearly states that the others didn’t even meet the requirements of the writing task

In the organization of ideas, 60% of students fall into the Good and Excellent categories, with an average score of 2.63 However, 40% of students face difficulties in developing and structuring their thoughts during the writing process, leading them to write without clear organization.

30 came to their minds Therefore, some of their sentences usually did not relate to each other

The average score for grammar is 1.96, indicating that most students struggle with language usage Common errors arise from the subtle differences between English and Vietnamese grammar rules, leading many students to write run-on sentences An example of this issue is illustrated below.

Over 40% of students struggled to use appropriate vocabulary, often resorting to the first word they found in the dictionary without considering its context Furthermore, they frequently invented new words that are not commonly used in English.

In the mechanics section, the average score is 2.76, with over half of the students categorized as Good or Excellent However, it is evident that some students overlooked punctuation, which significantly impacts the clarity of their writing Incorrect punctuation and spelling can alter the intended message and lead to confusion.

Based on observational data and pre-test results, students exhibited significant grammar errors and vocabulary misuse, indicating a limited range of vocabulary They often translated directly from Vietnamese to English, resulting in inaccurate phrases Additionally, students lacked mental preparation for writing tasks, leading them to write impulsively Consequently, the researcher chose to focus on two specific issues to address these challenges.

First, the students had trouble with grammar while writing

Second, they tended to translate words by words, thereby creating unusual and incorrect phrases or collocations

The researcher proposed that guided journal writing could effectively address the identified issues, promoting English writing among students and enhancing their opportunities for writing practice.

The emphasis on recount texts in journal writing was beneficial, as this writing style aligned with the assignments given by teachers, thereby encouraging student engagement in the teaching and learning process.

The results of cycle 1

4.2.1 Students’ writing performance in cycle 1

In order to achieve the throughout results, the researcher also scored students’ journals in week 5, 6 and 8 instead of only comparing the results of pre-test and post-test

Table 4.3 Summary of the mean score of students’ performance in the pre-test and journals

Content Organization Grammar Vocabulary Mechanics

Content: There was an improvement in all four writings Most students could state their ideas clearly and accurately Some of them did not fully meet the requirements

The mean score for organization improved from 2.63 to 2.76 after four writing assignments, indicating a slight enhancement in students' writing skills While all students successfully identified the paragraph structure, some still occasionally included irrelevant sentences in their work.

Vocabulary: There was a slight improvement in four writing (from 2.33 to

2.44) However, the mean scores in terms of vocabulary aspect are the second lowest comparing to other aspects Many students still made some errors in word form and word choice

In all four writings, the mean scores for grammar were the lowest compared to other aspects, with noticeable fluctuations among the scores Some students demonstrated varying levels of grammatical proficiency across their writings.

Many students can produce sentences in various tenses and utilize complex structures like relative clauses and passive voice However, they often face challenges in using the correct verb forms.

Mechanics: Almost every student could make correct punctuation and spellings Only some of them still misspell the words or put a comma randomly

The initial cycle of implementing writing journals has demonstrated a clear improvement in students' writing competence, as evidenced by the differences in mean scores between the pre-test and four subsequent writing tests, particularly in content, organization, and mechanics However, noticeable challenges remain, with many students still struggling with vocabulary mastery and grammar structures.

4.2.2 Students’ attitudes towards writing in cycle 1

Data from reflective notes and observations revealed that students' attitudes toward journal writing can be classified into two categories: positive and negative Positive attitudes were characterized by students' engagement during the teacher's lecture and their favorable responses to journal writing activities.

Chart 4.1 Students’ positive attitudes towards writing activity in class

Class 1 Class 2 Class 3 Class 4 listen attentively to the teacher’s lecture write and take notes the lecture show enthusiasm on their face begin to write at once when being asked

Chart 4.2 Students’ negative attitudes towards writing activity in class

The analysis of the two charts indicates that students in both the first and second classes exhibited minimal interest in the lesson Despite adhering to strict classroom rules, which kept them attentive and focused on the teacher's lecture, their lack of preparation became evident when they were asked to write.

“In the first class, when lecturing, I felt like I was facing more than 20 tired faces with weary eyes They wrote down my lecture like robots without any feelings

Despite occasional smiles and conversations among the students, they remained disengaged from my questions and writing tasks Instead of participating, they preferred to chat with one another When I assigned a 25-minute writing task, a chorus of groans filled the room, with many pleading, “Can I bring it home, please?”

In the third writing class, students displayed a lack of interest, continuing to chat and showing minimal engagement with the lesson Although there was a slight improvement in their attitudes during the second class, they reverted to writing down all the words from the slides while conversing more frequently.

During the lesson, they often exchanged brief conversations lasting only 2-5 seconds, expressing thoughts such as, "What if I never had an embarrassing experience?" and "I've never experienced embarrassment."

Class 1 Class 2 Class 3 Class 4 chat in class tease with their classmates interrupt their friends' working with unrelated questions moan when being asked to write

“Teacher, my life treats me so well I didn’t have any embarrassing experience”

However, after about 5 minutes, they quickly wrote down what came to their minds

In the fourth class, there was a notable improvement in cooperation between the students and the researcher, as the students became more engaged in the learning process Their enthusiasm for writing activities was evident, with only about 12 students expressing reluctance when asked to write Additionally, the students demonstrated increased focus on the lesson, prioritizing it over personal distractions.

Students focused intently on their writing, often reviewing their work before submission When unsure of word choices, they sought assistance from peers During the peer review activity, they exchanged writings with partners and diligently noted comments on each other's grammatical errors.

Apparently, the students became actively involved in both writing lessons and journal writing activities, which seemed to be a good change in the attitudes of students towards writing.

The results of cycle 2

4.3.1 Students’ writing performance in cycle 2

To get the overall assessment of students’ writing performance, the researcher collected data from the pre-test, post-test and the questionnaire

Table 4.4 The frequency and percentage of students’ overall results of the post-test

Table 4.5 Summary of students’ performance in the post-test based on each criterion

No Rated aspect Mean score Proportion of students belonging to

Table 4.6 Summary of students’ performance in the pre and post-test based on each criterion

No Rated aspect Mean score

Proportion of students belonging to Good and Excellent Category Pre-test Post-test Pre-test Post-test

The post-test results showed a modest improvement, with the mean score rising from 2.73 to 2.86 As the mean score increased, more students met the text requirements However, some students only provided partial responses, omitting details requested by the teacher.

The mean score for organization increased by 0.17 from the pre-test to the post-test, indicating an improvement among students in this area Most students successfully identified the structure of the text; however, a few instances of disjointed ideas were still present in their writing.

Vocabulary: The number of students using effective word choice rose from

The results indicate a significant improvement, with the mean score of the pre-test rising from 2.33 to 2.76 Additionally, students demonstrated an increased ability to articulate their ideas using a broader range of words and phrases, resulting in less repetition.

After the intervention, there was a significant improvement in grammar, with mean scores increasing from 1.96 to 2.5 Students demonstrated strong control over grammar, particularly in using various tenses, including the simple present and past simple Additionally, they made fewer errors in verb forms during writing tasks.

Mechanics: Almost all of them were able to make correct punctuation and spellings Only one or two students still misspell the words or put a comma randomly

The questionnaire data indicated a notable improvement in students' writing performance, as they acknowledged their learning progress Students reported that journal writing activities enhanced their written expression and allowed them to write more easily and quickly Most participants affirmed that these journal activities significantly contributed to their development of writing skills.

Table 4.7 Students’ awareness of their development in writing skills through writing journals

No Statement Strongly disagree Disagree Neutral Agree Strongly agree

1 I think that writing journals helped me write down my ideas more easily and quickly

2 I think that writing journals helped me express my ideas in writing more clearly

3 I think that writing journals helped me improve my grammatical accuracy

4 I learned many new words and used them correctly after looking

No Statement Strongly disagree Disagree Neutral Agree Strongly agree up new words in the dictionary for writing journals

5 I think that writing journals helped me use correct punctuation in writing

Learning English through journaling allows me the freedom to choose writing topics, which significantly enhances my writing skills Writing is a continuous process, and regular practice helps reinforce vocabulary and grammar Additionally, receiving feedback from my teacher makes it easier to identify and correct mistakes, further improving my writing abilities.

I often turn to the Internet to discover effective ways to articulate my thoughts, which improves both my vocabulary and grammar Keeping journals is particularly important to me, as I believe that learning through mistakes is the most effective way to grow.

The data collected indicates a significant improvement in students' writing performance, with a gradual increase in mean scores for grammar and vocabulary from the first cycle to the second cycle, showing increases of 0.67 and 0.43, respectively This suggests that the adjustments made in cycle 2 effectively enhanced students' writing skills Furthermore, despite the focus on grammar mastery and vocabulary in cycle 2, the overall results of the intervention and evaluations across all aspects were quite satisfactory.

4.3.2 Students’ attitudes towards writing in cycle 2

At the conclusion of the project, students completed a questionnaire to share their feelings about the writing journal activity Following this, 10 students were interviewed to gain deeper insights into their experiences with journal writing The analysis of the collected data, along with reflective notes and observation results, revealed a significant improvement in students' attitudes towards writing.

The data from the questionnaire and the observation results show that writing journals activity could increase students’ engagement in writing journal activity and in writing in general

Table 4.8 Students’ interests in writing journals activity

No Statement Interval score Frequency Percentage

A significant majority of students, 66.70%, agree with the statement regarding journal writing, with 13.33% expressing strong agreement Only one student indicated a lack of interest in the activity, while 16.7% displayed ambivalent attitudes This data clearly demonstrates that writing journals can effectively stimulate students' interest in writing.

During classroom observations, the researcher noted a strong eagerness among students to learn English writing skills Over 80% of students attentively listened to the teacher, and more than 90% actively engaged by taking notes during lectures, indicating a keen interest in writing activities Although some students exhibited hesitation when asked to write immediately, over 71% demonstrated a willingness to participate.

Out of the students, 41 began writing right away, showing a strong eagerness to participate in writing activities While some students were initially hesitant to express their feelings during class, more than half demonstrated a willingness to engage Notably, negative attitudes among students decreased steadily over the course of four classes, with a significant reduction in the number of students chatting during lessons.

The percentage of students expressing reluctance to write decreased from 40% to 20%, indicating a growing interest in writing activities and a commitment to understanding the lesson While a few students occasionally teased their classmates or interrupted with unrelated questions, this behavior was minimal and understandable given their age.

During the writing task, I circulated the classroom to monitor the students' progress I was pleased to see several students actively engaging by raising their hands to inquire about the meanings of specific words By the end of the lesson, many expressed their eagerness for feedback, saying, “I’ve finished! Can you check it for me, please?”

Chart 4.3: Students’ positive attitudes towards writing activity in class

Class 5 Class 6 Class 7 Class 8 listen attentively to the teacher’s lecture write and take notes the lecture show enthusiasm on their face begin to write at once when being asked

Chart 4.4 Students’ negative attitudes towards writing activity in class

The students experienced a significant increase in their motivation to write in English, both during and after the project Initially, participants hesitated when asked to write in English, but by the end, most expressed that the freedom to choose their writing topics and the opportunity for self-expression greatly motivated them Notably, only 3 out of 30 students indicated they did not wish to continue keeping their journals after the project.

Table 4.9 Students’ motivation in writing in English

No Statement Strongly disagree Disagree Neutral Agree Strongly agree

Participating in selecting topics to write about motivated me to write in English

Journal writing encouraged me to write in English on a regular basis

I will write journals regularly after this project is over

Class 5 Class 6 Class 7 Class 8 chat in class tease with their classmates interrupt their friends' working with unrelated questions moan when being asked to write

I am only interested when it comes to my favourite topics For the rest, they are like my writing assignments However, while doing this, I can freely express my opinion

Yes, I want to keep writing journals in the future even after the project because I find writing journals helpful and effective in improving my writing skills

[…] I feel like I am more confident in writing in English and putting my thoughts on paper helps me a lot in relaxing

CONCLUSION

Tiêu đề	An action research project on improving student’s writing skills in learning English through writing journals among the sixth graders at a secondary school in Hanoi
Tác giả	Triệu Ngọc Anh
Người hướng dẫn	Nguyễn Thị Hương, PhD
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	Luận văn
Năm xuất bản	2023
Thành phố	Hà Nội

Định dạng
Số trang	70
Dung lượng	2,18 MB