04051002137 Learning to write A narrative inquiry into out-of-school experience by EFL secondary school high achievers at a private school in Ha Noi.
INTRODUCTION
Backgrounds of the study
While teaching English writing at a private school in Hanoi, I gained valuable insights by closely interacting with high-achieving students This individualized attention and engaging conversations sparked my curiosity about their writing learning processes and the impact of their efforts on their academic success.
My modern private school in Hanoi offers an ideal international learning environment with a diverse curriculum focused on enhancing English language skills for students of all proficiency levels Subjects like ESL, Language Arts, IELTS preparation, and Writing are taught in small classes, promoting effective engagement and fostering strong connections through group work and extracurricular activities Despite this supportive atmosphere, some students excel more than others, particularly in Writing, where high achievers consistently demonstrate exceptional vocabulary and sophisticated sentence structures All students follow the same curriculum and have the same teacher, yet these standout students raise questions about their out-of-school writing experiences In the context of English as a Foreign Language (EFL), limited exposure to English in naturalistic and classroom settings highlights the significant role of out-of-school experiences in developing high achievers.
As I label these students as high achievers, I am comparing them to other students, who are perceived as less successful Such categorization implies individual competence as well social status While there are different paths to becoming high achievers at school, high achievement is often associated with not only the quality of instruction and learning environment at school but also the conditions at home In general, students with better achievements often have better living standards Indeed, there have been many different theories and findings about the connection between academic achievement and family conditions For example, in Bourdieu’s theory of capital, Bourdieu (1986) emphasizes the influence of cultural, social, and economic capital Families with higher levels of cultural capital (e.g., exposure to books, and educational activities) often provide environments that support academic success, while economic resources facilitate access to better educational opportunities Additionally, Bronfenbrenner’s ecological systems theory explores how family dynamics, as a part of the microsystem, interacts with broader systems like schools and communities to influence academic achievement According to this framework, stable and supportive family relationships can enhance learning by providing a nurturing environment, while stress or conflict within the family can create obstacles, hindering academic success
Theoretical perspectives often fail to capture the emotional aspects and the embodiment of support that learners need to thrive in society, simplifying complex realities into oversimplified explanations In my quest to identify a term that encapsulates students' out-of-school learning environments, I aim to qualitatively describe this phenomenon through detailed narratives Conversations with my high-achieving students reveal that the concept of "care" is pivotal This theoretical lens of care connects various influences on learning outcomes, allowing for a comprehensive understanding of the learning process Consequently, this qualitative study seeks to provide unique insights that complement existing quantitative research.
Research on English as a Foreign Language (EFL) writing in Vietnam is limited, with studies by Ngo (2023), Trinh (2014), and Nguyen (2022) primarily addressing academic challenges such as task complexity and self-assessment, while neglecting the emotional and relational dimensions of learning Although these studies offer valuable insights into structural and cognitive factors, they fail to consider the role of care and emotional support in writing development beyond the classroom This oversight underscores the necessity for further investigation into how care influences learning outcomes, particularly for high-achieving EFL students.
With all the reasons stated, I have decided to undertake a study titled
“Learning to write: A narrative inquiry into out-of-school experience by EFL secondary school high achievers at a private school in Ha Noi”.
Problem statement
This study investigates the out-of-school writing experiences of high-achieving EFL secondary school students from a theoretical perspective of care Specifically, it examines how the concept of care is manifested in these students' learning processes outside the classroom.
This article aims to provide a detailed description of a specific phenomenon of care observed among certain high-achieving EFL secondary school students, rather than making broad generalizations about this group.
This study explores students' shared narratives regarding their experiences in learning writing across various out-of-school contexts, emphasizing the role of care in this process It is structured around a central question and three supporting sub-questions to guide the investigation.
Overarching question: How do these EFL secondary school high achievers learn to write out of school?
1 How do EFL secondary school high achievers, who take extra classes, learn? And how do their teachers teach them?
2 How do their families support their English learning?
3 How do these EFL secondary school high achievers manage their own English study outside the school or at home?
The study reveals that care plays a crucial role in creating high-quality support networks, marked by meaningful interactions and strategic guidance When students actively offer assistance to their peers, it fosters a positive form of learner autonomy Furthermore, the two cases analyzed demonstrate distinct focuses: one emphasizes academic achievement, while the other prioritizes effective communication in English across diverse contexts.
Theoretical perspective and mode of inquiry
This inquiry is rooted in the theoretical perspective of care, emphasizing that care is not a hierarchical concept Instead, it has developed through my discussions with high-achieving students.
I have chosen narrative inquiry for data collection and story construction, where the narratives within this study simultaneously serve as both the collected data and the analyzed content.
Narratives effectively capture individuals' lived experiences, allowing for the collection of subjective insights into how students perceive and engage with writing outside of school They reveal the complexities of human experience and highlight various contexts of care unique to each participant's story Additionally, narrative inquiry provides a platform for participants to share their experiences in depth, fostering a deeper understanding and connection between educators and students.
Significance of the study
This research is significant due to its practical teaching implications and theoretical contributions It enhances my teaching by enabling a personal connection with students and revealing insights into their study habits outside of school, which are often overlooked by educators.
This research significantly advances the understanding of the socio-cultural aspects of English as a Foreign Language (EFL) education It specifically sheds light on the role of care in the out-of-school writing experiences of high-achieving secondary school students Additionally, it provides a valuable reference for utilizing the theoretical framework of care and the narrative inquiry approach within EFL studies.
Structure of the study
There are five main chapters in this research, as outlined below:
Chapter 1 - Introduction: This chapter specifies the backgrounds, the research problem, the theoretical perspective, the mode of inquiry, and the significance of the study
Chapter 2 - Literature Review: This chapter reviews related background concepts and previous studies
Chapter 3 - Methodology: This chapter clarifies how the research has been conducted, describing narrative inquiry as the overall mode of inquiry as well as the procedures of participant selection, data collection, and data analysis
Chapter 4 - Findings and Discussion: This chapter presents findings from two cases (one focusing on academic excellence and the other on nurturing the capacity to express oneself in English), discusses implications for practice, and situates the findings within the context of scholarly research
Chapter 5 - Conclusion: This chapter summarizes the main points, highlights limitations, and offers suggestions for further studies.
LITERATURE REVIEW
Defining school achievement
To understand school achievement, it is helpful to consider the functions of education According to Biesta (2010), education serves three primary functions: qualification, socialization, and subjectification
The qualification function aims to equip individuals with essential knowledge, skills, and competencies for specific roles, combining specialized training with broader educational experiences Socialization integrates individuals into social, cultural, and political structures, teaching societal norms, values, and behaviors for community assimilation Subjectification emphasizes the development of personal autonomy and identity, encouraging individuals to form their own identities beyond societal expectations.
Education serves dual functions: qualification and socialization, both evident in school achievement Students' writing skills, particularly their use of complex vocabulary, exemplify the qualification aspect of education Labeling students as "high achievers" creates a social hierarchy, reflecting and reinforcing existing academic structures This socialization function not only mirrors societal organization but also shapes students' future opportunities and societal positions Ultimately, academic success is intricately linked to the skills acquired through education and its impact on social integration.
Singh and Mahipal (2015) define academic achievement as the level of success and proficiency in specific academic areas, highlighting that it encompasses more than just high grades Their research indicates that academic achievement reflects the development of essential skills and knowledge vital for educational advancement Additionally, the literature links academic achievement to various factors such as socioeconomic status, intellectual abilities, study habits, and motivation, emphasizing its multifaceted nature as a key indicator of individual learning and institutional effectiveness.
Similarly, Parsons (1959), situated within his broader structural-functional framework, analyzes how social institutions maintain societal order and stability
Schools evaluate students based on achievement standards, such as grades and test scores, alongside their effort, reflecting societal expectations for competence and diligence This assessment system encourages students to pursue success by linking their achievements to societal roles and rewards The research highlights education's dual role in socialization and qualification, positioning schools as a vital connection between family and society Parsons underscores the significance of secondary socialization in schools, which introduces students to broader societal values and norms, preparing them for various roles This process is closely related to the qualification function, as education provides individuals with the skills and credentials essential for employment and contributing to society.
Research on school achievement highlights the factors influencing academic success and the interplay between personal abilities and environmental influences Key personal attributes, including cognitive skills, self-regulation, motivation, and grit, are emphasized as essential drivers of academic performance.
School achievement is influenced by both individual abilities and the surrounding social contexts, which include situational environments, social circumstances, and relational factors These contexts encompass immediate environments and broader societal structures such as cultural norms, family dynamics, and institutional settings They shape social behavior and individual experiences through historical, cultural, and socioeconomic factors Research consistently demonstrates the significant impact of social contexts on school achievement, highlighting the roles of family environments, peer interactions, school climates, and wider societal influences.
School achievement and family conditions
Achieving academic success is influenced by both the quality of education and the home environment, with high-performing students often coming from wealthier households Research indicates that "family condition," encompassing economic stability, psychological health, and social dynamics, significantly impacts academic achievement Key factors such as socioeconomic status (SES), additional classes, parenting style, family structure, parental involvement, and cultural values are crucial in shaping students' academic outcomes.
Sirin (2005) conducted a comprehensive meta-analysis involving over 101,000 students, revealing a moderate to strong correlation between socioeconomic status (SES) and academic achievement The study confirms that SES is a robust predictor of educational success, with higher SES linked to improved grades, test scores, and overall school performance Students from affluent backgrounds benefit from greater access to educational resources, parental involvement, and enriched learning environments, while low-SES families often face challenges such as financial instability and limited resources that hinder academic progress Additionally, higher SES families are more engaged in their children's education and foster high educational expectations, which enhance motivation The quality of schools also varies by SES, with higher-income families able to afford better educational opportunities, while low-SES students often attend underfunded schools Sirin's research highlights that the impact of SES is particularly pronounced in early childhood and emphasizes the need for interventions to address educational disparities, as the relationship between SES and academic achievement varies across different contexts.
Financially stable families have better access to supplementary education, such as tutoring and after-school programs, which significantly enhance student achievement Research shows that participation in extra classes positively influences academic performance, with one-on-one tutoring being the most effective method High-frequency tutoring, defined as at least three sessions per week, yields the strongest results, while trained tutors provide more significant learning gains than peer tutoring After-school programs focusing on personal and social skill development also lead to improved academic outcomes, better classroom behavior, increased motivation, and higher grades Additionally, extracurricular activities support emotional well-being and self-esteem, contributing to holistic student development Studies indicate that engagement in various forms of supplementary education, including private tutoring and cram schools, is linked to higher exam scores and improved academic achievement Overall, these findings highlight the critical role of structured, high-quality supplementary education programs in enhancing student success and social development.
Regarding parenting style and family-school collaboration, Baumrind
Authoritative parenting, marked by warmth and high expectations, significantly improves school outcomes compared to permissive or authoritarian styles (1991) Research by Steinberg et al (1992) indicates that adolescents with authoritative parents exhibit greater self-discipline and academic motivation, resulting in higher achievement Additionally, Epstein (1995) highlights the importance of family-school partnerships, such as effective parent-teacher communication, in enhancing academic success through a shared commitment to students Furthermore, Hoover-Dempsey and Sandler (1997) demonstrate that parental involvement in school activities boosts students' sense of belonging and academic effort.
A supportive and resourceful home environment, along with strong collaboration between families and schools, is crucial for academic success, promoting both cognitive and emotional development necessary for effective learning.
Research highlights the crucial impact of factors like socioeconomic status (SES), parenting styles, family structure, parental involvement, and cultural values on students' academic success However, many studies have relied on quantitative methods, limiting their exploration of the complex mechanisms behind these relationships For instance, Sirin’s (2005) meta-analysis quantifies the link between SES and academic achievement, identifying moderating factors such as schooling levels and demographic characteristics While these studies offer valuable statistical insights, they often fail to provide a detailed understanding of how family conditions affect different aspects of academic performance Furthermore, although participants came from varied socio-economic and cultural backgrounds, earlier research predominantly focused on middle-class, Western populations, as seen in Steinberg et al.’s (1992) studies, which primarily involved racially and ethnically diverse groups in the United States.
Epstein’s (1995) research primarily focused on elementary, middle, and high school students, often neglecting high-achieving subgroups and contexts outside of Western settings, such as Vietnamese students and families The absence of qualitative methods, particularly narrative inquiry, creates a significant gap in understanding the lived experiences and contextual influences on academic achievement, especially in English writing Additionally, the scarcity of research within Vietnamese contexts underscores the necessity for a study that addresses these limitations, revealing that theoretical perspectives on these issues remain limited in the Vietnamese context.
School achievement and learner autonomy
The issue of autonomy is evident in how participants approach learning to write English outside of school, highlighting its strong relationship with school achievement Learner autonomy is defined as the ability to take charge of one's own learning processes, which includes planning, managing, monitoring, and evaluating progress This concept encompasses cognitive, metacognitive, affective, and social dimensions, reflecting a learner's capacity for self-direction and independence in achieving educational goals Research consistently shows that fostering learner autonomy through motivation, self-regulation, supportive environments, and personalized learning positively impacts school achievement.
Learner autonomy significantly enhances intrinsic motivation, which is closely associated with improved academic performance (Deci & Ryan, 1985; Reeve et al., 2004) According to Deci and Ryan, when students experience autonomy in their learning, it nurtures their intrinsic motivation, a vital aspect of self-determination Providing learners with choices and encouraging them to take ownership of their education leads to greater engagement and better academic outcomes Reeve et al further illustrate that when teachers support autonomy by offering choices and reducing control, students exhibit higher intrinsic motivation and academic success For instance, involving students in decision-making regarding classroom activities fosters a sense of responsibility and achievement.
(1990) and Benson (2001) highlight students who feel in control of their learning processes are more engaged and committed to achieving their goals
Learner autonomy is enhanced by encouraging responsibility in self-regulation and decision-making Autonomous learners actively take charge of their education by establishing goals, monitoring their progress, and adapting strategies to tackle challenges effectively.
Autonomy in education fosters independent decision-making, which boosts students' problem-solving abilities and academic resilience (Little, 1991; Ushioda, 2008) Zimmerman’s (1990) research on self-regulated learning (SRL) is crucial for understanding how students manage their learning to improve academic performance SRL involves learners proactively organizing, executing, and reflecting on their educational experiences through self-regulation processes Key components of SRL include goal setting, where students create specific and challenging objectives to guide their efforts and monitor progress Self-monitoring allows learners to evaluate their performance against these goals, identify comprehension gaps, and make necessary adjustments Strategic thinking entails employing effective learning strategies, such as summarizing and note-taking, while adapting these methods based on feedback Additionally, self-efficacy plays a vital role, as students' confidence in their abilities fosters persistence and resilience in overcoming challenges Lastly, reflection helps students assess their outcomes, celebrating successes and pinpointing areas for improvement.
These elements of SRL establish a strong connection between autonomy and academic achievement
Supportive environments and personalized learning significantly enhance academic achievement Research by Reeve et al (2004) and Vansteenkiste et al (2005) indicates that teachers who offer choices, promote independent thinking, and reduce control foster conditions where students excel Additionally, environments that prioritize collaboration and student feedback enhance autonomy and lead to better school performance (Benson, 2001; Stefanou et al.).
Tailored learning enhances student engagement and outcomes by allowing individuals to personalize their educational experiences through topic and method selection (Cheng & Tsai, 2019; Benson, 2001) Additionally, offering autonomy at various levels—organizational, procedural, and cognitive—meets diverse learner needs and contributes to improved academic performance (Stefanou et al., 2004).
These findings emphasize the importance of empowering students to take control of their educational journey while providing the guidance and resources necessary for success.
Care as a theoretical lens
Bourdieu’s theory of capital highlights how schools reinforce social inequalities, particularly through the advantages that certain students possess in achieving social status, often labeled as “high achievers.” However, this perspective overlooks the emotional aspects and embodied support that aid learners' social mobility Conversations with high-achieving students reveal that “care” is a crucial element in their success Understanding care as a distributed and multidimensional concept provides valuable insights, integrating perspectives from sociology and education studies.
Firstly, in sociology and education studies, care is a fundamental concept that shapes relationships, institutions, and ethical research practices Tronto
Care is defined as a practice and moral value that encompasses attentiveness, responsibility, competence, and responsiveness in human interactions (1993) Noddings (2012) highlights the importance of empathy and relational trust in creating inclusive and supportive learning environments within educational research Ethical engagement with participants is crucial, ensuring their voices are respected and power imbalances are minimized (López et al., 2018) By incorporating care into sociological and educational research, scholars can conduct more equitable and socially responsible studies that prioritize well-being and empowerment.
Fiona Ungerson's 1990 research on informal care is essential for understanding caregiving from a sociological perspective, as it explores the distribution of caregiving responsibilities among individuals and institutions She defines informal care as unpaid support provided by family, friends, or community networks for those with health or social care needs Ungerson emphasizes the collaborative nature of caregiving, involving extended family, friends, neighbors, and community organizations, which illustrates that care is multidimensional, encompassing emotional, physical, and logistical support This approach underscores that caregiving is not merely an individual duty but is deeply rooted in social systems, highlighting the shared nature of care practices among individuals, institutions, and communities.
As a form of care, education can help reduce inequality by providing individuals with diverse needs, access to resources and assistance Noddings’
The works of Noddings (1984, 2012) highlight the importance of care in education, emphasizing that teaching is a relational act where educators must regard students as whole individuals Education transcends mere knowledge transmission; it is a caregiving process where educators serve as both knowledge providers and caregivers Compassion, empathy, and responsiveness are essential qualities for educators, who should model these traits alongside their subject expertise Noddings advocates for structural changes in schools to foster a culture of care, encouraging active participation from parents and the community Students should be given opportunities to practice kindness, reflecting the nurturing environment created by their teachers and schools The "ethics of care," a moral theory developed in the 1980s by scholars like Carol Gilligan and Nel Noddings, has gained prominence in care research.
Education should be a nurturing element of society, with schools, families, and educational environments acting as vital spaces for care Students receive ongoing support from these entities, whether they are learning in school or outside of it Education, as a form of care, plays a crucial role in mitigating inequality by granting individuals with diverse needs access to essential resources and support Noddings’ foundational works highlight the importance of care in education, emphasizing that teaching is a relational act where educators must regard students as whole individuals rather than merely learners In this context, schools, teachers, and students collectively contribute to a culture of caregiving within the educational landscape.
The theoretical lens of care integrates the diverse factors influencing learning outcomes, creating a comprehensive understanding of the learning process This qualitative study seeks to enhance the value of current quantitative research.
Particular issues about learning to write in EFL
Writing in English as a Foreign Language (EFL) involves navigating a complex interplay of linguistic, cognitive, cultural, and instructional factors Unlike speaking or listening, writing requires greater precision in grammar, vocabulary, and structure, posing challenges for learners whose native languages differ significantly from English Research shows that issues such as lexical competence, writing practice, grammatical proficiency, and social knowledge can hinder effective expression of ideas This section explores these challenges, referencing recent studies to illuminate the intricacies of mastering writing skills in EFL and providing insights into effective teaching strategies.
Lexical competence is a vital aspect of the writing process, particularly among high-achieving students, as vocabulary significantly influences success in English writing A strong vocabulary enhances a writer's accuracy, clarity, and expression Research supports this, with Jones (2023) noting that students with a robust academic vocabulary can articulate their ideas more clearly and persuasively Numerous studies, including Sariatun (2010), have demonstrated a strong correlation between vocabulary mastery and writing ability, highlighting its importance in academic performance.
Research highlights the significant impact of vocabulary on writing quality across various genres, as demonstrated by a study involving fifth-grade students, which found that vocabulary usage directly influences writing proficiency Additionally, a study on Danish EFL learners revealed a strong correlation between receptive vocabulary and reading and writing skills, while the link to listening skills was moderate The importance of vocabulary in writing is further emphasized by McWhorter, who asserts that a writer's vocabulary is crucial for clear and precise communication Expanding vocabulary is particularly advantageous for advanced learners, enhancing their language proficiency and expression Studies also show a clear connection between vocabulary mastery and writing performance, underscoring the necessity of vocabulary development for improving writing skills Ultimately, a well-developed vocabulary is essential for effective writing, enabling learners to choose precise words that enhance clarity and comprehensibility Researchers advocate for exposing students to contextually relevant vocabulary to foster writing proficiency and confidence.
Extensive writing practice, including activities like personal journaling, blogging, and freewriting, fosters fluency and creativity in learners by prioritizing expression over grammatical precision Research by Rahimi and Fathi (2021) demonstrates that such practices significantly enhance EFL learners' writing abilities, particularly in fluency, vocabulary, and complexity Regular engagement in low-stakes writing tasks leads to improved writing speed and ease, allowing students to articulate their ideas more smoothly and complete assignments more quickly Furthermore, frequent writing practice enriches vocabulary, encouraging students to experiment with new words and expressions, which benefits both informal and formal writing This practice also boosts learners' confidence and enables them to employ more sophisticated sentence structures and connectors, resulting in better organization, coherence, and logical flow in their writing.
Research consistently underscores the importance of grammar in achieving clear and sophisticated writing Effective grammar instruction is best integrated into writing tasks rather than taught in isolation Feedback on specific grammatical errors is crucial for improving writing accuracy over time As writers advance, they transition from simple to more complex sentence structures, indicating their growing proficiency Additionally, implicit grammar exposure through extensive reading and writing fosters fluency and natural application of grammatical rules While Automated Writing Evaluation (AWE) tools provide immediate feedback, human instruction remains vital for a deeper understanding of grammar Ultimately, a blend of explicit instruction, contextual practice, and targeted feedback is essential for developing grammatical proficiency in writing.
METHODOLOGY
Narrative inquiry
Dewey’s theory of experience serves as a foundational framework for Connelly and Clandinin (1990), who assert that narrative inquiry reflects theoretical concepts of educational experiences through lived and shared stories They define narrative study as an exploration of how individuals perceive and engage with the world (Connelly & Clandinin, 1990, p.2) Narrative researchers aim to integrate the diverse life experiences of their participants and themselves into a cohesive narrative (MacIntyre & Dunne, 2002) To comprehensively address various facets of participants' experiences, narrative inquirers operate within a three-dimensional framework encompassing temporality, sociality, and place (Clandinin).
Narrative inquiry, as a qualitative research method, goes beyond mere data collection and fact establishment Its strength lies in fostering a deep understanding of phenomena through rich descriptions and well-developed theories, rather than focusing on generalizations This approach also encourages the emergence of theoretical perspectives and contributions.
I selected narrative inquiry to collect and analyze data on the out-of-school experiences of high-achieving EFL students in secondary schools This approach is valuable as it captures students' lived experiences, allowing for the collection of subjective insights and the nuances of their perceptions Narratives reveal the complexities of human experiences and provide insights into the various contexts of care reflected in participants' stories Furthermore, narrative inquiry enables participants to share their experiences in depth, including the context and emotions involved, which aids in making sense of their past Data from interviews with participants contribute to the development of a theory of care.
Participant selection
This research focuses on EFL secondary school students in a private school in Hanoi, specifically those with high achievement in English writing and effective vocabulary use Through teaching and observing these students, I identified that their exceptional writing is characterized by a diverse and extensive vocabulary, particularly in complex and academic terms Vocabulary is essential for writing, as emphasized by Anthony (1978), who noted that mastering a significant amount of vocabulary is crucial for excelling in all language skills To illustrate this, two writings by students Brenda and Daisy on "Classify Parenting Styles" are included in Appendix 2 Despite all students following the same curriculum and having the same teacher, their unique learning approaches lead to varying outcomes This observation prompted my interest in how these high-achieving students learn to write outside of school and how these experiences contribute to their academic success, making them ideal participants for my research.
I then conducted interviews with Brenda and Daisy Brenda clearly demonstrates her focus on academic excellence, while Daisy emphasizes nurturing the ability to express oneself in English
I focused my research on two specific cases that exemplify significant stories, which effectively highlight the challenges relevant to my study These participants are ideal for providing valuable data for my research paper.
Informed Consent in research
Before the interview, I obtained informed consent from participants, ensuring they were fully aware of the research, their responsibilities, data handling, and their rights This consent process is ongoing, starting before signing and continuing until a participant withdraws To provide informed consent, participants must understand the study's risks, benefits, procedures, and the voluntary nature of their involvement An accompanying information sheet, which participants can keep, clarifies the study's purpose and their responsibilities while offering liability protection The participants, high school students classified as mature minors, also required parental consent, with parents signing a separate consent form.
Unstructured interviews
This research utilized unstructured interviews featuring probing questions to encourage participants to elaborate on their stories and reflect on their learning experiences According to Punch (1998), unstructured interviews allow for a deeper understanding of complex human behavior without imposing predefined categories that could restrict inquiry Prior to the interviews, participants were informed about the study's purpose, data usage, and anonymity measures, and their consent was obtained The interviews were tailored to the development of the students' narratives, with probing questions facilitating deeper insights To ensure mutual understanding and accuracy, participants received a summary of the researcher's interpretation of their experiences and access to the interview transcripts Two interviews were conducted: the first lasting two hours focused on participants' backgrounds, including their extra classes and family support, while the second explored their autonomy in learning writing outside of school.
FINDINGS & DISCUSSION
Case 1: Focusing on academic excellence
Brenda, the first participant in the study, is an outstanding achiever in English writing, showcasing remarkable academic excellence through her exceptional school assessment performance Her high achievements highlight her profound understanding and mastery of the subject, earning her recognition as a leading performer among her peers.
Throughout her six years at school, she has consistently been one of the top students in her class As a secondary school student, her long-standing aspiration to study abroad is supported by well-planned learning strategies that she started developing in primary school She possesses a strong passion for academic knowledge, particularly in English and English writing.
I have known Brenda for over a year through our collaboration in the Great Writing subject at school, where she emerged as one of the top students Our regular discussions about her academic progress led to her recruitment for data collection in this study Participants were purposefully selected to gain an in-depth understanding of a specific phenomenon (Patton, 2014, p 104) Brenda was chosen based on criteria such as her location in Hanoi, attendance at a private secondary school, high academic performance, prior engagement in writing activities, and her current status as an in-service learner The focus of the study was not to represent a broader population of EFL secondary school high achievers but to capture the unique characteristics and experiences of each individual participant.
Brenda is highly dedicated to improving her English writing skills through extra classes, family support, and independent study She thrives in Ms Van’s extra class, where she receives comprehensive instruction focused on vocabulary and writing With her father's unwavering support, Brenda develops ideas, analyzes topics, and constructs outlines for her writing Her strong self-motivation drives her to master the English language and pursue education and work opportunities abroad, leading her to consistently work hard on her writing skills in preparation for her future studies.
From a young age, Brenda was determined to study abroad, which fueled her academic excellence Her motivation was evident through her active involvement in extra classes, strong support from her family, and her own self-driven efforts.
Brenda's dream of studying abroad was ignited when she traveled overseas with her father at the age of five During this trip, her father provided valuable insights into the study and work environment abroad, particularly in the United States This early exposure fueled her aspiration to experience the unique learning and working atmosphere firsthand, solidifying her desire to pursue her education overseas.
In the future, I aspire to study abroad, inspired by my father's experiences in the United States, where I witnessed an excellent learning environment I aim to gain practical experience and broaden my knowledge through interactions with friends from diverse backgrounds I understand that my current academic efforts are crucial for achieving my goal of studying abroad and securing a successful career.
I strive for excellence in all my school subjects and actively participate in competitions like VioEdu, Olympia, and TOEFL Primary My primary goal is to obtain an IELTS certificate soon, which is essential for achieving my dream of studying abroad.
With such a clear goal, Brenda first shared her efforts in studying with tutors and attending extra classes
“Luckily, my parents invested in my English learning from an early age During my first three years of elementary school, I studied with my tutor,
Ms Dao played a crucial role in my English learning by reviewing and completing all assigned exercises She also provided additional practice tasks, particularly from the book "Grammar Time 5," to enhance my language skills.
After three years of studying with Ms Dao, Brenda dedicated over a year to self-study before joining additional classes with Ms Van This experience with Ms Van was a significant milestone in her journey to mastering English, and she valued both her teaching and the warm environment of the classroom.
I love attending Ms Van's extra class because it is always enjoyable and stress-free Her absence makes me feel sad, as I look forward to our sessions One of the best aspects of her class is the lack of homework; instead, she provides a comprehensive book divided into manageable chapters To keep us motivated, she offers a reward of 100,000 VND for the student who completes the most chapters in each session.
Brenda attended extra classes twice a week on Mondays and Fridays, each lasting two hours from 6:00 pm to 8:00 pm, conveniently located in the same building as her apartment on the 20th floor The class included eight students from prestigious secondary schools in Hanoi, such as Doan Thi Diem and Le Quy Don, with admission contingent on passing an entrance test After studying in Ms Van’s class for over a year, Brenda's mother enrolled her based on recommendations from friends and colleagues.
Ms Van, approximately 40 years old and 10 years older than my mother, was frequently discussed by her husband, a friend from my mother's volleyball club, regarding her teaching Intrigued, my mother searched for Ms Van's class on Facebook and chose to enroll me.
In the early stages of her education, Brenda received guidance from Ms Van to enhance her listening, speaking, reading, and writing skills through a structured approach that combined theory and practical application After mastering the basics, Brenda received advanced instruction focused on her goal of studying abroad, with an emphasis on developing her speaking and writing abilities, particularly for scholarship essays Ms Van also prioritized academic essay writing, aligning with Brenda's school curriculum, which included various essay types such as cause-and-effect, problem-solving, classification, and advantages-and-disadvantages essays To reinforce these concepts, Ms Van assigned similar essay tasks, ensuring Brenda had ample opportunity for practice and consistency.
Brenda’s next reflections focus on the unwavering support she received from her family, particularly from her father, she shared the following about her father,
My father, aged 38, works remotely from home and has established an information technology company in Vietnam after previously living abroad and managing a business He frequently interacts with foreign clients, which requires him to use English on a daily basis.
Case 2: Nurturing the capacity to express oneself in English
Daisy, the second narrator in this research, presents a dynamic contrast to Brenda's journey Her story highlights her growth in English expression through active participation in extra classes, talent competitions, musical performances, and homeschooling programs With strong support from her family, Daisy continually pursues excellence, leading to impressive achievements.
Daisy, a classmate of Brenda, stood out for her engaging personality and exceptional confidence, especially in English-speaking She actively participated in various school speaking competitions, including MC events, Literature of Arts performances, and debates Despite her petite stature, Daisy had a commanding voice that she used to express her thoughts with clarity and insight into diverse life issues In addition to her public speaking talents, her writing skills were impressive, showcasing a deep understanding of societal matters through sophisticated language and a keen intellectual perspective.
Daisy and I had a year-long collaboration in the Great Writing course, where she stood out as one of the top students, showcasing remarkable skill and dedication Our weekly discussions and idea exchanges not only enhanced our understanding of writing but also solidified our professional relationship, making it seamless for me to enlist her for the data collection phase of this study.
From a young age, Daisy was determined to live and work abroad, which drove her to excel in English through extra classes and musical lessons Her experiences in Australia and Hungary fueled her dream of immersing herself in diverse learning and working environments With strong family support, especially from her mother and sister, she dedicated herself to mastering English, achieving success in both formal education and self-study Her passion for English musicals led her parents to enroll her in musical theater classes at the Hanoi Arts for Youth Center, enhancing her language skills while allowing her to express her talent in the performing arts.
Daisy's lifelong dream of studying abroad was fueled by her family's unwavering support and her own determination This aspiration drove her to engage passionately in extra classes, musical lessons, and a dedicated homeschooling program.
Daisy was raised in a loving family with her parents and older sister, who played a significant role in her upbringing Understanding the value of education, her parents made English learning a priority for both daughters Moreover, Daisy's mother often took her on work trips abroad, providing her with valuable exposure to various cultures and experiences.
From a young age, my mother frequently took me on her business trips to Australia and Hungary, leaving a lasting impression on me I vividly recall my first visit to Australia, where I felt scared and out of place due to the unfamiliar environment and my limited English skills Accompanying my mother to her workplace, conferences, and company events, I encountered her colleagues' children, but my shyness and hesitation hindered my ability to connect with them.
During a memorable trip to Hungary, I stayed with my uncle, who lived and worked there His beautiful lifestyle and the charm of the country captivated me Fluent in Vietnamese, English, and Hungarian, my uncle had a dream job that offered him the freedom to work from home and travel at will His inspiring life motivated me to commit to mastering English and sparked my aspiration to learn Hungarian in the future.
Since kindergarten, Daisy's parents enrolled her at the Apollo English Center, a prestigious language institute in Hanoi She recognized that attending extra classes at a young age was essential in establishing a solid foundation in English.
At the age of four, I attended the Apollo English Center daily, where I enjoyed learning from both foreign and Vietnamese teachers while making many friends My three years at the center proved to be incredibly beneficial, as the vocabulary and sentence structures I learned often aligned with my school curriculum This overlap provided me with a significant advantage in class, enabling me to excel and achieve high scores I firmly believe that starting extra English lessons at a young age laid a strong foundation for my language skills.
After three years of studying English at the Apollo Center, Daisy transitioned to home learning, with her mother as her primary teacher Her mother, a university lecturer, devoted daily time to support Daisy's education Reflecting on this experience, Daisy fondly remembers the dedication and guidance she received during this period.
My mother, a Math and Statistics lecturer in her early 40s at the University of Public Health, also works at the Public Health Hospital She has an extensive social network, interacts with many foreigners, and speaks fluent English Her role frequently includes attending and organizing conferences, with one of the most memorable being the opportunity to meet Dr.
Green, a scientist from NASA He spoke with me and shared fascinating stories about stars and the legends associated with them.”
Daisy attributes her improved English writing skills to her mother's active involvement in her learning process Her mother encouraged daily diary writing, where Daisy practiced vocabulary and grammar correction with guidance They also explored short story writing, with Daisy refining her drafts through self-assessment and her mother's constructive feedback For paragraph and essay writing, her mother prompted Daisy with thought-provoking questions and supported her in outlining ideas This collaborative approach fostered Daisy's ability to identify her mistakes and enhance her writing skills By allowing Daisy to develop her unique voice while providing feedback, her mother created a supportive environment that significantly boosted Daisy's confidence and writing abilities.
Daisy benefited greatly from her mother's steadfast support and the daily help of her older sister, who was instrumental in enhancing her writing skills and overall English proficiency.
My older sister, who is in grade 9 and part of the gifted program 9G at our school, excels in English and consistently earns high scores in the subject.
My sister attends extra English classes almost every week, which further enhances her skills Her proficiency in English is evident because whenever
I have a question, she can answer it thoroughly Her explanations are always clear and easy to understand, making it simple for me to learn from her.”
Findings and discussions from the two cases
Both stories demonstrate high achievers study English within networks of
Students pursuing "high quality" care while studying abroad benefit from clear objectives and receive support from teachers through extra classes, as well as from family members, community resources, and accessible materials such as books.
Studying English has significantly influenced the lives of Brenda and Daisy, who both traveled abroad as children, gaining valuable exposure to educational and professional settings in the U.S and Australia These experiences shaped their aspirations and helped them set clear learning goals Brenda focused on academic excellence through competitions and private tutoring, while Daisy embraced her confidence and artistic talent by engaging in English musical theater and activities like hosting and debating For Daisy, learning English transcends language mastery; it is about enhancing her creative self-expression and confidence.
Brenda and Daisy are committed to their English studies, attending extra classes outside of school to achieve their academic goals They receive dedicated support from their tutors and teachers, who provide effective guidance Brenda, in particular, spends much of her day focused on academics, attending extra classes with Ms Van, who closely monitors her progress and offers unwavering support Brenda's enthusiasm for her lessons in Ms Van's class is evident, as she eagerly anticipates each session, even during breaks.
Ms Van's unavailability brings a sense of sadness, yet her student Brenda proactively completes all exercises and often surpasses expectations to earn rewards Meanwhile, Daisy dedicates significant time to exam preparation, competitions, and English musical performances, showcasing her commitment to mastering the language The experiences of these high-achieving students highlight that active engagement with tutors and participation in supplementary classes lead to better learning outcomes Research by Durlak, Weissberg, and Pachan (2010) supports this, indicating that after-school programs focused on personal and social skill development can enhance academic achievement Additionally, Mahoney, Lord, and Carryl (2005) note that such programs foster stronger peer relationships, improve social skills, and reduce behavioral issues.
At home, students receive strong support from their families, fostering a positive learning environment that enhances their English studies This encouragement leads to a sense of comfort and happiness in their educational journey Daisy, in particular, expresses deep gratitude towards her mother and sister, who actively participate in her learning by providing advice and resources Their unwavering support motivates her to work harder, reflecting a sense of autonomy within a nurturing network Both participants are driven by the aspiration to study abroad, utilizing available resources and familial support to achieve their goals The cases highlight a contrast in focus: one prioritizes academic excellence, while the other uses English for self-expression, leading to different educational strategies These findings support Sirin’s (2005) theory that higher SES parents are more involved in their children's education and communicate high expectations, as well as align with Steinberg et al (1992) on the importance of supportive family relationships in academic success.
Brenda and Daisy's motivation stems from their care and love, driving them to work harder and strive to be worthy of the support they receive Their journey towards studying abroad showcases their autonomy within a supportive network, as they utilize available resources and family encouragement to achieve their dreams Both participants emphasize the importance of vocabulary in writing, recognizing that a strong vocabulary is essential for clear and effective communication Brenda benefits from a personalized vocabulary learning method introduced in Van's extra class, while Daisy employs various strategies, including reading English books and maintaining a detailed vocabulary book Their extensive vocabulary significantly enhances their writing skills, aligning with research that suggests learner autonomy fosters intrinsic motivation and higher academic performance Ultimately, their experiences illustrate how autonomous learners take responsibility for their education, set goals, and develop problem-solving skills, contributing to their academic resilience.
Implications for practice: Personal reflection and action
Conducting this research has been a rewarding experience, allowing me to transform the traditional teacher-student relationship into a more human connection I am particularly interested in how high-achieving students excel academically through their learning outside of school By utilizing narrative research methods such as interviews, I gained insights into the experiences of two students, revealing that their success is influenced by extracurricular learning, access to resources, family support, and personal effort These factors underscore the significance of a nurturing environment that motivates students to achieve their goals Ultimately, teaching transcends mere instruction; it involves fostering meaningful connections that inspire growth.
This research enhances scholarly understanding while providing valuable insights through professional and personal reflection Professionally, it has allowed me to explore my students' journeys toward excellence, enabling me to better support their success Personally, my role as a writing teacher has been profoundly impacted by my interactions with students like Brenda and Daisy Brenda, a disciplined sixth grader with aspirations of studying abroad, inspired me with her commitment and motivated me to build a deeper connection based on trust Similarly, Daisy's confidence and exceptional English skills, along with her passion for musicals and dreams of living abroad, fueled her determination Understanding their lives outside the classroom has allowed me to offer tailored support, strengthening our bond and enhancing their learning experiences.
This research provided valuable insights into my students' out-of-school learning experiences and the factors influencing their aspirations and behaviors The findings have enriched my teaching practice and strengthened my relationships with students, enhancing my perspective as an educator I have recognized that a student's success is shaped by various factors, including their learning goals, daily habits, and, most importantly, the strength of their support network This network, which includes the care and encouragement of family, friends, and the community, is crucial for their growth and achievement.
Locating the findings in scholarly research
This study significantly enhances EFL education by addressing theoretical, methodological, and practical aspects It enriches Bourdieu’s concept of cultural capital through a relational lens of care, providing a comprehensive framework for analyzing educational inequalities The research also deepens understanding of EFL acquisition by exploring how out-of-school experiences influence writing development, especially among high-achieving learners Methodologically, it emphasizes the importance of narrative inquiry in revealing learners' lived experiences, offering insights often overlooked by quantitative methods Practically, the findings provide educators with actionable strategies to create curricula that incorporate real-world contexts, highlighting the impact of family support, socio-economic conditions, and cultural influences on language development By focusing on high achievers in the underrepresented Vietnamese context, this research fills gaps in global literature and offers localized insights that can inform broader educational policies and practices, contributing to the growing body of knowledge on EFL learning in Vietnam, a region frequently neglected in international studies.