Skkn cấp tỉnh adapting some pre writing tasks in writing lessons to spark 10th graders' engagement at tinh gia 3 high school with the themes in the global success textbook

Moreover, Adapting pre-writing tasks to the Global Success themes supports diverse learning styles by offering varied activities, allowing students to learn according to their strengths

PART I INTRODUCTION

1 The reason for choosing the theme:

In the trend of globalization, integration and development today, English has become the most important language in the world, in all fields of social life, including the education sector English as a communication tool is the key to the treasure of humanity On the other hand, the wide application of information technology has made learning English become urgent and indispensable So English has become one of the main subjects in the curriculum of students Learning and using English require a process of creative exercise diligence of both the learner and the teacher Especially in the situation of educational reform

at present, In addition, writing skills in general, and pre-writing in particular plays a crucial role in the overall writing process Therefore, adapting pre-writing tasks to increase 10th graders' engagement with the Global Success textbook themes is a timely and strategic choice

Firstly, fostering student engagement is crucial for effective learning, and tailoring pre-writing tasks to resonate with the content of the textbook ensures that students find relevance and interest in the material

Secondly, Traditional pre-writing methods often fail to effectively engage students with textbook themes By adapting these tasks, the study aims to make learning more dynamic and interactive Using innovative, student-centered approaches, the goal is to boost motivation, deepen engagement, and strengthen students' connection to the themes in the Global Success textbook Furthermore, Linking pre-writing activities to the themes in the Global Success textbook ensures a smooth learning process, helping students clearly connect exercises to the overall content and deepen their understanding of the subject matter

Additionally, Choosing this topic helps educators engage 10th graders' natural curiosity by making learning more interactive Pre-writing tasks encourage active participation, critical thinking, and analysis, leading to a more dynamic classroom and a more positive attitude toward learning

Moreover, Adapting pre-writing tasks to the Global Success themes supports diverse learning styles by offering varied activities, allowing students

to learn according to their strengths and preferences, and creating a more inclusive and effective learning environment

In conclusion, the decision to focus on “Adapting some pre-writing tasks

in writing lessons to spark 10 th graders' engagement at Tinh Gia 3 High School with the themes in the Global Success textbook” is driven by the desire

to enhance student engagement, create a cohesive learning experience, stimulate curiosity, and cater to diverse learning styles This approach aims to make the writing lessons more meaningful and impactful for 10th graders, ultimately contributing to their overall academic success

2 The aims of the study

This study aims to adapt pre-writing tasks in writing lessons to boost 10th graders’ engagement with textbook themes at Tinh Gia 3 High School Its main goals are to explore innovative teaching strategies, develop tasks that foster critical thinking and real-world connections, and promote active learning

Ultimately, the study seeks to enhance writing instruction quality and offer insights for improving language teaching practices more broadly

3 Scope of the study

The scope of this study is precisely delineated to focus on the 10th-grade students at Tinh Gia 3 High School from 2023 to 2025 academic year This deliberate boundary is established to ensure a focused investigation into the efficacy of adapted pre-writing tasks in enhancing student engagement within a specific educational and cultural context The study's objectives are grounded

in the premise that tailored teaching strategies can significantly impact students' interest, participation and applicability in writing lessons, particularly when such strategies are aligned with the themes of the textbook

4 Method of the study

The research methodology for this study is designed to comprehensively assess the impact of adapted pre-writing tasks on enhancing student engagement and academic performance among 10th graders at Tinh Gia 3 High School To achieve this, the study employs a mixed-methods approach, integrating both qualitative and quantitative research methods to ensure a robust and multidimensional understanding of the phenomenon under investigation This approach allows for a detailed exploration of the effectiveness of the interventions, capturing not only measurable outcomes but also the nuanced experiences and perceptions of students and teachers The specific methods to be utilized in the study include:

- Observations: The purpose is to observe and document students' engagement

with adapted pre-writing tasks, focusing on participation, behavior, and interaction Researchers will use a structured observation guide to ensure consistency, conducting observations at different stages to capture varied engagement levels

- Pre- and Post-Implementation Assessments: The purpose is to

quantitatively assess the impact of adapted pre-writing tasks on students’ writing skills and engagement Using standardized tools, researchers will evaluate students before and after implementation, supported by surveys measuring attitudes, task relevance, and self-reported engagement

- Data Analysis: The purpose is to analyze collected data to identify trends and

evaluate the effectiveness of the adapted pre-writing tasks Quantitative data will be analyzed statistically, while qualitative data from observations and surveys will be thematically examined, providing a comprehensive

understanding of the intervention’s impact.

By employing these methods, By employing these methods, The study combines observations, assessments, and data analysis to examine how adapting pre-writing tasks influences student engagement and writing performance It aims to offer valuable insights and practical recommendations to enhance writing teaching and student participation at Tinh Gia 3 High School and similar contexts

5 New factors of the study

The study on adapting pre-writing tasks in writing lessons to enhance 10th

graders' engagement with the themes in the Global Success textbook introduces several innovative factors in teaching methods These new factors aim to revolutionize the traditional teaching approach, fostering a more dynamic and effective learning environment:

 Theme integration: the study introduces a novel approach by aligning pre- writing tasks with the themes present in the global success textbook This thematic integration ensures a cohesive and interconnected learning experience, where writing activities directly relate to the content students are studying, making the curriculum more meaningful and relevant

 Differentiated pre-writing tasks: recognizing the diverse learning styles and preferences of 10th graders, the study incorporates differentiated pre-writing tasks These tasks are designed to cater to various learning modalities, allowing students to engage with the material in ways that resonate with their individual strengths and interests

 Project-based learning elements: infusing project-based learning elements into pre-writing tasks introduces a hands-on and practical dimension

to the study Students may engage in projects that involve real-world applications of writing skills, connecting theoretical knowledge with practical scenarios

By introducing these innovative factors into the teaching methods, the study aims to not only enhance 10th graders' engagement but also to contribute

to the evolution of effective and adaptive teaching practices in the context of writing lessons at Tinh Gia 3 High School

PART II CONTENTS OF THE STUDY

1 Theoretical background.

1.1 The concept of pre-writing activities in writing lessons.

Pre-writing activities, a fundamental component of the writing process, serve as the foundational step that precedes the drafting of any written work These activities are designed to stimulate students' thoughts, organize their ideas, and facilitate a smoother transition into the writing stage The importance of pre- writing activities lies in their ability to enhance creativity,

clarify thoughts, and promote a structured approach to writing, making the process more accessible and engaging for students

According to Hayes and Flower's model of the writing process, pre-writing is the first of several stages that collectively define the act of pre-writing This stage involves generating ideas, exploring topics, and planning the structure of the writing, which are critical for successful written communication (Hayes & Flower, 1980) The effectiveness of pre-writing activities in improving writing quality is supported by a wealth of research indicating that students who engage in structured pre-writing tasks produce more coherent, well-developed texts (Troia, 2014) Moreover, pre-writing tasks are not monolithic (Graham, 2006)

The pedagogical value of pre-writing activities extends beyond the realm

of idea generation (Raimes, 1985) Engaging students in pre-writing activities that resonate with their lives and aspirations can significantly boost their motivation to write, a critical factor in the development of writing skills

In summary, the theoretical underpinnings of pre-writing activities highlight their role as a critical preparatory step that facilitates idea generation, promotes organized thought, and enhances student engagement in the writing process This conceptual framework underscores the rationale for the current study's focus on adapting pre-writing tasks to spark 10th graders' engagement at Tinh Gia 3 High School, aiming to bridge the gap between theoretical knowledge and practical application in educational settings

1.2 The application of pre-writing activities to improve effective teaching

in writing lessons

The application of pre-writing activities in writing lessons is a strategic pedagogical approach aimed at enhancing both teaching effectiveness and student learning outcomes This approach is predicated on the understanding that the act of writing is not merely a mechanical process but a complex cognitive activity that benefits greatly from preliminary exercises designed to stimulate thought, creativity, and organization The integration of pre-writing activities into writing instruction offers several benefits that contribute to a more effective and engaging learning environment

In the context of effective teaching, the application of pre-writing activities is a dynamic and flexible strategy that can be tailored to meet the diverse needs of learners By incorporating a variety of pre-writing techniques and aligning them with curricular themes, educators can create a more interactive, student-centered learning environment that fosters creativity, critical thinking, and a deeper engagement with the writing process Ultimately, the strategic use of pre-writing activities in writing lessons serves

to improve the quality of student writing, enhance teaching effectiveness, and contribute to the overall success of the educational experience

1.3 Principles of pre-writing teaching

The implementation of pre-writing activities in the educational curriculum is governed by several key principles that ensure the effectiveness of these tasks in enhancing the writing process Understanding these principles is crucial for educators seeking to foster a more engaging and productive writing environment The principles of pre-writing teaching not only guide the design and execution of pre-writing activities but also support the overarching goal of improving student writing skills and engagement Student-centeredness, Purposefulness, Variety, Flexibility, Collaboration and Reflectiveness

2 Practical background

2.1 Data investigation, survey the practical situation of students and the state of the research problem at Tinh Gia 3 High School.

2.1.1 Setting of the study.

The study takes place at Tinh Gia 3 High School, a dynamic institution known for its academic excellence and holistic student development It focuses on improving student engagement and effectiveness of pre-writing activities in 10th-grade writing lessons The school’s diverse and forward-thinking environment provides an ideal setting to explore innovative teaching strategies that enhance the writing experience

2.1.2 For English teachers.

The study is especially important for English teachers at Tinh Gia 3 High School, who face the challenge of engaging diverse students in writing It offers evidence-based strategies to improve pre-writing activities and promotes collaboration among teachers to share best practices By enhancing student engagement and supporting teacher development, the study aligns with the English department’s goals of fostering creativity, critical thinking, and effective communication, contributing valuable insights to improve teaching quality

2.1.3 For students

To understand the practical context of the study, an investigation was conducted among the 10th-grade students at Tinh Gia 3 High School The purpose of this data investigation was twofold: first, to gauge the current engagement levels of students in writing lessons; and second, to identify any gaps or challenges in the teaching and learning process related to pre-writing activities This investigation involved a survey administered to a sample of 90 tenth graders, aiming to provide a comprehensive overview of the students' experiences and perceptions regarding their writing lessons, specifically focusing on pre-writing tasks

Question 1: Student Engagement

"On a scale of 1 to 5, where 1 indicates 'not engaged at all' and 5 indicates 'highly engaged,' how would you rate your level of engagement during pre-writing activities in pre-writing lessons? Please explain your rating by providing

specific examples or reasons for your level of engagement."

1 Strongly not engaged: 32% 2 Not engaged: 16.7%

3 Neutral: 27.8% 4 Engaged: 15.6%

5 Highly engaged: 7.8%

Question 2: Effectiveness of Pre-writing Activities

"How effective do you find the current pre-writing activities in helping you generate ideas and plan your writing assignments? Choose your answer from the following options:

1 Very ineffective: 25.6% 2 Somewhat ineffective: 22.2%

3 Neutral, Somewhat effective: 32.2% 4 Very effective: 20%

Please provide examples or feedback on what makes these activities effective

or ineffective for you

The survey responses from the students at Tinh Gia 3 High School reveal significant insights into their engagement levels and perceptions of the effectiveness of pre-writing activities in their writing lessons According to the results for the Student Engagement Question, a substantial majority of students feel disengaged during pre-writing activities, with 32.2% reporting being strongly not engaged and 16.7% not engaged, indicating a clear need for revising these activities to better capture student interest Only a small fraction

of the student body feels engaged (15.6%) or highly engaged (7.8%), highlighting a significant gap in the current approach to fostering interest and participation in these preparatory tasks

Similarly, the responses to the Effectiveness of Pre-writing Activities Question underscore a critical view of the current pre-writing tasks, with 47.8% of students finding them to be ineffective (25.6% very ineffective and

22.2% somewhat ineffective) in assisting them with idea generation and planning for writing assignments While more a quarter of the students remain neutral or somewhat satisfied with the effectiveness of these activities, only a minor segment (20%) considers them to be very effective

These findings suggest a pressing need for pedagogical adjustments that make pre-writing activities more engaging and practically beneficial for students, aiming to enhance both their engagement and the overall utility of these tasks in the writing process

2.1.4 For objective factors

Objective factors such as infrastructure, resources, curriculum standards, and educational policies significantly influence the implementation of pre-writing activities in English writing lessons at Tinh Gia 3 High School Technological tools enable innovative teaching methods, while curriculum guidelines and broader policies shape how flexibly and creatively teachers can design lessons Recognizing these factors is crucial for proposing practical and sustainable strategies to improve student engagement and learning

2.2 Analysis and evaluation of the practical issues

The implementation of pre-writing activities at Tinh Gia 3 High School faces several practical challenges, including low student motivation, limited teaching methods, time constraints, and unequal access to technology Despite teachers’ commitment to improving writing skills, these issues hinder the effectiveness of pre-writing tasks The study emphasizes the need for teacher training, a balanced curriculum that allows time for skill-building, and better use of technology to support diverse and inclusive pre-writing practices It offers practical recommendations to enhance writing education and student engagement in the school

3 Solutions to the problems

Adapting pre-writing tasks in writing lessons is essential for sparking 10th graders' engagement with the themes in the "Global Success" textbook By tailoring these activities to the interests and needs of students, educators can significantly enhance the learning experience and foster a deeper connection with the material Here are some innovative ways to adapt pre-writing tasks which are applied in Pre-Writing in Unit 1,2,3,4 and Unit 5

3.1 Incorporate multimedia resources

Use videos, podcasts, and online articles related to the themes of the

"Global Success" textbook as starting points for pre-writing discussions Multimedia resources can bring the textbook themes to life, providing a modern and relatable context for students For example, after watching a video

on daily routines through multimedia, students can brainstorm ideas and questions for a writing assignment on sustainable development

For example: Adapting pre-writing tasks to enhance engagement among

10th graders for unit 1 on "Family Life," particularly with a focus on writing about "your family's daily routines" can significantly benefit from the incorporation of multimedia resources A multimedia-enriched pre-writing task not only captivates students' attention but also provides a richer context for their writing, making the process more engaging and relatable Here's how such Table 1 shows the test results before applying the techniques to improve students' English writing skills It indicates that in Class 10A9, only 7 students out of 45 (15.6%) received a credit or good grade, while 26 students (57.7%) had weak performance Similarly, in Class 10A8, only 5 students out of 45 (11.1%) received a credit or good grade, while 29 students (64.5%) performed weakly

Table 2 shows improved English writing results after applying new teaching techniques In Class 10A9, the percentage of students receiving credit

or good grades rose from 20% to 35.6%, and weak performers dropped from 57.7% to 24.4% In Class 10A8, credit or good grades increased from 20% to 31.1%, and weak performers declined from 64.5% to 26.7% Overall, student performance significantly improved in both classes

The results show that applying new techniques positively impacted students' English writing performance, with more students achieving higher grades and fewer performing poorly Teachers also noted improvements in their teaching practices, as the adapted pre-writing tasks offered flexible and engaging methods that catered to various student needs While the outcomes are promising, further analysis is needed to assess the specific effectiveness of the techniques and identify areas for continued improvement

In conclusion, the study's effectiveness is manifested through improved student engagement, enhanced writing skills, enriched classroom dynamics, and innovative teaching practices By aligning pre-writing activities more closely with students' interests and real-world issues, the study succeeded in making the writing process more relevant and engaging for 10th graders at

Tinh Gia 3 High School The positive outcomes of this study underscore the

value of incorporating diverse and interactive pre-writing tasks in writing education, offering valuable insights for future pedagogical strategies

PART III CONCLUSION AND RECOMMENDATIONS

1 Summary of the study

The study embarked on an explorative journey aimed at enhancing the

engagement of 10th graders at Tinh Gia 3 High School in writing lessons,

specifically through adapting pre-writing tasks With a focus on the themes presented in the Global Success textbook, this research was motivated by the critical need to connect students more deeply with their writing assignments, thereby improving their academic performance and fostering a more profound understanding and appreciation of the content

The methodology integrated both qualitative and quantitative approaches, employing observations, pre- and post-implementation assessments, and data analysis to evaluate the impact of adapted pre-writing activities The investigation spanned the 2024-2025 academic year, offering a comprehensive look into the practical application and effectiveness of these interventions within

a real-world educational setting

Key findings revealed a notable increase in student engagement and participation in writing lessons, attributed to the innovative adaptation of pre-writing tasks These tasks were designed to resonate with students' interests, experiences, and the themes explored in the Global Success textbook, making the writing process more relatable and engaging Through incorporating multimedia resources, real-world problem-solving activities, technology for collaborative brainstorming, role-play simulations, and theme-based writing prompts, the study demonstrated a significant improvement in students' attitudes towards writing, their motivation to engage in writing tasks, and the overall quality of their written work

Furthermore, the study underscored the importance of teacher involvement

in the successful implementation of adapted pre-writing activities Educator feedback highlighted the value of these strategies in creating a more dynamic and interactive classroom environment, where students felt more connected to the material and empowered in their learning journey

In conclusion, the study provides compelling evidence that adapting pre-writing tasks to better align with students' interests and the curriculum can markedly enhance student engagement and improve writing outcomes These findings contribute valuable insights into effective teaching practices and underscore the potential of targeted pedagogical strategies to enrich the educational experience for secondary school students

2 Conclusion

The study conclusively demonstrates that adapting pre-writing tasks to better align with thematic content and incorporating interactive and innovative teaching strategies can significantly enhance student engagement in writing lessons By creating a more engaging, relevant, and interactive learning environment, students were not only more motivated to participate in the writing process but also demonstrated a deeper understanding of the thematic content covered in the Global Success textbook The success of these adapted pre-writing tasks highlights the potential for educators to employ a variety of pedagogical techniques to meet the diverse needs and interests of their students, ultimately contributing to a more effective and enriching educational experience Moreover, the study underscores the importance of flexibility and creativity

in teaching writing, suggesting that educators should continually seek out and implement innovative strategies to engage students The positive outcomes observed in student engagement and performance reinforce the idea that writing

education can be enhanced through thoughtful adaptation and integration of pre-writing tasks that resonate with students' experiences and the world around them

In conclusion, the findings from this study offer valuable insights for educators seeking to improve writing education, suggesting that a dynamic and student-centered approach to pre-writing activities can significantly impact students' engagement and learning outcomes By bridging the gap between theoretical content and practical application, this study contributes to the ongoing discourse on best practices in education, advocating for a more interactive, engaging, and effective approach to teaching writing

a For teachers:

In addition to teaching in the classroom, teachers need to visit class, supervises colleagues not only in schools but also take time to visit colleagues in school groups Regularly organize their teaching subjects in accordance with the actual situation of the school and classroom It has to be evaluated, contributed ideas and give honest and accurate comment about advantages and disadvantages after each lesson

b For school leaders:

Next to the overall leadership of the school's work, it is necessary to add equipments for teaching, listening, watching for learning English at school, school leaders need more care deeply about teaching teachers, encourage teachers to do, use equipments effectively Teachers must check and protect teaching aids well School leaders should urge and encourage all members of the school Council together to do the business of growing people well

Above are some of my effective experience in process of adapting some pre-writing tasks in writing lessons to spark 10th graders' engagement at Tinh Gia 3 High School with the themes in the Global Success textbook, I summed

up in the teaching process I hope to receive the attention, the share and the sincere comments from the colleagues

Sincerely thank you !

CONFIRMATION OF SCHOOL

MASTER

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