Luận văn a study on students’ linguistic difficulties in toefl ibt essay writing and suggested solutions

Correlation between frequency in which leamers compose essays per week and their possibilities of encountering difficulties in brainstorming, ideas Figure 13, Suggested solutions to im

VIETNAM NATIONAL UNLVERSITY, WANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

NGUYEN TOI LIEN

A STUDY ON STUDENTS’ LINGUISTIC DIFFICULTLES LN ‘TOEFL IBE

ESSAY WRITING AND SUGGESTED SOLUTIONS

(NGHTEN CUL NHỮNG KHÓ KHĂN VÉ MẶT NGÔN NGỮ HỌC SINH

KHI VIET BAI LUAN TOEFL IBT VA NHUNG GIẢI PHAP)

M.A MINOR PROGRAMME THESIS

Field: English Language ‘leaching Methodology Code: 6014.0111

Hanoi, 2013

VIETNAM NATIONAL UNLVERSITY, WANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

NGUYEN TOI LIEN

A STUDY ON STUDENTS’ LINGUISTIC DIFFICULTLES LN TOEFL IBT

ESSAY WRITING AND SUGGESTED SOLUTIONS

{NGHTEN CUL NHUNG KHO KHAN VE MAT NGON NGO CLA HOC SINH

KHI VIET BAI LUAN TOEFL IBT YẢ NHỮNG GIẢI PHÁP)

M.A MINOR PROGRAMME THESIS

Kicld: English Language Teaching Mcthodology Code: 6014.0111

Supervisor: Prof, Dr Hoang Văn Van

Hanoi, 2013

CERTIFICATION OF ORIGLNALITY OF TLE TIHIESLS:

| certify my authorship of the thesis submitted today entitled:

“A study on students’ Hinguistic difficulties in TOEFL IBT essay writing and

suggested solutions”

in terms of Statement for thesis and Yield Study Reports in Master’s Programs

Issued by the Higher Degree Committee

Nguyễn Thị Liên

October, 2013

LIST OF FIGURES

Figure 1 Leamers’ background information

Figure 2 Reasons for leamers’ laking TOEFT, TBT course

Figure 3 Leamers’ experience in Icarning English

Vigure 4, Leamers’ experience in learning TOLL BT

Figure 5 Teamers’ opinions of writing skill

Figure 6, Leamers’ attitudes towards TOHEL U3 writing skill

Figure 7 Number of essays that learners compose per week

Figure 8 Leamers? linguistic difvicullies in TORFT TAT writing task 1

Figure 9 Correlation between leamers’ levels and their possibilities of

encountering difficulties in taking notes, paraphrasing, and relating points of reading to those of listening

Figure 10 Learners’ linguistic difficulties in TOBFL IBT writing task 2

Figure 11 Correlation between learners’ levels and their possibililies of

encountering difficulties with word choice, expression, and academic vocabulary

Figure 12 Correlation between frequency in which leamers compose essays per

week and their possibilities of encountering difficulties in brainstorming, ideas

Figure 13, Suggested solutions to improve leamers’ TOEFL IBY essay writing

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi

LIST OF FIGURES

Figure 1 Leamers’ background information

Figure 2 Reasons for leamers’ laking TOEFT, TBT course

Figure 3 Leamers’ experience in Icarning English

Vigure 4, Leamers’ experience in learning TOLL BT

Figure 5 Teamers’ opinions of writing skill

Figure 6, Leamers’ attitudes towards TOHEL U3 writing skill

Figure 7 Number of essays that learners compose per week

Figure 8 Leamers? linguistic difvicullies in TORFT TAT writing task 1

Figure 9 Correlation between leamers’ levels and their possibilities of

encountering difficulties in taking notes, paraphrasing, and relating points of reading to those of listening

Figure 10 Learners’ linguistic difficulties in TOBFL IBT writing task 2

Figure 11 Correlation between learners’ levels and their possibililies of

encountering difficulties with word choice, expression, and academic vocabulary

Figure 12 Correlation between frequency in which leamers compose essays per

week and their possibilities of encountering difficulties in brainstorming, ideas

Figure 13, Suggested solutions to improve leamers’ TOEFL IBY essay writing

2 Aims and reasearch questions

The study is conducted with the aim of Finding oul the Hnguistic difficulties

that HQuest learners often experience in TOKKL IBY writing essay Added to this, some useful suggested solutions to resolve the problems are studied

The present study is designed to address two following questions

© What are linguistic problems encountered by BQuest learners im TOEFT

LB writing essay?

«© What should be done to improve EQuest learners’ TOEFL IBT writing skill?

3 Significane of the study

‘The present study is the author’s great endeavor in investigating learners” major headaches in TOEFL IBT essay writing and ways to eradicate them This is

hoped to offer both leachers and Teamers substamtial benefits m teaching and

preparing for the TOLFL IT test Students will directly benefit from this study in

a sense that they will be aware of major challenges posed by TOFFI TBT writing essay, hence will know their ways to avoid or beat off them As for teachers, by being able to anitipate some awakwardness in their students’ writing, they can

adjust their teaching methods approprialetly according to students’ competence,

preferences, and expectations to better help ungrade their students’ writing levels

Moreover, personal boon is also accounted My main job is teaching TOEFL IBT for those who want to study overseas Hopefully, this study would somehow help me in teaching my students in the right way ‘This research is also expectedly a heneficial reference source to teachers working in the same field feeling the same concern

4, Scope of the study

Because of constrained lime and limited knowledge, this study only deals with two following issues:

Linguistic problems encountered by EQuest learners in TOEFL IBT writing,

essay.

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

2 Aims and reasearch questions

The study is conducted with the aim of Finding oul the Hnguistic difficulties

that HQuest learners often experience in TOKKL IBY writing essay Added to this, some useful suggested solutions to resolve the problems are studied

The present study is designed to address two following questions

© What are linguistic problems encountered by BQuest learners im TOEFT

LB writing essay?

«© What should be done to improve EQuest learners’ TOEFL IBT writing skill?

3 Significane of the study

‘The present study is the author’s great endeavor in investigating learners” major headaches in TOEFL IBT essay writing and ways to eradicate them This is

hoped to offer both leachers and Teamers substamtial benefits m teaching and

preparing for the TOLFL IT test Students will directly benefit from this study in

a sense that they will be aware of major challenges posed by TOFFI TBT writing essay, hence will know their ways to avoid or beat off them As for teachers, by being able to anitipate some awakwardness in their students’ writing, they can

adjust their teaching methods approprialetly according to students’ competence,

preferences, and expectations to better help ungrade their students’ writing levels

Moreover, personal boon is also accounted My main job is teaching TOEFL IBT for those who want to study overseas Hopefully, this study would somehow help me in teaching my students in the right way ‘This research is also expectedly a heneficial reference source to teachers working in the same field feeling the same concern

4, Scope of the study

Because of constrained lime and limited knowledge, this study only deals with two following issues:

Linguistic problems encountered by EQuest learners in TOEFL IBT writing,

essay.

ACKNOWLEDGEMENTS

The cunent research could nol bave been completed without the wholchearted support of people who all deserved my deepest gratitude

Firstly, I want to show my heartfelt gratitude to Professor Hoang Van Van,

my supervisor, for bis cneouraging this research and giving helpful comments on

earlier drafts of this thesis

T would also like to thank 88 TOLIL IBT learners at EQuest center for their

enthusiasm for responding to the questionnaires and answering the interview

Vinally, my thank is due to my family, and in particular my two younger brothers, for their logistical and technical support

‘Any remaining flaws concerning this research are merely mine.

1 Statement of the problem and rationale for the study

2 Aims and research questions

3 Significance of the study

4 Scope of the study

1.2 Approaches to teaching writing

1.3 Writing academic essay

3 TOEFL IBT test Sa

2.1 Insight into TOEFL IBT tesi

2.2 Insight into TORFI TBT writing section

2.2.1 Format of TOHFL IBT writing section

2.2.2 Scoring standards and scoring rubrics of TOEFL IBT writing

SeCHIOH ào sneieree

1 Context of the study

2 Selection of the subjects

Research instruments

3

4, Procedures of data collection

CILAPTER 1 INTRODUCTION

1 Problem statement and rationale for the study

Globalization and economic booming open up a whole new world of opportunilies in education, According lo ETS (Educational Tesling service, the world’s largest oducational testing and assessment organization), TOEFL IBT (Test of Linglish as oreign Language) score can be viewed as a passport to study

abroad Statistics from ETS in 2013 indicale that more thant 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores For

this reason, the youth is trying to get as high TOEI'L IBT score as possible to get beller impression on their umversily’s applications, hence, maximize their chances

to be accepted into top international colleges, American ones included

However, the road to high TOEFL IBT score is not a broad one for every lest-laker TORFT TBT is indesd a tough test; unlike other proficiency tests, TOLFL IBT not only requires learners’ integrated listening-speaking-reading- wriling skills bul it also involves leamers’ compuler skills TORFT IBT Wriling is

a compelling example of a big challenge brought by the new generation of

TOLFL As an Inglish instructor majoring in teaching TOETL IBT at EQuest for

more (han three yeurs, T empirically realize thal TOFFI TBT learners ranging trom

intermediate to advanced ones have to struggle a lot to write a TOHFL IBY writing

essay Some students think that their main problems lie m time constraint or typing

skills while others blame then troubles for lack of vocabulary or ideas More

seriously, some others are unaware of their weaknesses and unconsciously replicate their writing mistakes What are real problems experienced by EQuest lcamers in TOEFL IBT writing? Whal should be donc (o improve their wriling

skills? Those questions are my overriding concerns when teaching TOEFL IBT

Wriling that spark my inferesL in carrying out, the curren! research on students’

difficulties in TOHFL LBY essay writing and suggested solutions

ACKNOWLEDGEMENTS

The cunent research could nol bave been completed without the wholchearted support of people who all deserved my deepest gratitude

Firstly, I want to show my heartfelt gratitude to Professor Hoang Van Van,

my supervisor, for bis cneouraging this research and giving helpful comments on

earlier drafts of this thesis

T would also like to thank 88 TOLIL IBT learners at EQuest center for their

enthusiasm for responding to the questionnaires and answering the interview

Vinally, my thank is due to my family, and in particular my two younger brothers, for their logistical and technical support

‘Any remaining flaws concerning this research are merely mine.

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi

ACKNOWLEDGEMENTS

The cunent research could nol bave been completed without the wholchearted support of people who all deserved my deepest gratitude

Firstly, I want to show my heartfelt gratitude to Professor Hoang Van Van,

my supervisor, for bis cneouraging this research and giving helpful comments on

earlier drafts of this thesis

T would also like to thank 88 TOLIL IBT learners at EQuest center for their

enthusiasm for responding to the questionnaires and answering the interview

Vinally, my thank is due to my family, and in particular my two younger brothers, for their logistical and technical support

‘Any remaining flaws concerning this research are merely mine.

CILAPTER 1 INTRODUCTION

1 Problem statement and rationale for the study

Globalization and economic booming open up a whole new world of opportunilies in education, According lo ETS (Educational Tesling service, the world’s largest oducational testing and assessment organization), TOEFL IBT (Test of Linglish as oreign Language) score can be viewed as a passport to study

abroad Statistics from ETS in 2013 indicale that more thant 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores For

this reason, the youth is trying to get as high TOEI'L IBT score as possible to get beller impression on their umversily’s applications, hence, maximize their chances

to be accepted into top international colleges, American ones included

However, the road to high TOEFL IBT score is not a broad one for every lest-laker TORFT TBT is indesd a tough test; unlike other proficiency tests, TOLFL IBT not only requires learners’ integrated listening-speaking-reading- wriling skills bul it also involves leamers’ compuler skills TORFT IBT Wriling is

a compelling example of a big challenge brought by the new generation of

TOLFL As an Inglish instructor majoring in teaching TOETL IBT at EQuest for

more (han three yeurs, T empirically realize thal TOFFI TBT learners ranging trom

intermediate to advanced ones have to struggle a lot to write a TOHFL IBY writing

essay Some students think that their main problems lie m time constraint or typing

skills while others blame then troubles for lack of vocabulary or ideas More

seriously, some others are unaware of their weaknesses and unconsciously replicate their writing mistakes What are real problems experienced by EQuest lcamers in TOEFL IBT writing? Whal should be donc (o improve their wriling

skills? Those questions are my overriding concerns when teaching TOEFL IBT

Wriling that spark my inferesL in carrying out, the curren! research on students’

difficulties in TOHFL LBY essay writing and suggested solutions

CILAPTER 1 INTRODUCTION

1 Problem statement and rationale for the study

Globalization and economic booming open up a whole new world of opportunilies in education, According lo ETS (Educational Tesling service, the world’s largest oducational testing and assessment organization), TOEFL IBT (Test of Linglish as oreign Language) score can be viewed as a passport to study

abroad Statistics from ETS in 2013 indicale that more thant 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores For

this reason, the youth is trying to get as high TOEI'L IBT score as possible to get beller impression on their umversily’s applications, hence, maximize their chances

to be accepted into top international colleges, American ones included

However, the road to high TOEFL IBT score is not a broad one for every lest-laker TORFT TBT is indesd a tough test; unlike other proficiency tests, TOLFL IBT not only requires learners’ integrated listening-speaking-reading- wriling skills bul it also involves leamers’ compuler skills TORFT IBT Wriling is

a compelling example of a big challenge brought by the new generation of

TOLFL As an Inglish instructor majoring in teaching TOETL IBT at EQuest for

more (han three yeurs, T empirically realize thal TOFFI TBT learners ranging trom

intermediate to advanced ones have to struggle a lot to write a TOHFL IBY writing

essay Some students think that their main problems lie m time constraint or typing

skills while others blame then troubles for lack of vocabulary or ideas More

seriously, some others are unaware of their weaknesses and unconsciously replicate their writing mistakes What are real problems experienced by EQuest lcamers in TOEFL IBT writing? Whal should be donc (o improve their wriling

skills? Those questions are my overriding concerns when teaching TOEFL IBT

Wriling that spark my inferesL in carrying out, the curren! research on students’

difficulties in TOHFL LBY essay writing and suggested solutions

1 Statement of the problem and rationale for the study

2 Aims and research questions

3 Significance of the study

4 Scope of the study

1.2 Approaches to teaching writing

1.3 Writing academic essay

3 TOEFL IBT test Sa

2.1 Insight into TOEFL IBT tesi

2.2 Insight into TORFI TBT writing section

2.2.1 Format of TOHFL IBT writing section

2.2.2 Scoring standards and scoring rubrics of TOEFL IBT writing

SeCHIOH ào sneieree

1 Context of the study

2 Selection of the subjects

Research instruments

3

4, Procedures of data collection

2 Aims and reasearch questions

The study is conducted with the aim of Finding oul the Hnguistic difficulties

that HQuest learners often experience in TOKKL IBY writing essay Added to this, some useful suggested solutions to resolve the problems are studied

The present study is designed to address two following questions

© What are linguistic problems encountered by BQuest learners im TOEFT

LB writing essay?

«© What should be done to improve EQuest learners’ TOEFL IBT writing skill?

3 Significane of the study

‘The present study is the author’s great endeavor in investigating learners” major headaches in TOEFL IBT essay writing and ways to eradicate them This is

hoped to offer both leachers and Teamers substamtial benefits m teaching and

preparing for the TOLFL IT test Students will directly benefit from this study in

a sense that they will be aware of major challenges posed by TOFFI TBT writing essay, hence will know their ways to avoid or beat off them As for teachers, by being able to anitipate some awakwardness in their students’ writing, they can

adjust their teaching methods approprialetly according to students’ competence,

preferences, and expectations to better help ungrade their students’ writing levels

Moreover, personal boon is also accounted My main job is teaching TOEFL IBT for those who want to study overseas Hopefully, this study would somehow help me in teaching my students in the right way ‘This research is also expectedly a heneficial reference source to teachers working in the same field feeling the same concern

4, Scope of the study

Because of constrained lime and limited knowledge, this study only deals with two following issues:

Linguistic problems encountered by EQuest learners in TOEFL IBT writing,

essay.

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

1 Statement of the problem and rationale for the study

2 Aims and research questions

3 Significance of the study

4 Scope of the study

1.2 Approaches to teaching writing

1.3 Writing academic essay

3 TOEFL IBT test Sa

2.1 Insight into TOEFL IBT tesi

2.2 Insight into TORFI TBT writing section

2.2.1 Format of TOHFL IBT writing section

2.2.2 Scoring standards and scoring rubrics of TOEFL IBT writing

SeCHIOH ào sneieree

1 Context of the study

2 Selection of the subjects

Research instruments

3

4, Procedures of data collection

ACKNOWLEDGEMENTS

The cunent research could nol bave been completed without the wholchearted support of people who all deserved my deepest gratitude

Firstly, I want to show my heartfelt gratitude to Professor Hoang Van Van,

my supervisor, for bis cneouraging this research and giving helpful comments on

earlier drafts of this thesis

T would also like to thank 88 TOLIL IBT learners at EQuest center for their

enthusiasm for responding to the questionnaires and answering the interview

Vinally, my thank is due to my family, and in particular my two younger brothers, for their logistical and technical support

‘Any remaining flaws concerning this research are merely mine.

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

LIST OF FIGURES

Figure 1 Leamers’ background information

Figure 2 Reasons for leamers’ laking TOEFT, TBT course

Figure 3 Leamers’ experience in Icarning English

Vigure 4, Leamers’ experience in learning TOLL BT

Figure 5 Teamers’ opinions of writing skill

Figure 6, Leamers’ attitudes towards TOHEL U3 writing skill

Figure 7 Number of essays that learners compose per week

Figure 8 Leamers? linguistic difvicullies in TORFT TAT writing task 1

Figure 9 Correlation between leamers’ levels and their possibilities of

encountering difficulties in taking notes, paraphrasing, and relating points of reading to those of listening

Figure 10 Learners’ linguistic difficulties in TOBFL IBT writing task 2

Figure 11 Correlation between learners’ levels and their possibililies of

encountering difficulties with word choice, expression, and academic vocabulary

Figure 12 Correlation between frequency in which leamers compose essays per

week and their possibilities of encountering difficulties in brainstorming, ideas

Figure 13, Suggested solutions to improve leamers’ TOEFL IBY essay writing

LIST OF FIGURES

Figure 1 Leamers’ background information

Figure 2 Reasons for leamers’ laking TOEFT, TBT course

Figure 3 Leamers’ experience in Icarning English

Vigure 4, Leamers’ experience in learning TOLL BT

Figure 5 Teamers’ opinions of writing skill

Figure 6, Leamers’ attitudes towards TOHEL U3 writing skill

Figure 7 Number of essays that learners compose per week

Figure 8 Leamers? linguistic difvicullies in TORFT TAT writing task 1

Figure 9 Correlation between leamers’ levels and their possibilities of

encountering difficulties in taking notes, paraphrasing, and relating points of reading to those of listening

Figure 10 Learners’ linguistic difficulties in TOBFL IBT writing task 2

Figure 11 Correlation between learners’ levels and their possibililies of

encountering difficulties with word choice, expression, and academic vocabulary

Figure 12 Correlation between frequency in which leamers compose essays per

week and their possibilities of encountering difficulties in brainstorming, ideas

Figure 13, Suggested solutions to improve leamers’ TOEFL IBY essay writing

CILAPTER 1 INTRODUCTION

1 Problem statement and rationale for the study

Globalization and economic booming open up a whole new world of opportunilies in education, According lo ETS (Educational Tesling service, the world’s largest oducational testing and assessment organization), TOEFL IBT (Test of Linglish as oreign Language) score can be viewed as a passport to study

abroad Statistics from ETS in 2013 indicale that more thant 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores For

this reason, the youth is trying to get as high TOEI'L IBT score as possible to get beller impression on their umversily’s applications, hence, maximize their chances

to be accepted into top international colleges, American ones included

However, the road to high TOEFL IBT score is not a broad one for every lest-laker TORFT TBT is indesd a tough test; unlike other proficiency tests, TOLFL IBT not only requires learners’ integrated listening-speaking-reading- wriling skills bul it also involves leamers’ compuler skills TORFT IBT Wriling is

a compelling example of a big challenge brought by the new generation of

TOLFL As an Inglish instructor majoring in teaching TOETL IBT at EQuest for

more (han three yeurs, T empirically realize thal TOFFI TBT learners ranging trom

intermediate to advanced ones have to struggle a lot to write a TOHFL IBY writing

essay Some students think that their main problems lie m time constraint or typing

skills while others blame then troubles for lack of vocabulary or ideas More

seriously, some others are unaware of their weaknesses and unconsciously replicate their writing mistakes What are real problems experienced by EQuest lcamers in TOEFL IBT writing? Whal should be donc (o improve their wriling

skills? Those questions are my overriding concerns when teaching TOEFL IBT

Wriling that spark my inferesL in carrying out, the curren! research on students’

difficulties in TOHFL LBY essay writing and suggested solutions

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

1 Statement of the problem and rationale for the study

2 Aims and research questions

3 Significance of the study

4 Scope of the study

1.2 Approaches to teaching writing

1.3 Writing academic essay

3 TOEFL IBT test Sa

2.1 Insight into TOEFL IBT tesi

2.2 Insight into TORFI TBT writing section

2.2.1 Format of TOHFL IBT writing section

2.2.2 Scoring standards and scoring rubrics of TOEFL IBT writing

SeCHIOH ào sneieree

1 Context of the study

2 Selection of the subjects

Research instruments

3

4, Procedures of data collection

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

CILAPTER 1 INTRODUCTION

1 Problem statement and rationale for the study

Globalization and economic booming open up a whole new world of opportunilies in education, According lo ETS (Educational Tesling service, the world’s largest oducational testing and assessment organization), TOEFL IBT (Test of Linglish as oreign Language) score can be viewed as a passport to study

abroad Statistics from ETS in 2013 indicale that more thant 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores For

this reason, the youth is trying to get as high TOEI'L IBT score as possible to get beller impression on their umversily’s applications, hence, maximize their chances

to be accepted into top international colleges, American ones included

However, the road to high TOEFL IBT score is not a broad one for every lest-laker TORFT TBT is indesd a tough test; unlike other proficiency tests, TOLFL IBT not only requires learners’ integrated listening-speaking-reading- wriling skills bul it also involves leamers’ compuler skills TORFT IBT Wriling is

a compelling example of a big challenge brought by the new generation of

TOLFL As an Inglish instructor majoring in teaching TOETL IBT at EQuest for

more (han three yeurs, T empirically realize thal TOFFI TBT learners ranging trom

intermediate to advanced ones have to struggle a lot to write a TOHFL IBY writing

essay Some students think that their main problems lie m time constraint or typing

skills while others blame then troubles for lack of vocabulary or ideas More

seriously, some others are unaware of their weaknesses and unconsciously replicate their writing mistakes What are real problems experienced by EQuest lcamers in TOEFL IBT writing? Whal should be donc (o improve their wriling

skills? Those questions are my overriding concerns when teaching TOEFL IBT

Wriling that spark my inferesL in carrying out, the curren! research on students’

difficulties in TOHFL LBY essay writing and suggested solutions

ABSTRACT

TOBFL IBT is becoming a prerequisite for students’ studying abroad in recent years How lo gel high scores on TORFI TBT is 2 much-discussed topic among test-takers and educators alike Among four skills speaking, listening, reading, and writing, the last serves as the most challenging skill according to many students Composing a TORFT TT essay poses many dilliculties for both experienced and inexperienced learners

The principal aia of this study, basing mainly on survey questionaire and interview, is to find out common problems encountered by EQuest learners in

TOIFTL IBT Writing and simultaneously to investigate ways to solve these

problems Data were gathered from 88 TOEFL IBT leamers at EQuest center over

a four-week period

The data obtained from the questionnaire, augmented by interview suggest

that (() considerable linguistic diffieulies faced by EQuest learners in TORFT BT

essay writing task 1 involve expression, word choice, spelling, taking notes and how to relate the ideas from reading passage with those of listening passage; (ii) linguistic difficulties faced by EQuest learners in TOEFL IBT essay writing task 2 are brainstorming, word choice, academic vocabulary, language formality, exprassion, serlence structure, and spelling: (iii) some preferred suggosted solutions to these above problems are providing writing templates, checking ideas for students before writing, giving in-class feedback, teaching extra vocabulary, and supply students with further listening and reading exercises to practice note taking skills (exclusively for ‘TOLL IBY task 1)

Basing on the findings of the research, some practical suggestions for

TORFT TRT learners and teachers are pul forward The sludy, to some extent,

hopefully contributes a small part to the realm of teaching and leaning TOEFL TAT int general aru] at EQuest in parlicular

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi

ACKNOWLEDGEMENTS

The cunent research could nol bave been completed without the wholchearted support of people who all deserved my deepest gratitude

Firstly, I want to show my heartfelt gratitude to Professor Hoang Van Van,

my supervisor, for bis cneouraging this research and giving helpful comments on

earlier drafts of this thesis

T would also like to thank 88 TOLIL IBT learners at EQuest center for their

enthusiasm for responding to the questionnaires and answering the interview

Vinally, my thank is due to my family, and in particular my two younger brothers, for their logistical and technical support

‘Any remaining flaws concerning this research are merely mine.

2 Aims and reasearch questions

The study is conducted with the aim of Finding oul the Hnguistic difficulties

that HQuest learners often experience in TOKKL IBY writing essay Added to this, some useful suggested solutions to resolve the problems are studied

The present study is designed to address two following questions

© What are linguistic problems encountered by BQuest learners im TOEFT

LB writing essay?

«© What should be done to improve EQuest learners’ TOEFL IBT writing skill?

3 Significane of the study

‘The present study is the author’s great endeavor in investigating learners” major headaches in TOEFL IBT essay writing and ways to eradicate them This is

hoped to offer both leachers and Teamers substamtial benefits m teaching and

preparing for the TOLFL IT test Students will directly benefit from this study in

a sense that they will be aware of major challenges posed by TOFFI TBT writing essay, hence will know their ways to avoid or beat off them As for teachers, by being able to anitipate some awakwardness in their students’ writing, they can

adjust their teaching methods approprialetly according to students’ competence,

preferences, and expectations to better help ungrade their students’ writing levels

Moreover, personal boon is also accounted My main job is teaching TOEFL IBT for those who want to study overseas Hopefully, this study would somehow help me in teaching my students in the right way ‘This research is also expectedly a heneficial reference source to teachers working in the same field feeling the same concern

4, Scope of the study

Because of constrained lime and limited knowledge, this study only deals with two following issues:

Linguistic problems encountered by EQuest learners in TOEFL IBT writing,

essay.

5 Procedures of data analysis 20

CHAPTER 4: RESULTS AND INSCUSSION:

1 Data analysis and discussion "¬ Thi 21

1.2, Students” linguistic difficulties in TOEFL IBT essay

wriling ¬ HH nh HH Hung eo 27 1.3, Suggested solutions for improving students? TORFL BT

APPENDIX 1: TOEEL 1BT WRITING QUESTION TYPES

APPENDIX 2: PARTICIPANT INFORMATION AND CONSENT

FORM APPENDIX 3: QUESTIONNAIRES FOR STUDENTS

vi