Luận văn a study on using group writing to improve writing skills for 10th form non english major at phan boi chau specializing high school

——- #Nce—-——- DANG THI KIM OANH A study on using group writing to improve wriling skills for 10“ form non - English majors at Phan Boi Chau specializing high schoo!. DANG THI KIM OANH

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DANG THI KIM OANH

A study on using group writing to improve wriling skills for 10“ form non -

English majors at Phan Boi Chau specializing high schoo!

( Nghiên cứu việc sử dụng hoạt động viết theo nhóm nhằm phát triển kỹ năng viết cho học sinh lớp 10 không chuyên

Tiếng Anh tại trường THPT chuyên Phan Bội Châu- Nghệ An)

MLA MLNOR PROGRAMME THESLS

Field: English Methodology Code: 60.14.10

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DANG THI KIM OANH

A study on using group writing to improve writing skills for 10 form non -

English majors at Phan Boi Chau specializing high school

( Nghiên cứu việc sử dụng hoạt động viết theo nhóm nhằm

phát triển kỹ năng viết chơ học sinh lớp 10 không chuyên

Tiếng Anh tại trường THPT chuyên Phan Bội Ghâu- Nghệ An)

M.A MINGR PROGRAMME TIEESIS

Field: English Methodology Code: 60.14.10

Supervisor: Pham Minh Tién, M.A

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PART A: INTRODUCTION

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11.1 An overview of conmnnieative languags teaching (CLT) 5 L1.2 Communieative activities coieereirirreeee 7 L1.3 Group work in communicative language teaching 8

12 Overview of writing

1.2.1 Definitions of writings 9 1.2.2 Witting skills in foreigrt language teaching co co ce 9 1.2.3 Approaches to writing skills in foreign language Leaching "

L3 Group writing im forcign language teaching

132, Advantages of using group writing inmproving waiting skill or high school students 15

1.3.3, Disadvantages of using group writing in improving writing skill for high

1.3.5.3, Post- writing stage cesisussssissienieieeenstesmsn nee ED

CHAPTER TI: DESIGN AND ANAL YSIS OF THE STUDY

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effectively Having students work in groups not only makes them more involved in learning but also give them opportunities to practise foreign lmguage There are many reasons for choosing the study but the above reasons are the main ones that encourage us to

choose the thesis: “1 study on using group writing to improve writing skills for 10" form non - English majors at Phan Boi Chau specializing high school"

TT Aims of the study

‘The study is aimed at

- Investigating the situation of teaching and learning writing to the 10" form non-

English majors at Phan Boi Chau high school

- Investigating the efictiveness and difficulties of using group work in teaching writing to the 10° form non- English majors at Phan Bai Chau high school

- Providing some suggestions and implications for the improvement of writing teaching at Phan Boi Chau specializing high school by using group writing

UL Research questions

This study is implemented to find answers to the following research questions:

1 How group work is used in the writing class of the 10" form non- English majors

at Phan Boi Chau high school?

2 What fheilila

os and hinders the teachers in using group work in the writing class

of the 10 form non- English majors at Phan Boi Chau high school?

3, What recommendations for improvement are needed to make proup work successfil

in the wring class of the the 10" forma none English majors al Phan Boi Chau high school?

TV Scope of the study

Because of the limitation of a minor study, the author only carries out research on teachers and sindents at Phan Boi Chau high school The study also mainly focuses on the effectivenass and difficulties in using group write and the activities used in helping students work well in writing lessons

Y Methodology

In order to realize the aims of the study, quantitative method was used, Two survey questionnaires were used to collect information and evidence for the study,

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10

Figure 10: The students’ response to g7O0U0 NIHHg,

Figure II: Teachers’ preparation for implementing graup writing

Figure 12: Teachers’ difficulties in implementing group writing

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34 36

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In fact, in the Iate 20" century linguists, teachers and learners have witnessed the

“pirlh” of a popular way in teaching foreign language, the su-called “Communicative Language Teaching" The approach focuses most on improving four basic skills for

learners: Listening, Speaking, Reading and Writing Equally important to others, writing

skill has beon cuvanlly paid much attention to because writing is regarded as highly significant in civilized societies Through writing human beings transmit their needs, desires, problems, and thoughts as well as histories, cultures, social evolutions,

advancement in technologies, etc Writing is a means of connecting the past, the present

and the future It can transcend spacz and lime giving il the qualities of being cformal and international

Realizing that fact, teachers should do more researches to improve writing skill for learners, especially the high school students Traditionally, teachers often Ict students work individually or in pairs This led to both good and bad consequences ‘he good one is that the student is more independent to express his ideas and knowledge Towever, it is no doubt that his writing contains a lot of errors, thus the result is unpleasing,

‘To meet the demand of leamers of English, teachers of English in Vietnam have been trying to find out the most suitable and effective method of teaching English ‘They always try to catch up with tha world’s lalest frameworks of English Language Toaching Therefore, as in other countries, teachers of English in Vietnam are now using Communicative Language ‘Teaching Approach to teach Linglish to leamers of all levels They hope thal by using this caching method, they can help thair learners improve their English and use it effectively and fluently m communication

‘The effort of this thesis is trying to encourage teachers in creating new methods in teaching writing skill for Icamers and to help students to lear writing subject more

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2 What fheilila

Y Methodology

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LI.1.Setting of the study -2

1.1.1 Desœiption ofthe toaching and lcarming English at Phan Boi Chau specializing high

CHAPTER IL: FINDINGS AND RECOMMENDATIONS FOR USING GROUP WRITING TO IMPROVE STUDENTS’ WRITING SKILLS 38

TIT 1 Findings 38

PART C: CONCLUSION

REFERENCIS

APPENDICES

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- 'the Brsi survey questionnaire was for 70 tenth form non- English majors from two classes of Phan Boi Chau specializing high school: ong specializes in Literature and the other specializes in Biology

- ‘The second one was for 8 English language teachers at Phan Boi Chau speciatizing high schoo!

All comments, remarks and recommendations given in the study were based on the data analysis

VL Significance of the study

Theoretical significance of the study: The study supplics the English language teachers with the understanding of group work in teaching writing, advantages and disadvantages when employing them The study also suggests same ways to exploit group writing technique successfully ducing all stages in teaching writing,

Practical significance of the study: ‘Ihe research provides the language teachers and learners with a variety of group writing activilies used in all stages ant wriling classes based onnew “Tieng Anh” 10 textbook

VIL Design of the study

‘The study consists of the following three mam parts:

Part, A, introduction, rationale, aims, rescarch questions, scope, methods and design

of the study

Part B, development, is organized into three chapters

Chapter I presents the basic theoretical background from the literalare on CTL, writing skill, group work and using group work in teaching writing

Chapter II presents ths design and analysis of the research, provides an overview of the current situation of teaching and learning wriling skills al Phan Boi Chau specializing, high school through the analysis of collected data

Chapter ILI are some findings and recommendations, discusses the finding of the roscarch and suggests practical recommendations for improvernent of using group work in the writing class of the 10” form non- English majors at Phan Boi Chau high school

Part C is the conchision which includes the summary of the study, limitations of the

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TIT 1 Findings 38

PART C: CONCLUSION

REFERENCIS

APPENDICES

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of the study

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of the study

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of the study

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10

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13

of the study

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11.1.2 Deseription of writing program in English 10 texlbook 2

TIT 1 Findings 38

PART C: CONCLUSION

REFERENCIS

APPENDICES

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Appendix 1: Questionnaire for shuderis

Appendix 3: Particular samples of group writing, activities used in Tieng, Anh 10

LIST OF ABBREVIATIONS

CLT: Conumonicative Language Teaching

PBC: Phan Boi Chau

ELT: English Language Teaching

LIST OF TABLES AND FIGURES

Table 1: Approaches to teaching writirgs sills

Lable 2: Checklist of writing tasks in English textbook 10

Table 3: Suidents’ attitude taward English learning

Table 4: Benefits of using sroup wriling in writing classes

Table 5: Stidents’ expectations of teachers’ using group writing

Table 6: Benefits of using group wark in writing lessons

Table 7: How to group students

Table 8: Activities at which group writing is used o.ceececee eee

table 9: Teachers’ solution ta overcame their difficulties

Figure 2, Students’ view on writing lessons

Figure 3 Suadents’ opinions about the way they like to do writing in class

Figure 4 The frequency of using group work in writing lessons

Figure 5: The snidents’ attitude towards group writing

Figure 6: Difficulties students have experienced when writing in groups

Figure 7: Students’ opinions on the stages of group writing 0.0

Figure 8: Teachers’ attitude towards teaching writing

I1

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of the study

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10

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11.1.2 Deseription of writing program in English 10 texlbook 2

TIT 1 Findings 38

PART C: CONCLUSION

REFERENCIS

APPENDICES

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12

2 What fheilila

Y Methodology

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Figure % the frequency of using group Writing eserves

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10

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2 What fheilila

Y Methodology

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TIT 1 Findings 38

PART C: CONCLUSION

REFERENCIS

APPENDICES

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CLT: Conumonicative Language Teaching

PBC: Phan Boi Chau

ELT: English Language Teaching

LIST OF TABLES AND FIGURES

Table 1: Approaches to teaching writirgs sills

Lable 2: Checklist of writing tasks in English textbook 10

Table 3: Suidents’ attitude taward English learning

Table 4: Benefits of using sroup wriling in writing classes

Table 5: Stidents’ expectations of teachers’ using group writing

Table 6: Benefits of using group wark in writing lessons

Table 7: How to group students

Table 8: Activities at which group writing is used o.ceececee eee

table 9: Teachers’ solution ta overcame their difficulties

Figure 2, Students’ view on writing lessons

Figure 3 Suadents’ opinions about the way they like to do writing in class

Figure 4 The frequency of using group work in writing lessons

Figure 5: The snidents’ attitude towards group writing

Figure 6: Difficulties students have experienced when writing in groups

Figure 7: Students’ opinions on the stages of group writing 0.0

Figure 8: Teachers’ attitude towards teaching writing

Tiêu đề	A study on using group writing to improve writing skills for 10th form non English majors at Phan Boi Chau specializing high school
Tác giả	Dang Thi Kim Oanh
Người hướng dẫn	Pham Minh Tien, M.A.
Trường học	Vietnam National University, Hanoi
Chuyên ngành	English Methodology
Thể loại	Thesis
Thành phố	Hanoi

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