Luận văn adapting writing activities in english 11 to motivate 11th graders at duong an high school to learn english writing skill

Along with three skills, namely, spoaking, listening, roading, writing has boon put in priority and intiegrated in the Iesdhook Although the books have shown a great deal of improvement

VIETNAM NATIONAL UNIVERSITY, ITANOT

UNIVERSITY OF LANGUAGES AND [INTERNATIONAL STUDIES,

FACULTY OF POST- GRADUATE STUDIES

đo*ng tok iedolctekdaldak tok debate:

NGUYEN THI THUY

ADAPTING WRITING ACTIVITTES IN ENGLISH 11 TO MOTTVATE

11™ GRADERS AT DUONG AN HIGH SCHOOL TO LEARN ENGLISH

WRITING SKILL

(THIET CHINH MOT SO HOAT DONG VIET TRONG SACH GIAO KHOA

THENG ANI 11 DE KIUYEN KIHCH HỌC SINH TRUONG THPT DUONG

AN HOC Ki NANG VIET)

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY GF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

Aabofok tek tedaksdalodok dakdok doko:

NGUYEN THI THUY

ADAPTING WRITING ACTIVITIES IN ENGLISH 11 TO MOTIVATE

11™ GRADERS AT DUONG AN HIGH SCHOOL TO LEARN ENGLISH

WRITING SKILL

(THIET CHINIT MOT SO IIOAT DONG VIET TRONG SACI GIAO KITOA

TIENG ANH 11 ĐẺ KHUYÈN KHÍCH HỌC SINH TRƯỜNG THPT ĐƯỜNG

AN HOC Ki NANG VIET)

iv

LIST OF ABBREVIATIONS

CLT: Communicative Language Teaching

MOET: The Ministry of Education and ‘Training

ESL! BFL: English as a Sccond Language or a Forcign Language ELT (English Language Teaching)

PART A: INTRODUCTION

1, Rationale of the study

The introduction of new English 10, 11, 12 textbook to school curiculam in 2006,

2007 and 2008 has marked a dramatic change in the way English is taught Along with three skills, namely, spoaking, listening, roading, writing has boon put in priority and intiegrated in the Iesdhook

Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books, cspecially in writing part arc suitable to the different tcaching and learning contexts of different localities within Vietnaza,

After 5 yenrs teaching new English L1 at Duong An high school, I find out that in comparison with other three skills, writing is considered the most complicated fo teach and slilt remains neglected đục lo students’ low level proficiency, time consiraints and tow motivation, When students write, they find themselves confused with word choice, grammatical use, organization and generation of ideas ‘They tend to translate ideas from mother longue inlo English, express ideas in long scntenees, and are nol aware of different Kinds of writing, thos making them unable to write in real life Because of limited background knowledge, they often feel bored and do not want to wnite, Naturally, teaching English writing in upper-secondary schools is a challenging job for mary English teachers because it requires not only high language competence among the teachers themselves, but also the application of appropriate writing instruction Some teachers do not feel confident about thoir own English and shy away (rom dosigning wriling tasks or gallmg studenis 1a write more than just erammatical exercises Sometimes teachers do not have enough ideas

to facilitate students in reality, most teachers follow what the tasks in the textbook require, and do nothing more about il, They may even tel students copy the modts from the guide

‘books or sample collection

On realizing students’ problems, I assume that what English writing teachers need

to do is to improve the quality of students’ pieces of writing, to give them a more cooperative learning environment, and to motivate them fo participate in the writing lessons T myself lave bssm making an cfforl to sock pedagogical methods which could

hetp deal with the mentioned problems What is more, Ì suggest that adapting writing

activities in textbook could be a more effective strategy Many studies on the effectiveness

of this have proved that if can be applied in ELF writing classes to solve the above

problems However, I have not found any research on this field in upper-secondary schools

in Vietnam in general and in Hai Duong in particular so far Related to my students" problems, T would like (o conduct an experimental study titled “Adapling writing activities in English 11 to motivate 11th graders at Duong Au high school to lcarn English writing skill” in order to inspire our students in writing lessons

2 Aims of the study

The study aims at

3 Research questions

With the above aims, the research questions are:

1 What are teachers’ and students' attitudes towards teaching and learning writing

at Duong An high school?

2 How do the adapted activities help motivate studenus at Duong An high school in

writing lessons?

4, Scope of the study

ling students’ mohvation in class activities s

There is a varicty of aspects alts

there exist numerous methods to improve students’ involvement However, it is not my

attention to cover all of them because of time and length constraint of the study Adaptation of scveral writing aetivitics in English L1 is focused on and tested in class HLA

at Duong An high school, As the result, the samples of the study were restricted to 4 teachers and 40 students at 1 1th form at Duong An high school

5 Methods of the study

‘The method employed in this study is a quasi- experimental research to identity the teachers’ and students! attitude towards teaching and leaming writing skill After that found

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

PART A: INTRODUCTION

1, Rationale of the study

The introduction of new English 10, 11, 12 textbook to school curiculam in 2006,

2007 and 2008 has marked a dramatic change in the way English is taught Along with three skills, namely, spoaking, listening, roading, writing has boon put in priority and intiegrated in the Iesdhook

Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books, cspecially in writing part arc suitable to the different tcaching and learning contexts of different localities within Vietnaza,

After 5 yenrs teaching new English L1 at Duong An high school, I find out that in comparison with other three skills, writing is considered the most complicated fo teach and slilt remains neglected đục lo students’ low level proficiency, time consiraints and tow motivation, When students write, they find themselves confused with word choice, grammatical use, organization and generation of ideas ‘They tend to translate ideas from mother longue inlo English, express ideas in long scntenees, and are nol aware of different Kinds of writing, thos making them unable to write in real life Because of limited background knowledge, they often feel bored and do not want to wnite, Naturally, teaching English writing in upper-secondary schools is a challenging job for mary English teachers because it requires not only high language competence among the teachers themselves, but also the application of appropriate writing instruction Some teachers do not feel confident about thoir own English and shy away (rom dosigning wriling tasks or gallmg studenis 1a write more than just erammatical exercises Sometimes teachers do not have enough ideas

to facilitate students in reality, most teachers follow what the tasks in the textbook require, and do nothing more about il, They may even tel students copy the modts from the guide

‘books or sample collection

On realizing students’ problems, I assume that what English writing teachers need

to do is to improve the quality of students’ pieces of writing, to give them a more cooperative learning environment, and to motivate them fo participate in the writing lessons T myself lave bssm making an cfforl to sock pedagogical methods which could

hetp deal with the mentioned problems What is more, Ì suggest that adapting writing

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

writing is the process in which the writer expresses his Ihoughls or ideas in the form of

handwriting “Writing is communicating Good writing gets your ideas out of your head

and into the reader’s head without losing or distorting those ideas” (Leki, 1976) As for

‘{ribble, writing is “a langnage skills which is difficult to acquire” (1996, p 3) Ile also suressed thal waiting “normally requires some forms of instruction” and thal “itis nol a skills that is readily picked up by exposure” (1996, p 11) From my personal experience as

a classroom teacher, 1 share with Rivers’ definition (1981) that “writing is not a skill that can be Icarned or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied.” Furthermore, writing is

a productive skill, so il is writing thal provides students with chances lo pul the language

itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they stil need to leam to

become better

1.2 Roles of writing

Whiting emerges with its own functions and brings along communicative code of

the writers When making a piece of writing, the writer implies a message or a ceriain porposs In the moder world, writing (wrillen language) serves a range of functions ir

everyday life As Nunan (1991:84) aptly points out, writing is:

(® Primarily for action: public signs (on roads and stations), product labels and instructions (on foad, tools ar toy purchased), recipes, maps, television and radio

guides, bills, menus, telephone directories, ele

(l0 Primarily for social contact’ personal correspondence, letters, postcards, greeting cards

(ii) Primarily for information: newspapers and magazines, non- fiction books

(textbooks, public notices, advertisement, guidebooks and travel literauwe, ete.)

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

PART A: INTRODUCTION

1, Rationale of the study

The introduction of new English 10, 11, 12 textbook to school curiculam in 2006,

2007 and 2008 has marked a dramatic change in the way English is taught Along with three skills, namely, spoaking, listening, roading, writing has boon put in priority and intiegrated in the Iesdhook

Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books, cspecially in writing part arc suitable to the different tcaching and learning contexts of different localities within Vietnaza,

After 5 yenrs teaching new English L1 at Duong An high school, I find out that in comparison with other three skills, writing is considered the most complicated fo teach and slilt remains neglected đục lo students’ low level proficiency, time consiraints and tow motivation, When students write, they find themselves confused with word choice, grammatical use, organization and generation of ideas ‘They tend to translate ideas from mother longue inlo English, express ideas in long scntenees, and are nol aware of different Kinds of writing, thos making them unable to write in real life Because of limited background knowledge, they often feel bored and do not want to wnite, Naturally, teaching English writing in upper-secondary schools is a challenging job for mary English teachers because it requires not only high language competence among the teachers themselves, but also the application of appropriate writing instruction Some teachers do not feel confident about thoir own English and shy away (rom dosigning wriling tasks or gallmg studenis 1a write more than just erammatical exercises Sometimes teachers do not have enough ideas

to facilitate students in reality, most teachers follow what the tasks in the textbook require, and do nothing more about il, They may even tel students copy the modts from the guide

‘books or sample collection

On realizing students’ problems, I assume that what English writing teachers need

to do is to improve the quality of students’ pieces of writing, to give them a more cooperative learning environment, and to motivate them fo participate in the writing lessons T myself lave bssm making an cfforl to sock pedagogical methods which could

hetp deal with the mentioned problems What is more, Ì suggest that adapting writing

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

writing is the process in which the writer expresses his Ihoughls or ideas in the form of

handwriting “Writing is communicating Good writing gets your ideas out of your head

and into the reader’s head without losing or distorting those ideas” (Leki, 1976) As for

‘{ribble, writing is “a langnage skills which is difficult to acquire” (1996, p 3) Ile also suressed thal waiting “normally requires some forms of instruction” and thal “itis nol a skills that is readily picked up by exposure” (1996, p 11) From my personal experience as

a classroom teacher, 1 share with Rivers’ definition (1981) that “writing is not a skill that can be Icarned or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied.” Furthermore, writing is

a productive skill, so il is writing thal provides students with chances lo pul the language

itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they stil need to leam to

become better

1.2 Roles of writing

Whiting emerges with its own functions and brings along communicative code of

the writers When making a piece of writing, the writer implies a message or a ceriain porposs In the moder world, writing (wrillen language) serves a range of functions ir

everyday life As Nunan (1991:84) aptly points out, writing is:

(® Primarily for action: public signs (on roads and stations), product labels and instructions (on foad, tools ar toy purchased), recipes, maps, television and radio

guides, bills, menus, telephone directories, ele

(l0 Primarily for social contact’ personal correspondence, letters, postcards, greeting cards

(ii) Primarily for information: newspapers and magazines, non- fiction books

(textbooks, public notices, advertisement, guidebooks and travel literauwe, ete.)

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation

writing is the process in which the writer expresses his Ihoughls or ideas in the form of

handwriting “Writing is communicating Good writing gets your ideas out of your head

and into the reader’s head without losing or distorting those ideas” (Leki, 1976) As for

‘{ribble, writing is “a langnage skills which is difficult to acquire” (1996, p 3) Ile also suressed thal waiting “normally requires some forms of instruction” and thal “itis nol a skills that is readily picked up by exposure” (1996, p 11) From my personal experience as

a classroom teacher, 1 share with Rivers’ definition (1981) that “writing is not a skill that can be Icarned or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied.” Furthermore, writing is

a productive skill, so il is writing thal provides students with chances lo pul the language

itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they stil need to leam to

become better

1.2 Roles of writing

Whiting emerges with its own functions and brings along communicative code of

the writers When making a piece of writing, the writer implies a message or a ceriain porposs In the moder world, writing (wrillen language) serves a range of functions ir

everyday life As Nunan (1991:84) aptly points out, writing is:

(® Primarily for action: public signs (on roads and stations), product labels and instructions (on foad, tools ar toy purchased), recipes, maps, television and radio

guides, bills, menus, telephone directories, ele

(l0 Primarily for social contact’ personal correspondence, letters, postcards, greeting cards

(ii) Primarily for information: newspapers and magazines, non- fiction books

(textbooks, public notices, advertisement, guidebooks and travel literauwe, ete.)

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

writing is the process in which the writer expresses his Ihoughls or ideas in the form of

handwriting “Writing is communicating Good writing gets your ideas out of your head

and into the reader’s head without losing or distorting those ideas” (Leki, 1976) As for

‘{ribble, writing is “a langnage skills which is difficult to acquire” (1996, p 3) Ile also suressed thal waiting “normally requires some forms of instruction” and thal “itis nol a skills that is readily picked up by exposure” (1996, p 11) From my personal experience as

a classroom teacher, 1 share with Rivers’ definition (1981) that “writing is not a skill that can be Icarned or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied.” Furthermore, writing is

a productive skill, so il is writing thal provides students with chances lo pul the language

itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they stil need to leam to

become better

1.2 Roles of writing

Whiting emerges with its own functions and brings along communicative code of

the writers When making a piece of writing, the writer implies a message or a ceriain porposs In the moder world, writing (wrillen language) serves a range of functions ir

everyday life As Nunan (1991:84) aptly points out, writing is:

(® Primarily for action: public signs (on roads and stations), product labels and instructions (on foad, tools ar toy purchased), recipes, maps, television and radio

guides, bills, menus, telephone directories, ele

(l0 Primarily for social contact’ personal correspondence, letters, postcards, greeting cards

(ii) Primarily for information: newspapers and magazines, non- fiction books

(textbooks, public notices, advertisement, guidebooks and travel literauwe, ete.)

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

PART A: INTRODUCTION

1, Rationale of the study

The introduction of new English 10, 11, 12 textbook to school curiculam in 2006,

2007 and 2008 has marked a dramatic change in the way English is taught Along with three skills, namely, spoaking, listening, roading, writing has boon put in priority and intiegrated in the Iesdhook

Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books, cspecially in writing part arc suitable to the different tcaching and learning contexts of different localities within Vietnaza,

After 5 yenrs teaching new English L1 at Duong An high school, I find out that in comparison with other three skills, writing is considered the most complicated fo teach and slilt remains neglected đục lo students’ low level proficiency, time consiraints and tow motivation, When students write, they find themselves confused with word choice, grammatical use, organization and generation of ideas ‘They tend to translate ideas from mother longue inlo English, express ideas in long scntenees, and are nol aware of different Kinds of writing, thos making them unable to write in real life Because of limited background knowledge, they often feel bored and do not want to wnite, Naturally, teaching English writing in upper-secondary schools is a challenging job for mary English teachers because it requires not only high language competence among the teachers themselves, but also the application of appropriate writing instruction Some teachers do not feel confident about thoir own English and shy away (rom dosigning wriling tasks or gallmg studenis 1a write more than just erammatical exercises Sometimes teachers do not have enough ideas

to facilitate students in reality, most teachers follow what the tasks in the textbook require, and do nothing more about il, They may even tel students copy the modts from the guide

‘books or sample collection

On realizing students’ problems, I assume that what English writing teachers need

to do is to improve the quality of students’ pieces of writing, to give them a more cooperative learning environment, and to motivate them fo participate in the writing lessons T myself lave bssm making an cfforl to sock pedagogical methods which could

hetp deal with the mentioned problems What is more, Ì suggest that adapting writing

Differences between Process Approach and Product Approach

Checklist of writing tasks in English textbook Moosic se swe vese mein d

the average marks of the control and experimental group

The average marks of the control and experimental group before the

An" ose

Students’ motivation in learning writing Hinglish Students’ parficipation: in writing Lessons occ cece ees ces tes ca eee te teste tie actors prevent students from participating in writing én the clase

Students’ opinions towards English writing skills in the texthaok English 1 Students’ opinion ahout the way their teachers teach writing

Students’ evaluation towards their current writing lessons ec ce cà cà

Results of experimental group's participation Students’ range in the eo classes hefora and at the end of expertment

The material eveduation Process ccc cece cece th nh ee vacances ne iat tee nee tea eee

A preliminary framework for materials analysis and action

out the reasons why teachers should adapt activities in English 11 to motivate students at

6 Design of the study

This minor thesis is divided into three main parts

Part A, INTRODUCTION, presents the rationale, the aims, scope, methods, and design of the sludy The rescarch questions arc also mentioned in this part

Part B, DEVELOPMENT, consists of three following chapters:

Chapter one, Literature Review, presents various concepts most relevant to the research topic such as definitions of writing, roles of writing, approaches to writing teaching, writing teaching procedure, concepts of motivation in language teaching and Jeamning; materials evaluation Furthermore, the following are also included in this chapter: Definition of material adaptation, the purpose of adaptation, lechmiques for adaptation and levels of adaptation as well

Chapter two, namely “YH SYUDY” describes the overall picture of the research was cartied out, from the first slop of determining the research design Lo the last step of

galhoring the resulls Mercover, presentation of statistical Tosulls arc describes in this

chapter

Chapter three, “DAVA ANALYSIS AND FINDINGS” analyses ihe collected data

fo answer the two rescarch questions

Part C, CONCLUSION, addresses the key issues in the study, summaries some limitations revealed during the process of the completing this study

activities in textbook could be a more effective strategy Many studies on the effectiveness

of this have proved that if can be applied in ELF writing classes to solve the above

problems However, I have not found any research on this field in upper-secondary schools

in Vietnam in general and in Hai Duong in particular so far Related to my students" problems, T would like (o conduct an experimental study titled “Adapling writing activities in English 11 to motivate 11th graders at Duong Au high school to lcarn English writing skill” in order to inspire our students in writing lessons

2 Aims of the study

The study aims at

3 Research questions

With the above aims, the research questions are:

1 What are teachers’ and students' attitudes towards teaching and learning writing

at Duong An high school?

2 How do the adapted activities help motivate studenus at Duong An high school in

writing lessons?

4, Scope of the study

ling students’ mohvation in class activities s

There is a varicty of aspects alts

there exist numerous methods to improve students’ involvement However, it is not my

attention to cover all of them because of time and length constraint of the study Adaptation of scveral writing aetivitics in English L1 is focused on and tested in class HLA

at Duong An high school, As the result, the samples of the study were restricted to 4 teachers and 40 students at 1 1th form at Duong An high school

5 Methods of the study

‘The method employed in this study is a quasi- experimental research to identity the teachers’ and students! attitude towards teaching and leaming writing skill After that found

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

activities in textbook could be a more effective strategy Many studies on the effectiveness

of this have proved that if can be applied in ELF writing classes to solve the above

problems However, I have not found any research on this field in upper-secondary schools

in Vietnam in general and in Hai Duong in particular so far Related to my students" problems, T would like (o conduct an experimental study titled “Adapling writing activities in English 11 to motivate 11th graders at Duong Au high school to lcarn English writing skill” in order to inspire our students in writing lessons

2 Aims of the study

The study aims at

3 Research questions

With the above aims, the research questions are:

1 What are teachers’ and students' attitudes towards teaching and learning writing

at Duong An high school?

2 How do the adapted activities help motivate studenus at Duong An high school in

writing lessons?

4, Scope of the study

ling students’ mohvation in class activities s

There is a varicty of aspects alts

there exist numerous methods to improve students’ involvement However, it is not my

attention to cover all of them because of time and length constraint of the study Adaptation of scveral writing aetivitics in English L1 is focused on and tested in class HLA

at Duong An high school, As the result, the samples of the study were restricted to 4 teachers and 40 students at 1 1th form at Duong An high school

5 Methods of the study

‘The method employed in this study is a quasi- experimental research to identity the teachers’ and students! attitude towards teaching and leaming writing skill After that found

vii

2.1.1 The setting of the shuáy, cu ntnneerereaeeerreruuiL

3.3 PATHICÏPAIEE nh Hee roeoeouc 24

2.4.3 Student queslionDAiT8 ào ccc eee 26

3.1 The students’ level and motivation before the experiment 38 3.2 Results from questionnaire nen eereererieoeeoe, 3D

4.4 Results from the end of experiment observations 37

3.4.2, Observations in experimental gT00 cocci esses ST 3.5 Students’ participation in experimental and control group in three lessons at the

3.6 Comparison of students’ participation in experimental and control group .£3

APPENDICES

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation

out the reasons why teachers should adapt activities in English 11 to motivate students at

6 Design of the study

This minor thesis is divided into three main parts

Part A, INTRODUCTION, presents the rationale, the aims, scope, methods, and design of the sludy The rescarch questions arc also mentioned in this part

Part B, DEVELOPMENT, consists of three following chapters:

Chapter one, Literature Review, presents various concepts most relevant to the research topic such as definitions of writing, roles of writing, approaches to writing teaching, writing teaching procedure, concepts of motivation in language teaching and Jeamning; materials evaluation Furthermore, the following are also included in this chapter: Definition of material adaptation, the purpose of adaptation, lechmiques for adaptation and levels of adaptation as well

Chapter two, namely “YH SYUDY” describes the overall picture of the research was cartied out, from the first slop of determining the research design Lo the last step of

galhoring the resulls Mercover, presentation of statistical Tosulls arc describes in this

chapter

Chapter three, “DAVA ANALYSIS AND FINDINGS” analyses ihe collected data

fo answer the two rescarch questions

Part C, CONCLUSION, addresses the key issues in the study, summaries some limitations revealed during the process of the completing this study

writing is the process in which the writer expresses his Ihoughls or ideas in the form of

handwriting “Writing is communicating Good writing gets your ideas out of your head

and into the reader’s head without losing or distorting those ideas” (Leki, 1976) As for

‘{ribble, writing is “a langnage skills which is difficult to acquire” (1996, p 3) Ile also suressed thal waiting “normally requires some forms of instruction” and thal “itis nol a skills that is readily picked up by exposure” (1996, p 11) From my personal experience as

a classroom teacher, 1 share with Rivers’ definition (1981) that “writing is not a skill that can be Icarned or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied.” Furthermore, writing is

a productive skill, so il is writing thal provides students with chances lo pul the language

itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they stil need to leam to

become better

1.2 Roles of writing

Whiting emerges with its own functions and brings along communicative code of

the writers When making a piece of writing, the writer implies a message or a ceriain porposs In the moder world, writing (wrillen language) serves a range of functions ir

everyday life As Nunan (1991:84) aptly points out, writing is:

(® Primarily for action: public signs (on roads and stations), product labels and instructions (on foad, tools ar toy purchased), recipes, maps, television and radio

guides, bills, menus, telephone directories, ele

(l0 Primarily for social contact’ personal correspondence, letters, postcards, greeting cards

(ii) Primarily for information: newspapers and magazines, non- fiction books

(textbooks, public notices, advertisement, guidebooks and travel literauwe, ete.)

3 Ains of Tho siudy

4, Scope of the study

5, Methods of the study

6 Design of the study

1.3 Approaches to teaching writing

14 Writing teaching protein cee

4.2 The reasons for materials evaluation

3.3 Models for evaluation

3.4 Criteria for evaluation

4 Material ađaptation bon

4.2 The purpose of adaptation