Luận văn a study on brainstorming and its effects on freshmen at tay ha polytechnic college to improve their performance in practicing english skills

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves th

M.A Minor Programme Thesis

Field: English Methodology

Code: 601410

Hanui — 2010

VIETNAM NATIONAL UNIVERSITY, WANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULITY OF POST- GRADUATE STUDIES

-—-—* Ox

NGUYEN TI LỢI

A STUDY ON BRAINSTORMING AND ITS EFFECTS ON FRESIIMEN AT TAY IFA POLYTECIINIC COLLEGE TO IMPROVE THEIR PERFORMANCE IN PRACTICING ENGLISH SKILLS

(Nghiên cửu về hagf ding ding nao vi hiéu qua cha né déi với sinh viên năm thir nhdt

trường CD Búch Nghệ Tây Hà trong việc nâng cao hiệu quả tuc hành các k? năng

tiéng Anh)

M.A Minor Programme Thesis

Field: English Methodology

Code: 601410

Supervisor: BINH HAI YEN, M Kd

Hanoi - 2010

LIST OF TABLES AND FIGURES - cv St n1 ưưn

PART A: INTRODUCTION n8 aaagaÁ 1

3 Research questions

4 Scope of the sindy

5 Method of the study

6, Design of the study nnssmennninmnneinnentiniantainanennanetameneesse

PART B: DEVELOPMENT

1 Generating ideas in writing

2 Some typical ways of generating ideas in writing

2.1 Using questions .ccsscnusisnineinenetsnenensnsnusiainisnininasniaensa

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

vi

LL The results of the experimental group’s writing performance aller the

L.2 The resulls oŸ QuestionnairoS sinh

12.1 Comparison of students’ attitudes towards writing hefore and after the

€XpGTIHENI cọ HH HH non HH He garen

12.2 Comparison of students" participation before aud aller the program

14 Result of Ohzervation Analysis,

2.1 Effects of brainstorming on the students’ writing proficieney

2.2 Effects of brainstorming on students’ attitude towards writing and their

participation in the writing lessons

2.3 Students” opinions about brainstorming,

"`

I/13096520906 06) 0a aaaằă

1, Summary of the main ñmtings smử conclusioh cover

2.1 Preparation and experience in brainstorming are esential

2.2 Using brainstorming in cooperation with other idea-generating tools

2.3 Reinforce both individual and group Drlinst0HHĂNE, con

2.4 Process for an effective brainstorming 2

APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT

Figure 2: Post-test results of Both groups cccccssesssssusesssesseervessseesassseeseervessseesesssnees 22

Figure 3: Pre-test and Post-test results of the experimental group 24 Table 3: Pre-test and post-test descriptive stafistics of the experimental group 24 Table 4: Students’ intzresl in writing skill 26

Table 6: Students’ preferences for form of activities

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

vi

LL The results of the experimental group’s writing performance aller the

L.2 The resulls oŸ QuestionnairoS sinh

12.1 Comparison of students’ attitudes towards writing hefore and after the

€XpGTIHENI cọ HH HH non HH He garen

12.2 Comparison of students" participation before aud aller the program

14 Result of Ohzervation Analysis,

2.1 Effects of brainstorming on the students’ writing proficieney

2.2 Effects of brainstorming on students’ attitude towards writing and their

participation in the writing lessons

2.3 Students” opinions about brainstorming,

"`

I/13096520906 06) 0a aaaằă

1, Summary of the main ñmtings smử conclusioh cover

2.1 Preparation and experience in brainstorming are esential

2.2 Using brainstorming in cooperation with other idea-generating tools

2.3 Reinforce both individual and group Drlinst0HHĂNE, con

2.4 Process for an effective brainstorming 2

APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT

- Hy There is no difference in writing performance between students who take part in the

experimental brainstorming activities and those who do not

In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:

1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College?

2) What are the effects of brainstorming on the students’ attitude towards writing and

the participation in in-class writing lessons?

3) What are the students’ opinions about brainsiorming?

4 Scope of the study

Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents Due to the constraint of time and the page limit of a minor thesis, in this study I just focus on studying the effects

of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege

in the second term, The syllabus was based on the writing task in course book material

“New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005)

S Methad af the study

vi

LL The results of the experimental group’s writing performance aller the

L.2 The resulls oŸ QuestionnairoS sinh

12.1 Comparison of students’ attitudes towards writing hefore and after the

€XpGTIHENI cọ HH HH non HH He garen

12.2 Comparison of students" participation before aud aller the program

14 Result of Ohzervation Analysis,

2.1 Effects of brainstorming on the students’ writing proficieney

2.2 Effects of brainstorming on students’ attitude towards writing and their

participation in the writing lessons

2.3 Students” opinions about brainstorming,

"`

I/13096520906 06) 0a aaaằă

1, Summary of the main ñmtings smử conclusioh cover

2.1 Preparation and experience in brainstorming are esential

2.2 Using brainstorming in cooperation with other idea-generating tools

2.3 Reinforce both individual and group Drlinst0HHĂNE, con

2.4 Process for an effective brainstorming 2

APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT

- Hy There is no difference in writing performance between students who take part in the

experimental brainstorming activities and those who do not

In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:

1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College?

2) What are the effects of brainstorming on the students’ attitude towards writing and

the participation in in-class writing lessons?

3) What are the students’ opinions about brainsiorming?

4 Scope of the study

Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents Due to the constraint of time and the page limit of a minor thesis, in this study I just focus on studying the effects

of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege

in the second term, The syllabus was based on the writing task in course book material

“New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005)

S Methad af the study

PART A: INTRODUCTION

1 Ratianale

The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges

At Tay Tla Polytechnic College, a non- English major institution, the Managing Board and English leachers are aware of Fnglish’s imporlance and try their best lo help the students get a good achievement in English skills As a teacher in Tay Ha Polytechnic College, | often receive the complaints from the students, especially the first year students thái English is too diffienlt for them lo learn and although they trisd heir best, thor English performance was still poor The reasons lie m students’ limited background knowledge, poor pronunciation, poor vocabulary and poor use of grammatical structures

Mosl typical of all is students’ lack of ideas in both oral and wrillen presentation This fact

inspired me to investigate the way to help my students whose English efficiency is low overcome difficulties in generating ideas when practicing English skills In this regard, brainstorming is possibly an effective activity which might be used to generate ideas in small groups within a specificd period of time That is the reason why I wish to conduct the research on brainstorming and its effects on freshmen at ‘fay Ha Polytechnic College wilh a hope lo help ther improve their performance in practicing Fnglist skills

2 Aims of the stuily

‘This study is primarily targsted at examining the effects of brainstorming on improving the students’ performance in English skills, especially wriling skill, so as to change their attitude to writing as well as to enhance the students” participation in English writing classes at Tay Ifa Polytechnic College

Furthermore, it is cxpceted to give some implications for improvement of the teaching and learning of Bnglish skills, particularly writing skill for teachers and stndents at Tay Ha Polytechnic College

CHAFPTER 2: METHODOILOOY nọ nh nho

3.5.3.4 Braimwriting chan Ha are

‘The context of the study

Participants

The experimental program

3.1 Syllabus of writing, lessons

3.2 AcliViG8, con như Hư nu LH HH ng gen

3.3 Role oÍ le teacher and the stadeHs cành

Data collection instruments

4.1 Prc- tcst nnd posÌ- fCSẲ chưng Hà già nên

4.2 Pre hd ĐoBL Qu03LÌDEHIEGS Họng Hee rerren

4.3 Observation

Data collection procedures

Methods of data nnalsis HH Ha Hee gorưe 6.1 Data Analysis of Pre- tost and Post- test na nnnieaereerorree

6.2 Analysis of quey(ÏGIMHAHEES cọ ong

CHAPTER 3: FINDIKGS AND DISCUSSIONS

1 The findings of the study

1 1.2 The results of post-tests scores of the two groups

vi

LL The results of the experimental group’s writing performance aller the

L.2 The resulls oŸ QuestionnairoS sinh

12.1 Comparison of students’ attitudes towards writing hefore and after the

€XpGTIHENI cọ HH HH non HH He garen

12.2 Comparison of students" participation before aud aller the program

14 Result of Ohzervation Analysis,

2.1 Effects of brainstorming on the students’ writing proficieney

2.2 Effects of brainstorming on students’ attitude towards writing and their

participation in the writing lessons

2.3 Students” opinions about brainstorming,

"`

I/13096520906 06) 0a aaaằă

1, Summary of the main ñmtings smử conclusioh cover

2.1 Preparation and experience in brainstorming are esential

2.2 Using brainstorming in cooperation with other idea-generating tools

2.3 Reinforce both individual and group Drlinst0HHĂNE, con

2.4 Process for an effective brainstorming 2

APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

Figure 2: Post-test results of Both groups cccccssesssssusesssesseervessseesassseeseervessseesesssnees 22

Figure 3: Pre-test and Post-test results of the experimental group 24 Table 3: Pre-test and post-test descriptive stafistics of the experimental group 24 Table 4: Students’ intzresl in writing skill 26

Table 6: Students’ preferences for form of activities

- Hy There is no difference in writing performance between students who take part in the

experimental brainstorming activities and those who do not

In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:

1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College?

2) What are the effects of brainstorming on the students’ attitude towards writing and

the participation in in-class writing lessons?

3) What are the students’ opinions about brainsiorming?

4 Scope of the study

Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents Due to the constraint of time and the page limit of a minor thesis, in this study I just focus on studying the effects

of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege

in the second term, The syllabus was based on the writing task in course book material

“New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005)

S Methad af the study

PART A: INTRODUCTION

1 Ratianale

The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges

At Tay Tla Polytechnic College, a non- English major institution, the Managing Board and English leachers are aware of Fnglish’s imporlance and try their best lo help the students get a good achievement in English skills As a teacher in Tay Ha Polytechnic College, | often receive the complaints from the students, especially the first year students thái English is too diffienlt for them lo learn and although they trisd heir best, thor English performance was still poor The reasons lie m students’ limited background knowledge, poor pronunciation, poor vocabulary and poor use of grammatical structures

Mosl typical of all is students’ lack of ideas in both oral and wrillen presentation This fact

inspired me to investigate the way to help my students whose English efficiency is low overcome difficulties in generating ideas when practicing English skills In this regard, brainstorming is possibly an effective activity which might be used to generate ideas in small groups within a specificd period of time That is the reason why I wish to conduct the research on brainstorming and its effects on freshmen at ‘fay Ha Polytechnic College wilh a hope lo help ther improve their performance in practicing Fnglist skills

2 Aims of the stuily

‘This study is primarily targsted at examining the effects of brainstorming on improving the students’ performance in English skills, especially wriling skill, so as to change their attitude to writing as well as to enhance the students” participation in English writing classes at Tay Ifa Polytechnic College

Furthermore, it is cxpceted to give some implications for improvement of the teaching and learning of Bnglish skills, particularly writing skill for teachers and stndents at Tay Ha Polytechnic College

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

PART A: INTRODUCTION

1 Ratianale

The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges

At Tay Tla Polytechnic College, a non- English major institution, the Managing Board and English leachers are aware of Fnglish’s imporlance and try their best lo help the students get a good achievement in English skills As a teacher in Tay Ha Polytechnic College, | often receive the complaints from the students, especially the first year students thái English is too diffienlt for them lo learn and although they trisd heir best, thor English performance was still poor The reasons lie m students’ limited background knowledge, poor pronunciation, poor vocabulary and poor use of grammatical structures

Mosl typical of all is students’ lack of ideas in both oral and wrillen presentation This fact

inspired me to investigate the way to help my students whose English efficiency is low overcome difficulties in generating ideas when practicing English skills In this regard, brainstorming is possibly an effective activity which might be used to generate ideas in small groups within a specificd period of time That is the reason why I wish to conduct the research on brainstorming and its effects on freshmen at ‘fay Ha Polytechnic College wilh a hope lo help ther improve their performance in practicing Fnglist skills

2 Aims of the stuily

‘This study is primarily targsted at examining the effects of brainstorming on improving the students’ performance in English skills, especially wriling skill, so as to change their attitude to writing as well as to enhance the students” participation in English writing classes at Tay Ifa Polytechnic College

Furthermore, it is cxpceted to give some implications for improvement of the teaching and learning of Bnglish skills, particularly writing skill for teachers and stndents at Tay Ha Polytechnic College

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

CHAFPTER 2: METHODOILOOY nọ nh nho

3.5.3.4 Braimwriting chan Ha are

‘The context of the study

Participants

The experimental program

3.1 Syllabus of writing, lessons

3.2 AcliViG8, con như Hư nu LH HH ng gen

3.3 Role oÍ le teacher and the stadeHs cành

Data collection instruments

4.1 Prc- tcst nnd posÌ- fCSẲ chưng Hà già nên

4.2 Pre hd ĐoBL Qu03LÌDEHIEGS Họng Hee rerren

4.3 Observation

Data collection procedures

Methods of data nnalsis HH Ha Hee gorưe 6.1 Data Analysis of Pre- tost and Post- test na nnnieaereerorree

6.2 Analysis of quey(ÏGIMHAHEES cọ ong

CHAPTER 3: FINDIKGS AND DISCUSSIONS

1 The findings of the study

1 1.2 The results of post-tests scores of the two groups

CHAFPTER 2: METHODOILOOY nọ nh nho

3.5.3.4 Braimwriting chan Ha are

‘The context of the study

Participants

The experimental program

3.1 Syllabus of writing, lessons

3.2 AcliViG8, con như Hư nu LH HH ng gen

3.3 Role oÍ le teacher and the stadeHs cành

Data collection instruments

4.1 Prc- tcst nnd posÌ- fCSẲ chưng Hà già nên

4.2 Pre hd ĐoBL Qu03LÌDEHIEGS Họng Hee rerren

4.3 Observation

Data collection procedures

Methods of data nnalsis HH Ha Hee gorưe 6.1 Data Analysis of Pre- tost and Post- test na nnnieaereerorree

6.2 Analysis of quey(ÏGIMHAHEES cọ ong

CHAPTER 3: FINDIKGS AND DISCUSSIONS

1 The findings of the study

1 1.2 The results of post-tests scores of the two groups

Figure 2: Post-test results of Both groups cccccssesssssusesssesseervessseesassseeseervessseesesssnees 22

Figure 3: Pre-test and Post-test results of the experimental group 24 Table 3: Pre-test and post-test descriptive stafistics of the experimental group 24 Table 4: Students’ intzresl in writing skill 26

Table 6: Students’ preferences for form of activities

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

PART A: INTRODUCTION

1 Ratianale

The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges

At Tay Tla Polytechnic College, a non- English major institution, the Managing Board and English leachers are aware of Fnglish’s imporlance and try their best lo help the students get a good achievement in English skills As a teacher in Tay Ha Polytechnic College, | often receive the complaints from the students, especially the first year students thái English is too diffienlt for them lo learn and although they trisd heir best, thor English performance was still poor The reasons lie m students’ limited background knowledge, poor pronunciation, poor vocabulary and poor use of grammatical structures

Mosl typical of all is students’ lack of ideas in both oral and wrillen presentation This fact

inspired me to investigate the way to help my students whose English efficiency is low overcome difficulties in generating ideas when practicing English skills In this regard, brainstorming is possibly an effective activity which might be used to generate ideas in small groups within a specificd period of time That is the reason why I wish to conduct the research on brainstorming and its effects on freshmen at ‘fay Ha Polytechnic College wilh a hope lo help ther improve their performance in practicing Fnglist skills

2 Aims of the stuily

‘This study is primarily targsted at examining the effects of brainstorming on improving the students’ performance in English skills, especially wriling skill, so as to change their attitude to writing as well as to enhance the students” participation in English writing classes at Tay Ifa Polytechnic College

Furthermore, it is cxpceted to give some implications for improvement of the teaching and learning of Bnglish skills, particularly writing skill for teachers and stndents at Tay Ha Polytechnic College

Figure 2: Post-test results of Both groups cccccssesssssusesssesseervessseesassseeseervessseesesssnees 22

Figure 3: Pre-test and Post-test results of the experimental group 24 Table 3: Pre-test and post-test descriptive stafistics of the experimental group 24 Table 4: Students’ intzresl in writing skill 26

Table 6: Students’ preferences for form of activities

PART A: INTRODUCTION

1 Ratianale

The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges

At Tay Tla Polytechnic College, a non- English major institution, the Managing Board and English leachers are aware of Fnglish’s imporlance and try their best lo help the students get a good achievement in English skills As a teacher in Tay Ha Polytechnic College, | often receive the complaints from the students, especially the first year students thái English is too diffienlt for them lo learn and although they trisd heir best, thor English performance was still poor The reasons lie m students’ limited background knowledge, poor pronunciation, poor vocabulary and poor use of grammatical structures

Mosl typical of all is students’ lack of ideas in both oral and wrillen presentation This fact

inspired me to investigate the way to help my students whose English efficiency is low overcome difficulties in generating ideas when practicing English skills In this regard, brainstorming is possibly an effective activity which might be used to generate ideas in small groups within a specificd period of time That is the reason why I wish to conduct the research on brainstorming and its effects on freshmen at ‘fay Ha Polytechnic College wilh a hope lo help ther improve their performance in practicing Fnglist skills

2 Aims of the stuily

‘This study is primarily targsted at examining the effects of brainstorming on improving the students’ performance in English skills, especially wriling skill, so as to change their attitude to writing as well as to enhance the students” participation in English writing classes at Tay Ifa Polytechnic College

Furthermore, it is cxpceted to give some implications for improvement of the teaching and learning of Bnglish skills, particularly writing skill for teachers and stndents at Tay Ha Polytechnic College

- Hy There is no difference in writing performance between students who take part in the

experimental brainstorming activities and those who do not

In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:

1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College?

2) What are the effects of brainstorming on the students’ attitude towards writing and

the participation in in-class writing lessons?

3) What are the students’ opinions about brainsiorming?

4 Scope of the study

Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents Due to the constraint of time and the page limit of a minor thesis, in this study I just focus on studying the effects

of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege

in the second term, The syllabus was based on the writing task in course book material

“New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005)

S Methad af the study

vil

LIST OF ABBREVIATIONS

DE — Degree of freedom

T: Obtained value

Terit: Critical vatac

P value: Probability value

P Alpha level (probability level)

The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic

College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1)

Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group

6 Design of the study

‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion

The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy Il also narrows th

cope, presents the research method and ouflinas the content of the study

The development includes threc chaptzrs:

Chapter 1 presents the literature review that is relevant to the study,

Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data

in details

Chapter 3 displays the findings and discussions from the collected data analysis

The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study

vi

LL The results of the experimental group’s writing performance aller the

L.2 The resulls oŸ QuestionnairoS sinh

12.1 Comparison of students’ attitudes towards writing hefore and after the

€XpGTIHENI cọ HH HH non HH He garen

12.2 Comparison of students" participation before aud aller the program

14 Result of Ohzervation Analysis,

2.1 Effects of brainstorming on the students’ writing proficieney

2.2 Effects of brainstorming on students’ attitude towards writing and their

participation in the writing lessons

2.3 Students” opinions about brainstorming,

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1, Summary of the main ñmtings smử conclusioh cover

2.1 Preparation and experience in brainstorming are esential

2.2 Using brainstorming in cooperation with other idea-generating tools

2.3 Reinforce both individual and group Drlinst0HHĂNE, con

2.4 Process for an effective brainstorming 2

APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT

- Hy There is no difference in writing performance between students who take part in the

experimental brainstorming activities and those who do not

In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:

1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College?

2) What are the effects of brainstorming on the students’ attitude towards writing and

the participation in in-class writing lessons?

3) What are the students’ opinions about brainsiorming?

4 Scope of the study

Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents Due to the constraint of time and the page limit of a minor thesis, in this study I just focus on studying the effects

of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege

in the second term, The syllabus was based on the writing task in course book material

“New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005)

S Methad af the study