An investigation on 10 graders’ anxiety at pre-stage in English writing lessons at Tien Thinh High School, Me Linh, Hanoi: Causes and Solutions

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ---TRỊNH THU HƯỜNG An investigation on 10 graders’ anxiety at pre

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-TRỊNH THU HƯỜNG

An investigation on 10 graders’ anxiety at pre-stage in English writing lessons at Tien Thinh High School, Me Linh,

Hanoi: Causes and Solutions

(Nghiên cứu về những lo lắng của học sinh lớp 10 ở giai đoạn trước khi viết trong giờ học viết tại trường THPT Tiến Thịnh – Mê Linh – Hà Nội:

nguyên nhân và những giải pháp)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60.14.10

Supervisor: Phạm Thị Thanh Thủy, MA

HANOI – 2011

TABLE OF CONTENTS

Page

DECLARATION………i

ACKNOWLEDGEMENTS……….……….ii

ABSTRACT……………… iii

LIST OF ABBREVIATIONS……….…….iv

TABLES OF CONTENTS ……….……… v

CHAPTER ONE: INTRODUCTION

1.1 Rationale……….………1

1.2 Research questions……….…….… 1

1.3.Method of the study……….…… 1

1.4.The participants……….….2

1.5 Scope of the study……….….2

1.6.Overview of the thesis……….…………2

CHAPTER TWO: LITERATURE REVIEW 2.1 Writing 2.1.1 What is writing? 4

2.1.2 Pre- writing/ What is pre-writing? 5

2.1.3 Pre - writing activities……….……… ……5

2.1.4 Methodology in teaching writing……….…… …… 6

2 1.5.Teaching writing procedures……… ………7

2.2 Anxiety 2.2.1 What is anxiety? 8

2.2.2 Anxiety in learning Foreign Languages……….… ……8

2.2.3 The factors causing students' anxiety in writing lessons ……….………10

2.2.3.1 Students' factors……… …… …….10

2.2.3.2 Teachers' factors………10

2.3 Summary CHAPTER THREE: Methodology 3.1 The context 3.1.1.Students……… …….10

3.1.2.Teachers……… …10

3.1.3 Facilities……….… … 11

3.1.4 The Textbook " English 10"……… ……11

3.2 The Study 3.2.1 Addressing the problem……….…… …… 12

3.2.2 Data collections……… ….12

3.2.3 Data analysis……….… ….13

3.2.3.1 Classroom observations………….……… 14

3.2.3.2 Questionnaires……… ….23

3.2.3.2.1 Data analysis of students' survey questionnaires……… …… 23

3.2.3.2.2 Data analysis of teachers' survey questionnaires……… ……25

3.2.4 Findings and discussions 3 2.4.1 Tien Thinh High school students' anxiety and the causes ………… … 29

3 2.4.2 The ineffectiveness in using pre-writing activities of Tien Thinh High school teachers……….………… …… ………30

3.3 Summary CHAPTER FOUR: SUGGESTED SOLUTIONS 4.1 Suggestions for teachers to reduce students' anxiety in pre-writing stage 4.1.1 Giving clear and understandable instructions……….… … 32

4.1.2 Providing students with new words and structures in effective ways…… 32

4.1.3 Creating free anxiety classroom……… ………32

4.2 Suggestions for students to reduce their anxiety in pre-writing 4.2.1 Having more writing practice ……… ……… …33

4.2.2 Participating pair work and group work……… ……… ….33

4.2.3 Improving English proficiency……….… …33

4.3 Summary

CHAPTER FIVE: Conclusions 5.1 Summary of the study ……… … ……34 5.2 Limitations and suggestions for further study……….35

References……… ….37

Appendices

Appendix 1: Survey Questionnaires for Teachers……… ……I

Appendix 2: Survey Questionnaires for Students……….….…II

Appendix 3: Tasks in writing lessons……… ………IV

CHAPTER I: INTRODUCTION

1.1 Rationale

In the economic integration process, English has become an important key to get a good career Understanding the importance of English, Vietnamese government has paid more and more attention to teaching and learning English at High Schools The English textbooks give teachers a chance to teach all skills (Reading, Speaking, Writing, Listening), instead of focusing on grammar like before Now, each lesson is taught with 3 stages: Pre-while-post- teaching This helps students learn English better

As an English teacher with 5 years of experience at a high school in Hanoi, the author has found out that of all the four skills, writing is the one that both teachers and students have problems in teaching and learning

When teaching writing, I myself realized that pre-writing stage is very important that affects the result of students’ writing In the writing lessons, most students always feel anxious and they can not write anything if they do not prepare well Using suitable pre-writing activities can give a better result in teaching writing skill

This research was carried out to investigate the causes of students’ anxiety at Tien Thinh High School at pre-stage in English writing lessons to find out solutions to improve the quality of teaching and learning writing skill

2.2 Research questions

In this minor thesis, the author seeks answers for the following questions:

1 What are the factors causing students’ anxiety in writing lessons as perceived by Ts and Ss at TTHS ?

2 In the opinion of TTHS’s Ts and Ss, which solutions should be done to reduce students' anxiety in writing lessons?

3.3 Methods of the study

The research employs the survey methods: using questionnaires and classroom observations

+ Data is collected by surveying teachers and students to get the information about the present situation of teaching and learning writing at Tien Thinh High School

+ Classroom observation is also carried out to get more reliable information

+ Analyzing data: Descriptive statistic analysis is used to gain view of teaching and learning writing at school

1.4 The participants

+ Students:

128 students from 10A2, 10A4, 10A6 at Tien Thinh High Schools in Hanoi are the target subjects of the study These students were chosen as participants of the study as their writing paper results have always been observed to be worse than other classes They are both male and female students aged sixteen and have been learning English at least four years at secondary schools However, they appear to be beginners of English in reality

+ Teachers:

There are 5 teachers (including the author) who are teaching English for 10th grade students Two of them graduated from VNU-ULIS, two from the in -service course in Thai Nguyen University, the last from Hai Phong University

1.5 Scope of the study

This study is carried out at Tien Thinh High School, Me Linh, Hanoi in order to investigate the causes of 10th - graders’ anxiety at pre-stage in writing lessons and try to find out solutions to improve the quality of teaching and learning writing skill

1.6 Overview of the thesis

This minor thesis is divided into five main chapters:

Chapter One: Introduction, presents the Rationale, the research questions, the method of the study, the participants, the scope of the study and the overview of the thesis

Chapter Two: Literature Review, deals with the definitions of writing, pre-writing, anxiety in learning writing

Chapter Three: Methodology, presents the study in which the context of Tien Thinh High School is introduced Then The Textbook “English 10" is analyzed Then, the methods underlying the research and descriptions of data analysis are shown to give specific explanations and findings

Chapter Four: Suggested Solutions: In this chapter, the author offers some personal recommendations to improve the learning and teaching writing at Tien Thinh High School to get better results

Chapter Five: Conclusion, offers a summary, limitations and suggestions for further study

CHAPTER TWO: LITERATURE REVIEW

2.1 Writing

2.1.1 The definition of writing

Different researchers have defined writing in many different ways

Byrne (1988, p.1), the author of Teaching Writing Skill, considers writing “the act of

forming graphic symbols” such as letters or a combination of letters According to this definition, any act that results in the forming of letters with or without a meaning can be defined as writing

On the other hand, Lannon (1989) views writing as “the process of transforming the material discovered by research inspiration, accident, trial and error, or whatever into a message with a definite meaning- writing is a process of deliberate decision” (p.9) In this way, writing must convey a message with a meaning

Another definition by Tribble (1996) considers writing a language skill involving “not just a graphic representation of speech, but the development and presentation of thoughts

in a structured way” (p.3)

Besides, writing is defined by several contrasts (Sokolik, 2003, p 88) Firstly, in her opinion, writing is both “a physical and a mental act” in the sense that it requires writers to commit words or ideas to some medium and at the same time to invent ideas, think about how to express them, and organize them into statements and paragraphs Secondly, writing aims at expressing and impressing Writers typically try to express their ideas or feelings; meanwhile they need to impress their readers in certain ways Thirdly, writing is a process and a product Writers have to generate ideas, organize, draft, edit, read and reread to produce a product: a paragraph, an essay or a report

According to Rivers (1981) “writing is not a skill that can be learnt or developed in isolation but it should be taught and developed in cooperation with other skills and aspects of the language studied”

Each researcher has their own definition of writing but as a teacher of English, I share my point of view with Lannon’s because it presents all the characteristics and nature of writing

“Pre-writing is any activity in the classroom that encourages students to write It stimulates thoughts for getting started Pre-writing activities help students prepare raw materials for the composing stage, and organize them in the best way” (Coffin et al., 2003); “therefore, they develop students’ fluency” (Byrne, 1988) In the same way, Richmond defines that “Pre-writing is the first stage of the writing process and is also called the idea-generating stage which stretches back to include anything that you have ever done or that might have given you ideas to write about”

2.1.3 Pre - writing activities

Following are some main pre - writing activities:

1 Brainstorming: This can be done individually, in pairs or in groups Students list all the ideas they can think of related to a topic, either in writing or speaking aloud,

quickly and without much planning

2 Listing: This can be a quiet and essentially individual activity Students are encouraged to produce a list of all the subcategories that come to mind as they think about the topic

3 Clustering: This begins with a key word or central idea placed in the centre of a page (or on the blackboard) around which students jot down in a few minutes all of the free associations related to the key word or central ideas provided These associations are simply words or short phrases

4 Quick writing: Within a limited time of 5 to 10 minutes, individual students freely and quickly write down single words and phrases about a topic without paying attention

to spelling, grammar or punctuation

5.Wh -questions: Students generate who, what, where, when and how questions about a topic More such questions can be asked of answers to the first string of wh-questions

6 Model analysis: Students are provided with a model writing and have to analyze its language, structure or typical features Then based on the model students generate ideas for their writing

After having the ideas, students work to develop them, choose the ones to keep and those

to be erased, and finally order them Then, teachers help students structure their ideas, and make a plan or an outline for their writing (Nguyen and Nguyen, 2001)

2.1.4 Methodology in teaching writing

Teaching writing is a complex work Each teacher has her own method to teach writing

No method is said to be the most effective Teacher must consider her situation, students’ level, etc, to have a suitable method Below are some writing approaches presented by Raimes (1983, pp5 -10):

(1) The Communicative Approach

Communicative approach aims at communicative competences which focus on the purpose of the writing and the audience for it The teacher creates a context in which students are real readers by making them play roles, exchange letters, ask questions and teachers gives comments

(2) Free- writing approach: this approach focuses on the fluency and quantity of writing rather than quality Students write freely without worrying about grammar and spelling

(3) The process approach: Nowadays, the teaching of writing no longer focuses on the written product It concentrates on the process of writing This approach encourages students’ communication of ideas, feelings and experiences It has an emphasis on purpose, theme and text type Writing is a process, so students are given time to set out ideas, make plan, write a draft In fact, there are many approaches to teaching writing but the two most popular ones are Process and Product Here are some features of the process approach according to Steele (2002):

+ text as a resource for comparison

+ ideas as starting point

+ more than one draft

+ focus on purpose, theme, text type

+ collaborative

+ emphasis on creative process

(3) Product approach: This is a traditional approach which pays much attention to the outcome of a writing process and students need to produce only one writing version of the task

Features of the product approach according to Steele (2002)

+ intimate model text

+ organization of ideas is more important than ideas themselves

+ one draft

+ features highlighted including controlled practice of those features

+ individual

+ emphasis on end product

There are different kinds of approaches presented above It is true that there is no best way to teach writing skill The best practice in any situation depends on the types of students, the text types, the school systems and many other factors (Steele, 2002) The good teacher knows to combine approaches to get a good result

2.1.5 Teaching writing procedure

According to Brown (1994), teachers should follow the teaching procedure including two main stages: pre- writing and while- writing This procedure is a combination of different approaches, especially the communicative and process ones

(1) Pre- writing:

+ Exploiting the model text in term of form, vocabulary, grammar, organization + Defining the tasks

+ Limiting the topic

+ Generating the ideas

(2) While- writing

+ draft

+ revise

+ write the final version

To sum up, writing is one of the most difficult skills for both teachers and learners and there are many factors which cause the ineffectiveness in teaching Two of these are teachers’ unsuitable teaching method and students’ negative reactions and feelings in class Anxiety is one of the common feelings appears in English classes The following are some definitions about anxiety

experiences as a personality Spielberger (1983) said that anxiety is the subjective feeling

of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system

2.2.2 Anxiety in learning foreign languages

According to Horwits et al (1896, p128) Foreign Languages Anxiety is a distinct complex

of self-perception, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process In the same way, MacIntyre (1999, p27) stated that anxiety is “the worry and negative emotional reaction aroused when learning a second language”

- There are 3 kinds of foreign language anxiety:

+ Communication apprehension: According to McCroskey (1978), communication apprehension is an individual’s level of fear or anxiety associated with either real or anticipated communication with other persons

+ Test anxiety: is “the tendency to view with alarms the consequences of inadequate performance in an evaluative situation” (Sarason, 1978 p.214) It occurs when students have poor performance in the previous tests

+ Fear of negative evaluation: Borrowing from Watson and Friend (1969), Horwit et al (1986, p.128) defined it as apprehension about others’ evaluation, distress over their negative evaluations, and the expectation that others would evaluate oneself negatively

- Tobias (1986) stated that anxiety would be a hindrance at three stages: at the input stage, at the processing stage and at the output stage

+ At the input stage: anxiety would be likely to hamper the individual’s taking in of new material, through interference by distraction and lack of attentiveness

+ At the processing stage: anxiety would be possibly disadvantageous to memory, through encumbering efficient ordering and storage of material

+ At the output stage: anxiety would not allow the satisfactory recovery of the studied material, as observed, for example, in “ test scores, verbal production, or the qualities of free speech” (MacIntyre & Gardner, 1994a, p.287)

To sum up, it is easily recognized that anxiety negatively affects learners’ foreign language performance

2.2.3 The factors causing students’ anxiety in writing lessons 2.2.3.1 Students’ factors

+ Students’ language level: According to Harmer (2001), in any classes, students’

language levels are various; teacher may have some difficulties in choosing a suitable teaching method, language and activities in class He also states that some techniques and exercises are suitable for some students but less appropriate for others If the teachers are not aware of the difference in students’ language level, they will give students the same tasks; they will design unsuitable activities which lead to the students’ anxiety in the lessons

+ Students’ learning style: Harmer (2001) emphasizes the importance of understanding

that there are different individuals in our class if we are to plan appropriate kinds of activities for them Different individuals may have different learning styles, prefer different kinds of work, and expect different degrees of care and attention from the teacher This leads to the different reactions from students toward the pre- lesson stage If

the teacher does not realized the differences among individuals in the class when an activity is in progress, students will feel anxious and take part in the lesson inactively

2.2.3.2 Teacher’s factors:

+ Teachers’ instructions: Teachers’ good instructions play an important role in reducing

students’ anxiety If students do not understand what the teacher says, they will feel extremely anxious and do nothing Therefore, in the writing lesson, the teachers should make sure that their instructions are easily understandable In recent years, many linguists have written on how to give effective instructions Ur (1996) provides us some useful recommendations: The first step is to prepare what you are going to say, and if possible, even to write it down Then, the teacher needs to ensure the class’s attention Next, the teacher should give the information more than once Make sure that the language is brief and clear, and then the teacher should follow it up with demonstrations

+ Teacher’s teaching method: there are many teaching methods, but they can be

divided into 2 main types: teacher - centered method and learner - centered method Choosing an inappropriate method to a certain class may cause students’ anxiety For example, if a teacher only uses teacher- centered method in a class where most of the students are not good at English, her students will be passive, or even feel anxious

+ Teachers’ knowledge: In the study what makes a good teacher, Breach (2005) states

that most students believe that the teacher is a fountain of knowledge and their main

responsibility is to pass on that knowledge to students In the pre - stage of writing lesson,

teachers should focus on language abilities They must understand the difficulties their students often face They must share the feelings that students feel According to Underwood, the more knowledge of the lesson a teacher can apply to his lesson, the more interested his students will feel in class because the students can experience language being used

2.3 Summary: This chapter has discussed the issues relating to the topic of the study:

the definitions of writing and pre-writing, pre-writing activities, teaching writing methodology, writing procedures and anxiety: the definitions of anxiety, anxiety in learning foreign languages and the factors causing students’ anxiety in writing lessons The above information will help the author a lot in conducting next steps in her study

CHAPTER THREE: METHODOLOGY 3.1 The context

3.1.1 Students

Tien Thinh High School is located in Me Linh, a rural district of Hanoi It is one of the five high schools in Me Linh Tien Thinh is a new school which was founded in 2006 Most students come from poor families but they are very hardworking In fact, the students are aware of the importance of learning English

128 students from 10A2, 10A4, 10A6 at Tien Thinh high schools in Hanoi are the target subjects of the study These students were chosen as participants of the study as their writing paper results have always been observed to be worse than other classes They are both male and female students aged sixteen and have been learning English for four years

at secondary schools However, they are not good at English

3.1.2 Teachers

There are 5 teachers of English at TTHS Their English proficiency is not at the same level Moreover, they have different teaching methods Two of them graduated from VNU-ULIS, two from the in-service course in Thai Nguyen University, the last from Hai Phong University These teachers all attended the training courses carried out by Vinh Phuc Education and Training Department All these five teachers are teaching 10th grade

students

3.1.3 Facilities

There is a shortage of facilities in the classrooms; there are two rows of five desks and tables Each table is for four or five students In addition, in the middle, there is small space left for the teachers and students’ movements Moreover, not all classrooms are equipped with modern facilities There is only one public room which is equipped with one projector for all subjects

3.1.4 The Textbook “English 10"

The aim of writing lessons in “Tieng Anh 10” Textbook is to develop language skills It account for 20% of 80 periods In the textbook, there are 16 writing lessons

1 A day in the life of… Writing a narrative

2 school talks Filling in a form

3.People’s background Writing about people’s background

4 Special Education Writing a letter of complaint

5 Technology and you Writing a set of instructions

disadvantages of the mass media

8 the story of my village Writing an informal letter

9 Undersea World Describing information from a table

10 Conservation Writing a letter of invitation

11 National parks Writing a letter of acceptance or refusal

16 Historical places Describing a chart

Table 1: Checklist of writing tasks in English 10

3.2 The Study

3.2.1 Addressing the problem

This study is aimed at investigating 10th graders students’ anxiety at pre-stage at TTHS in

Me Linh, Hanoi Being a teacher at this school, the author has realized that many students feel anxious in writing lessons because some teachers conduct pre-writing stage ineffectively With an effort to find out solutions to improve the quality of teaching and learning writing at this school, the author decided to conduct this research

3.2.2 Data collections

Using classroom observation and questionnaires to collect data is the author’s purpose Classroom observation is chosen as a data collection instrument of this thesis for the following reasons:

A classroom observation is an increasingly common method for assessing teaching Whatever teaching situation is, there are strategies one can employ in preparing for, conducting, and following up on observation that can increase its usefulness

Secondly, observation is most often used to collect data about the teacher’s knowledge of the subject matter, to study language learning, teaching methods and processes of actual lessons in the classroom

Because of the reasons presented above, classroom observation is chosen as an effective tool to collect data in this thesis

There are two different questionnaires used in this study: Questionnaires for Students and Questionnaires for Teachers

Questionnaires are employed as devices to gather information about people’s opinions, often asking respondents to indicate how strongly they agree or disagree with a statement given One of the obvious advantages of questionnaires is that they provide data amenable to quantification, either through the simple counting of boxes or through the content analysis of written responses

The general purpose of these questionnaires is to probe how the students feel in the writing lessons They also examine students’ attitude to writing skills and the topics in English textbook 10 This form also aimed to find out how pre – writing factors affect

The Questionnaire for Teachers was also given to the four English teachers (not including the author) of Tien Thinh High School to get the information of learning and teaching writing

3.2.3 Data analysis

This part of the thesis is the treatment of all data collected from survey questionnaires conducted on four teachers and 128 students and classroom observations

3.2.3.1 Classroom Observations

Two volunteer teachers were asked to attend classes 10A2, 10A4 and 10A6 with the author to observe the writing lessons The observers only focused on the pre-writing activities that the teacher did and the students’ reactions in the class When the lessons were over, the observers collected some of students’ writing papers in 3 classes to compare the results

* Description of the lessons

A Class 10A2 - Lesson 1

Topic for writing task: Filling in a form

Teacher’s activities Students’ activities The observers’ comments

1 Warm-up

Teacher asked 2 questions:

+Have you ever filled in a

form?

+ What do you often fill in a

form? ( T called one student

to answer this question )

T said “ Today, we are

going to learn how to fill in

a form”

2 Pre-stage

+ T asked Sts to answer the

2 questions in task 1 and

+ Some said: Yes and some said :No

+ The student answered:

name, age, job……

Most of the students kept silent and did nothing

+ Some students answered and some made noise

This teacher is very careless

in teaching She prepared nothing for the lesson, She did not give students any handouts She only wrote down on the board things in her English 10 She might not prepare lesson plan The students seemed bored with what she said

called some students to

answer them

+ T ask Sts to do task 2 and

3 and explained some new

words

+ Teacher explained some

other new words in task 4 and

asked Sts to do task 4 for

while-writing

+ Sts write new words in their notebooks

B Class 10A4 – Lesson 2

Topic for writing task: Filling in a form

Teacher’s activities Students’ activities The observers’

T said “we are going to have

a writing:” filling in a form”

2 Pre-stage

+ T wrote task 1 on the

blackboard and asked

students to do

+ T explained new words

when Sts were doing the task

+ Some said: A form and

some said nothing Some students kept silent and some made noise

+ the students looked at the blackboard and listened to what the teacher said + Sts wrote new words in

This teacher only tried to complete all the tasks in the textbook She did not move

to observe her students when teaching She did not care about the students’ feelings This showed that the teacher did not prepare well for her lesson

+ T asked Sts to do task 2

and 3 and explained some

new words

+ Teacher explained some

other new words in task 4

and asked Sts to do task 4

individually

their notebooks

+ Most students seemed very worried because they could not fill in the form in task 4

C Class 10A6 – Lesson 3

Topic for writing task: Filling in a form

Teacher’s activities Students’ activities The observers’

comments

1 Warm-up

Teacher used a

projector to show some

forms and asked:

+What kind of paper is

T said “our writing

topic today is “filling

+ Some said: “they are forms”

+ St 1: Applying for a job + St 2: Opening an account + St 3: Attending a club, a course…

Some students seemed eager to answer but some others did nothing, just listened to the teacher

This period was rather good Teacher prepared

it at home carefully She used visual aid quite effectively She combined both presentation skill and student-centred approach to make her lesson more interesting Students were more active; Few students seemed to be worried

in a form”

2 Pre-stage

Task 1,2:

+ T said “Form do not

usually ask questions,

but ask for

information You will

work in groups to note

down information

that a form often

asks”

+ T gave each group an

A1 paper and a pen to

write and after 3

minutes asked them to

attack their paper on

+ S showed their answers on the board Here are their answers:

They were eager to work in groups to share their ideas

words for students and

asked them to do Task

3

+ Teacher went around

to observe her students

and provided help

Task 4

+ Teacher explained

some other new words

in task 4 and asked Sts

to do task 4

individually

D Class 10A2 – Lesson 4

Topic for writing task: Writing a confirmation letter

Teacher’s activities Students’ activities The observers’ comments

1 Warm-up

T asked two Sts to go to the

blackboard to write the new

words of the previous

lessons

Then, T said: “Today we are

going to learn writing part

- Two Sts went to the blackboard to write and others did nothing but made noises

- Sts opened their book

No warm –up activities were conducted This makes Sts feel bored with the lesson

with the subject “writing a

confirmation letter””

2 Pre-stage

Task 1:

T asked Sts to read 2 letters

of Nga and Hoa

individually She explained

some new words

- pick sb up

- convenient

- have a day off

T gave a question:

“Do you know which letter

is the confirmation letter?”

T explained the form of the

letter and asked Sts to do

Task 2

Task 2

T asked Sts to choose one of

the two topic to write

- Sts read the two letters individually They seemed

to be bored with the lesson

Some Sts made noises

Sts answered in chorus: “ the second letter”

Teacher did not explain the purpose, content of the confirmation letter and the way to write this kind of letter

T only explained the new words and structures in the two letters She did not provide new words and structures often used in a confirmation letters

This teacher was careless in her teaching She only introduced the tasks in the book She did not provide students with structures and new words to write

This teacher carried out ineffective pre-writing activities