skkn the use and the effectiveness of using reading in teaching writing at vinhcuu high school

Considering the difficulties that learners may deal with, many researchers suggested the use of reading as a teaching technique to support and enhance EFL students’ writing abilities AlO

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Năm học: 2019-2020

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INTRODUCTION 1

1 Context of the solution 1

2 Reasons for choosing the topic 1

3 Study scope and study subjects 1

4 Objectives of the research 1

CONTENTS 2

I THEORETICAL BACKGROUND AND REALITY 2

1 Theoretical background 2

2 Reality 2

II CONTENTS OF INVENTION 3

1 Implementation 3

2 Advantages and disadvantages 7

3 Evaluation 8

a) New points 8

b) Effects 8

c) Application and results 11

CONCLUSION 11

1 Experiences drawn from the process of applying the invention Error! Bookmark not defined 2 Recommendation for implementing and applying the invention intoreality.Error! Bookmark not defined 3 Declaration Error! Bookmark not defined APPENDICES 1

REFERENCES 1

STT Từ viết tắt Nội dung viết tắt

1 TESOL Teaching English to Speakers of other Languages

2 EFL English as a Foreign Language

1 Tên sáng kiến: The use and the effectiveness of using reading in teaching writing at Vinh Cuu high school

2 Lĩnh vực áp dụng sáng kiến: Giảng dạy Tiếng Anh

3 Tác giả:

- Họ và tên: Lê Thị Ngọc Thiện Nam (nữ): Nữ

- Trình độ chuyên môn: Cử nhân Anh Văn

- Chức vụ, đơn vị công tác: Giáo viên, THPT Vĩnh Cửu

- Điện thoại: 079 2826 815 Email: lethien2607@gmail.com

Tỷ lệ đóng góp tạo ra sáng kiến (%): 100%

THE USE AND THE EFECTIVENESS OF USING READING IN TEACHING WRITING AT VINH CUU HIGH SCHOOL

INTRODUCTION

1 Context of the solution

It is stated that writing is a necessary and crucial skill in language learning as well as English learning (Ariyanti, 2016; Pham & Nguyen, 2014) However, among the four skills, writing is considered to be the most difficult one It is, therefore the writer investigates the use and the effectiveness of using reading in teaching writing 23 teachers were chosen randomly to take part in this research The participants are graduated students who are learning the first stage of Master

of TESOL course at Ho Chi Minh City Open University Two questionnaires were designed to collect teachers’ opinions in order to answer two research questions The findings revealed that although this technique is effective, there are still many obstacles that were needed to be overcome

2 Reasons for choosing the topic

Writing skill is usually taught separately from other skills (speaking, reading and listening), which causes difficulties for EFL students in learning writing skills (Habibi, Salleh, & Singh, 2015) Considering the difficulties that learners may deal with, many researchers suggested the use of reading as a teaching technique to support and enhance EFL students’ writing abilities (AlOmrani, 2014; Habibi et al., 2015; & Grabe & Zhang, 2013) This writing also aims at investigating the connection between Reading and Writing, the effectiveness of integrating reading skills and writing skills on EFL learners, and the use and the effectiveness of this technique in Vinh Cuu classrooms

3 Study scope and study subjects

The area of this study is to investigate the connection between reading and writing Basing on this, the study attempts to examine how to apply reading in teaching writing at Vinhcuu high school

4 Objectives of the research

The aim of this research is to investigate the use and the effectiveness of taking advantage of reading in teaching writing in Vietnamese classrooms At the same time, it also creates the environments for students to write confidently basing

on reading skills

1990, as cited in AlOmrani, 2014, p 102) Directional hypothesis claimed that information/knowledge obtained from reading materials will be used in writing, which means that the use of reading is supporting writing (AlOmrani, 2014) Meanwhile, non-directional hypothesis means that information/knowledge learned from writing can be used in reading and vice versa, which means reading is used to assist writing and vice versa (AlOmrani, 2014) Bidirectional hypothesis stated that

“reading and writing are both interactive and interdependent” (AlOmrani, 2014, p 103) This means that the change in students’ language proficiency may lead to the change in their writing abilities or reading abilities, which can be understood that if their writing abilities develop, their reading abilities will develop and vice versa (AlOmrani, 2014)

Although the relationship between receptive skills and productive skills did not state that students need to become good readers to be good writers, it did interpret the reason for integrating reading skills and writing skills in teaching Meanwhile, the hypotheses of Eisterhold (1990, as cited in AlOmrani, 2014) explained specifically the positive impact of reading and writing on each other The researcher claimed that the proficiency in students’ writing skills have the influence on the proficiency in students’ reading skills and vice versa However, the connection between reading and writing in this technique can be interpreted by directional hypothesis, because this technique was made to teach writing skills with reading as the main support of writing (AlOmrani, 2014)

The hypotheses of Eisterhold (1990, as cited in AlOmrani, 2014) explained specifically the positive impact of reading and writing on each other The researchers claimed that the proficiency in students’ writing skills have the influence on the proficiency in students’ reading skills and vice versa However, the connection between reading and writing in this technique can be interpreted by directional hypothesis, because this technique was made to teach writing skills with reading as the main support of writing (AlOmrani, 2014) The use of reading

is suggested as an effective technique to improve EFL students’ writing skills (AlOmrani, 2014; Grabe & Zhang, 2013 & Habibi et al., 2015) Hence, in order to

be aware of the feasibility and effectiveness of the use of reading in teaching writing, many researchers and teachers started to do more research on applying this

technique in teaching writing as well as apply it in their classes

2 Reality

Grabe and Zhang (2013) almost all students have to face to many difficulties in learning English writing skill such as “less exposure to English texts, and much

more limited vocabulary knowledge” (p 108) In addition, instead of paying attention to “the content and the organizations of ideas” (Rass), EFL students are required to focus on “choosing proper words, using correct grammatical patterns and checking spelling of words” (Tangpermpoon, 2008, as cited in Habibi et al.,

2015, p 1116) As a teacher at Vinh Cuu high school, the writer has noticed some common mistakes that many students have no real understanding of lexis of the language and just apply the grammatical rules mechanically As a result, they run the risk of producing grammatically correct but semantically inappropriate or anomalous sentences Some students tend to translate mechanically from Vietnamese into English and use inaccurate words They would like to write but they feel that they do not have enough confidence and feel afraid of giving their writing work to their teachers or friends With the above mentioned situations, the researcher conducts a study to investigate the use of reading as a teaching

technique to support and enhance EFL students’ writing abilities

II CONTENTS OF INVENTION

1 Implementation

The writer has found out the connection between the two skills Reading and Writing The relation between reading and writing can be interpreted by the relationship between receptive skills and productive skills According to Golkova and Hubackova (2014), listening and reading are passive skills, which are considered as receptive skills, because these 2 skills are used to receive and decode accurately information/knowledge in order to understand them (Bhatt & Lilian, 2016) Meanwhile speaking and writing are active skills, which are considered as productive skills (Golkova & Hubackova, 2014) because they are used to produce language (Masduqi, 2016) It is stated that “if a learning process lacks one of them [receptive skills and productive skills], the final outcome will not be completed” (Golkova & Hubackova, 2014, p 478) For example, students read grammatical structures, which means that they are absorbing theories and rules Thus, they need reading which is the practice to help them remember and use these grammatical structures effectively and fluently Hence, “both types of skills [productive and receptive] are inseparable and one cannot exist without the other” (Golkova & Hubackova, 2014, p 478)

As mentioned above, the use of reading is an effective technique to teach writing skills (AlOmrani, 2014; Grabe & Zhang, 2013 & Habibi et al., 2015) However, the use of this technique in Vietnam is still a question In order to examine the use and the effectiveness of integrating English writing skills and English reading skills Vietnamese classrooms, the writing is designed to answer 2 following questions:

1 Do English teachers in Vietnam use reading to improve students’ writing skills?

2 Does the use of reading in teaching writing improve Vietnamese students’ English writing skills?

Methodology

Participants: The surveys were carried out at the two classes the writer has taught: 11A2, 11A10 with eighty participants who are in the second term of the school and 23 other teachers were chosen randomly to take part in this research The participants are graduate students who are learning the first stage of Master of TESOL course at Ho Chi Minh City Open University There are 5 teachers who are teaching at English language centers, while there are 13 teachers from state schools

in Ho Chi Minh city Another 5 teachers are teaching at private schools In addition, around 30% of them have over 5 years teaching experience

Data collection

Teachers were given questionnaires to elicit information on the respondents Two questionnaires were designed to collect teachers’ opinions in order to answer two research questions The first questionnaire includes 7 questions The first and second questions are used to ask teachers’ teaching experience and institution The next 5 questions are used to find out teachers’ acknowledgment of this technique and the use of it in their classes Meanwhile, the second questionnaire has 6 questions, which is used to elicit the effectiveness of this technique by asking teachers who applied it

Findings and discussion

Research question 1: Do English teachers in Vietnam use reading to improve students’ writing skills?

The data of chart 1 was collected from the questionnaire 1 According to the chart, there were 5 teachers who confirmed that they did not know this technique, because of their old universities, TESOL training courses or the current Master of TESOL did not teach them Hence, they could not apply this technique in their classes

On the other hand, regarding the chart 2, the rest of 23 teachers (18 teachers) know this technique Most of them (11 teachers) confirmed that their old universities, TESOL training courses and Master of TESOL taught them this technique Meanwhile, 5 of them know this technique through reading books or journal articles of teaching writing This means that they have interest in teaching writing The rest of them (2 teachers) know this technique because their colleagues introduced it to them However, there were 5 teachers did not use this technique to teach writing, even though they know it The reasons for this are shown in the chart

3

To conclude, there were 23 teachers, who were asked about integrating reading skills with writing skills However, just 18 teachers know this technique Although there were 18 teachers who know this technique, just 13 teachers (around 57%) applied the use of reading in teaching writing in order to improve their students’ writing skills Therefore, it can be stated that there were a positive number of teachers paid attention to the use of reading in teaching writing and applied this technique in their classes

Research question 2: Does the use of reading in teaching writing improve Vietnamese students’ English writing skills?

In order to answer this question, 13 teachers, who used this technique, were asked to answer questionnaire 2 in order to elicit their evaluation of this technique Considering answers collected, 5 teachers stated that their students’ writing skills were improved after using reading to support and enhance students’ writing abilities The chart 4 below displays these 5 teachers’ evaluation of advantages that this technique brought to their students

Regarding the chart 4, after applying this technique in their classes, all 5 teachers believed that their students’ accuracy of using grammar and punctuation was developed as well as their ability of arranging logically their writing’s ideas

In addition, 4 of them confirmed the development in their students’ writing content

as well as the improvement in writing’s coherence and cohesion of their students Meanwhile, they realized that their students could not use complex grammar structures fluently even after using this technique Considering these figures, it can

be claimed that the use of reading did have a positive impact on students’ writing skills, especially improving the use of grammar and punctuation and the organization of writing’s ideas This is a basis of the development in writing’s content and writing’s coherence and cohesion However, considering the fact that students were not able to use complex grammatical structures, teachers need to pay more attention to students’ grammar

The rest of them (8 teachers) claimed that this technique is ineffective, because they had to cope with some obstacles

According to the chart 5, 6 teachers claimed that their students lacked reading comprehension skill, while there are 5 teachers stated that the difficulty is students did not know how to use information/knowledge obtained from assigned reading materials in their writing In addition, a half of them (4 teachers) pointed out that the fact that students did not read assigned reading materials was also an obstacle Considering these figures, it can be stated that the lack of reading comprehension skill was the main problem, which meant students might have limited understanding of assigned reading materials; therefore, they could not obtain any information or knowledge to support their writing Moreover, the lack of reading assigned reading materials could be the result of the lack of reading comprehension skills as well as the difficulty level of assigned reading materials and students’ attitudes and low-motivation Therefore, teachers need to improve their students reading comprehension skill as well as choose reading materials that can interest students and are not beyond their English level

2 Advantages and disadvantages

in their writing abilities or reading abilities, which can be understood that if their writing abilities develop, their reading abilities will develop and vice versa (AlOmrani, 2014)

It can be stated that the use of reading does have the positive effect on teaching writing Most of students’ writing skills were improved Their students were able to express their thoughts in English fluently, differentiate between the