Aims of the study
This research, conducted over six months, targets non-English major freshmen at Quang Binh University, aiming to enhance their writing skills through effective methods The specific objectives of this study are outlined to support students in their writing development.
(1) By the end of this study, non - English major Freshmen are conscious of the importance of writing skills
(2) This study aims to find out the writing problems of non - English major Freshmen at Quang Binh University
(3) The study is also intended to share some recommendations that Freshmen can get to overcome those problems.
Research questions
In order to achieve the research aim, the study was designed to find out the answer to the following questions:
1 What is the attitude of students towards writing skills?
2 What are the obstacles that Freshmen have faced in learning writing skill?
Scope of the study
This study aims to enhance the writing skills of Non-English major freshmen at Quang Binh University Despite the availability of various techniques for improving English writing, the process demands significant time and effort Given constraints in time, resources, and knowledge, this research focuses on identifying effective strategies to support these students The study involved 45 freshmen who do not major in English as primary participants.
Design of the study
This study is divided into five chapters as follows:
This chapter outlines the rationale and objectives of the study, detailing the research questions and highlighting the significance of the research It also defines the scope of the study and provides an overview of the research organization.
Chapter 2: Literature review and theoretical background
This chapter provides a theoretical framework divided into two key sections: the first discusses prior studies relevant to the current research, while the second focuses on the theoretical background It encompasses the definition and significance of writing skills, the integration of writing with other language skills, and the process-oriented approach to writing.
This chapter outlines the research methodology employed to meet the study's objectives, detailing the research type, participant demographics, data collection techniques, and data analysis processes.
This chapter presents the findings and discussions for the study, the difficulties in writing in English
This chapter summarizes the main points and provides recommendations, the limitations and suggestions for further research.
LITERATURE REVIEW AND THEORETICAL
Prior studies related to the research
From the difficulties met by students in writing English, a number of studies have investigated to find out strategies and enhance writing skills
In 1999, Lamberts implemented a course aimed at enhancing the writing skills of twelfth grade honors English students through conferencing, focusing on thirteen students who struggled with writing The program's goals were to improve students' abilities to construct sentences with transitions and variety, as well as to foster a positive attitude towards writing Utilizing the Stanford Achievement Test for pre- and post-assessment, the research highlighted the effectiveness of strategies such as shared learning and review conferences in boosting writing skills This study serves as a valuable model for teacher-student conferences, providing insights beneficial to the current proposed program.
Stone, Ashbaugh, and Warfield (2002) investigated how repeated practice and contextual writing experiences impact college students' writing skills Their study focused on both general and task-specific writing experiences, grounded in theories of expertise development and cognitive process theory The authors hypothesized that increased practice would lead to enhanced writing abilities, and that writing within a specific task domain would further improve these skills Their findings supported these predictions, demonstrating a clear link between practice and writing proficiency.
Bassett et al (2001) conducted a study to enhance writing skills among first and third graders in middle-class communities in southern Chicago, identifying the need for improvement through various assessments, including checklists and surveys They recommended strategies such as involving parents through newsletters, utilizing writing centers, promoting letter writing and email communication, allowing students to choose their writing topics, incorporating literature, and encouraging creative spelling and cross-curricular writing The study's findings indicated significant improvements in students' writing abilities, a more positive attitude towards writing, increased self-confidence in editing and revising their work, and greater parental involvement in writing activities.
Franco (2008) explored the impact of wiki-based peer correction on the writing skills of Brazilian EFL learners, aiming to determine if collaborative learning strategies could enhance their writing abilities The study also assessed the effects on student motivation and the development of social skills.
Despite numerous researchers exploring writing skills and improvement strategies, there is a notable gap in studies focusing on Non-English major Freshmen at Quang Binh University This investigation aims to identify the challenges faced by these students in learning writing Additionally, the research seeks to provide valuable recommendations and strategies to alleviate these difficulties, with the hope that the findings will serve as a useful reference for future studies.
Definition of writing skill
Studying English as a foreign language involves mastering four macro skills: listening, speaking, reading, and writing Each of these skills presents unique challenges for students, with writing often considered the most difficult, as noted by Richards and Renandya (2002) Writing is a productive skill that focuses on language production rather than reception, and according to the Oxford Advanced Learner’s Dictionary, it encompasses activities such as creating books, stories, or articles.
Transferring thoughts into written text can be a challenging endeavor Langan (2001: 10) notes that many individuals struggle with the intense, active thinking required for clear writing The daunting task of facing a blank page or screen can lead to frustration, as it often results in the realization that what is produced may not be worthwhile Additionally, the process of articulating thoughts and emotions can be annoying, and seemingly simple writing topics can unexpectedly become complex.
Writing is a personal act where writers transform ideas into self-initiated topics (Hamp-Lyons, 1990) This process involves three key elements: gathering ideas, transforming them into a topic, and composing the text According to Brown (2001), writing encompasses a series of stages, including thinking, drafting, and revising, which require specialized skills Additionally, effective writing adheres to specific conventions related to grammar, vocabulary, and text formation, as noted by Harmer (2007).
323) Thus, to write well, the writer should pay attention to the conventions of writing above
According to Sokolik (2003) as referenced by Linse and Nunan (2006: 98), writing is defined as a blend of both process and product This means that effective writing involves a systematic process that ultimately leads to a written product that is clear and understandable for readers.
According to Langan (2001: 4), students must master four essential principles for effective writing: beginning with a clear main idea, offering logical and detailed support, organizing and connecting supporting materials, and revising and editing for clarity and correctness These principles are fundamental to enhancing the teaching and learning process in writing.
Writing skills are essential abilities that enable individuals to articulate their thoughts coherently and effectively convey their messages These skills empower students to achieve independence, enhance their understanding, and foster fluency and creativity in their writing.
The importance of writing skill
Strong writing skills are essential for effective communication, giving students with good writing abilities a significant advantage in academic performance Regardless of the college course, the ability to write well is crucial; for instance, engineering students must master technical writing for various documents, while science students need to produce accurate research papers Proficiency in writing ensures that facts are presented clearly and free from errors, which is vital for academic success Moreover, good writing skills are increasingly sought after by employers for jobs, including summer and part-time positions, as effective communication is a key requirement in every profession These skills are also important for creating presentations, reports, and professional emails.
Improving your writing skills is essential for academic success and personal development Mastering these skills will greatly benefit your studies and future career opportunities, as writing is recognized as a crucial language skill for students.
Writing is a crucial skill that significantly enhances students' learning, critical thinking, and reflection in their academic pursuits (Rao, 2007) Competence in writing not only aids students in excelling in their academic programs (Ahmed, 2010) but also prepares them to become professional and action researchers in the future Despite its importance, mastering writing skills remains a challenge for students at all educational levels, as most assessments and assignments are evaluated through writing (Ong’ondo, 2001) This highlights the necessity for learners to develop the ability to express their ideas clearly and effectively Improving students' writing abilities has both academic and social benefits, expanding their access to higher education and enhancing their career opportunities (Kroll, 2003) In today's globalized world, proficiency in written English is essential for various applications, including business communication However, concerns persist regarding the lack of writing competence among many students, which hampers their success in school, the workplace, and personal endeavors (Graham and Perin, 2007).
2.4 Writing integrated with other language skills
The four fundamental language skills—listening, speaking, reading, and writing—are essential in every language classroom According to Ouma (2005), the development of these skills is crucial, as effective writing relies on a strong understanding of the other three skills.
Ikeguchi (1997) presented a lesson plan combining the teaching of writing with reading, speaking and listening The lesson was presented in three phases
In the initial phase, students selected a topic of personal interest and sourced a relevant article from a magazine or newspaper to read and comprehend fully During the interactive phase, students with similar topics formed groups to share their articles, fostering a collaborative environment where they could ask questions and clarify understanding Finally, in the writing stage, students returned to their seats to compose written pieces on their chosen topics The results showed that this process enabled students to write freely and express themselves effectively in English.
A study by Ogalo (2011) investigated teaching techniques that promote the integration of English language skills in secondary schools in Gatundu district, Kenya The results revealed that teachers often failed to integrate the four essential language skills, primarily due to large class sizes and time constraints Listening and speaking skills received minimal focus, and the predominant teaching method was lectures, with few engaging activities employed To enhance the integration of language skills, the study recommended that teachers adopt diverse techniques such as group work, discussions, dialogues, debates, and interactive activities like games and role-playing This study also aimed to explore whether teachers implemented an integrated approach in teaching essay writing skills.
Research indicates that writing skills are crucial in language development, significantly influencing other language skills and enhancing students' overall language learning experience.
2.5 The process approach to writing
Recent writing methodologies emphasize the writing process over the final product (Kelly & Graham, 1998; Nunan, 1989; Leki, 1991) This process-oriented approach emerged in the mid-1960s and, as Rohman outlines, consists of three distinct stages.
1) The pre-writing stage, that includes tasks that take place before writing
2) The drafting and writing stage
3) The re-writing stage, in which attention is paid to any grammatical, punctuation or spelling mistakes (Rohman, 1965)
The process approach to writing prioritizes essential writing skills like planning, revising, and drafting over linguistic knowledge, such as spelling and grammar (Badger & White, 2000) Consequently, non-English major freshmen at Quang Binh University must be instructed in the writing process, which includes stages like planning, drafting, revising, editing, and publishing, to enhance their ability to write freely and produce high-quality work.
2.5.1 Stages and activities of the process approach to writing
According to Williams (2005), students engaged in writing should actively participate in all stages of the process approach, which includes pre-writing activities like brainstorming and idea collection, as well as drafting, revising, and editing Furthermore, these activities can be repeated as often as necessary to enhance the writing process (Tribble).
The process approach to writing education shifts the focus from the final written product to the writing process itself This method recognizes that all writers must make choices regarding how to start and structure their work Consequently, students are encouraged to engage in writing without strict time limits or rigid topics, allowing for more creative expression In this framework, teachers serve as facilitators of learning, guiding students through their writing journeys.
The process approach to writing, as outlined by Zanel (1993) and Raimes (1985), views writing as a complex and recursive journey This perspective emphasizes that while there are distinct stages in writing, authors have the flexibility to revisit and refine any stage multiple times before finalizing their text.
The four stages of the process approach to writing are as following:
Figure 1 Stages of the process approach to writing
The process approach to writing, which emphasizes the writer's writing process, has gained widespread acceptance due to its numerous benefits for both teachers and students One key stage in this approach is pre-writing, which plays a crucial role in developing effective writing skills.
(Specifying the task/planning and outlining/collecting data/making notes)
(recognizing/shifting emphasis/focusing on information and styles for your readership)
(checking grammar/lexis/surface features: such as punctuation, spelling, layout, quotation conventions, references)
The process approach to writing emphasizes the importance of idea collection before completing the actual writing (Zamel, 1982) Effective strategies for gathering ideas include brainstorming and student discussions (Hewings & Curry, 2003) During the pre-writing stage, students can explore various methods such as brainstorming, word clustering, and free writing to uncover their thoughts and ideas (Elbow, 1973) Brainstorming, in particular, encourages rapid, unstructured thinking to generate ideas for a specific topic, with collaborative learning enhancing its effectiveness (White & Arndt, 1991) Additionally, planning a topic is a crucial strategy that aids learners in organizing their thoughts and writing successfully (Peacock).
1986) According to Flower and Hayes (1981), planning is a mental strategy, so students may return to it at any time during the writing process
During the pre-writing stage, one effective technique is to write and make notes to collect, generate, and organize ideas This process often begins with free and unstructured brainstorming, followed by a strategic organization of thoughts through the use of appropriate headings and categories (White & Arndt, 1991) Additionally, creating an outline can be a valuable strategy, as it helps writers structure their key ideas, starting from specific concepts and progressing to broader themes (Williams, 2003).
The process approach to writing
Recent writing methodologies emphasize the writing process over the final product (Kelly & Graham, 1998; Nunan, 1989; Leki, 1991) Introduced in the mid-1960s, the process approach, as outlined by Rohman, categorizes writing into three distinct stages.
1) The pre-writing stage, that includes tasks that take place before writing
2) The drafting and writing stage
3) The re-writing stage, in which attention is paid to any grammatical, punctuation or spelling mistakes (Rohman, 1965)
The process approach to writing prioritizes essential skills like planning, revising, and drafting over linguistic knowledge such as spelling and grammar (Badger & White, 2000) Consequently, non-English major freshmen at Quang Binh University must be instructed in the writing process, including stages like planning, drafting, revising, editing, and publishing, to enhance their ability to write freely and produce high-quality work.
2.5.1 Stages and activities of the process approach to writing
According to Williams (2005), students engaged in writing should actively participate in all stages of the process approach, which includes pre-writing activities like brainstorming and idea collection, as well as drafting, revising, and editing These activities can be revisited as often as necessary to enhance the writing process (Tribble).
The process approach to writing instruction shifts the focus from merely producing written work to emphasizing the writing process itself Writers actively make decisions about how to start and structure their tasks, rather than being confined to writing on a specific topic within a limited timeframe Consequently, teachers take on the role of educational facilitators, guiding students through their writing journey.
The process approach to writing, as noted by Zanel (1993) and Raimes (1985), views writing as a complex and recursive activity This means that while there are distinct stages involved in writing, authors have the flexibility to revisit and refine any of these stages multiple times before finalizing their text.
The four stages of the process approach to writing are as following:
Figure 1 Stages of the process approach to writing
The process approach to writing emphasizes the writer's journey, gaining widespread acceptance for its benefits to both teachers and students This approach highlights the importance of pre-writing, allowing for a more structured and effective writing experience.
(Specifying the task/planning and outlining/collecting data/making notes)
(recognizing/shifting emphasis/focusing on information and styles for your readership)
(checking grammar/lexis/surface features: such as punctuation, spelling, layout, quotation conventions, references)
The process approach to writing emphasizes the importance of idea collection and production before completing the final draft (Zamel, 1982) Effective strategies for gathering ideas include brainstorming and student discussions (Hewings & Curry, 2003) During the pre-writing stage, students can explore various techniques such as brainstorming, word clustering, and free writing to better understand their thoughts (Elbow, 1973) Brainstorming involves quickly generating ideas for a specific topic without structure or judgment, and collaborative learning enhances this process (White & Arndt, 1991) Additionally, planning the topic is a crucial strategy during the pre-writing phase that aids learners in organizing their writing effectively (Peacock).
1986) According to Flower and Hayes (1981), planning is a mental strategy, so students may return to it at any time during the writing process
During the pre-writing stage, a valuable technique involves writing and taking notes to collect, generate, and organize ideas This process begins with free and unstructured idea generation, which is later refined through the use of appropriate headings and categories (White & Arndt, 1991) Creating an outline is another effective strategy, as it allows writers to arrange their important ideas in a hierarchical format, starting from specific concepts and progressing to broader themes (Williams, 2003).
Beginning the essay writing process can be challenging, as it demands significant attention and focus (Harris, 1993; Hedge, 2000) After completing pre-writing tasks such as defining the topic, gathering information, and outlining, students move on to the drafting stage (Williams, 2003; King & Chapman, 2003; Tribble, 1996, 2003) During drafting, it is essential for students to write continuously from start to finish without interruptions (Gebhard, 2000) King and Chapman (2003) emphasize that writers should concentrate on composing their essays and postpone proofreading for grammatical and spelling errors until the later stages.
Good writers prioritize getting the content right before addressing details like spelling and grammar (Hedge, 1988) The revising stage focuses on ensuring the content is accurate, while editing corrects grammatical and spelling errors (Tribble, 2003) Key elements of the writing process include reorganizing sentences and enhancing vocabulary (Williams, 2003) During revision, writers should engage in activities such as deleting unnecessary sentences and adjusting the placement of words or paragraphs (Zamel, 1981; Williams, 2003; Hedge, 2000).
The last stage of the process approach to writing is editing This stage concentrates on linguistic accuracy: grammar, spelling and punctuation (Harris,
The editing stage of writing, as outlined by Hewings and Curry (2003), focuses on verifying references and formatting During this phase, students can utilize various strategies to rectify errors, including collaborating in pairs or groups and accessing resources like textbooks, dictionaries, and computers (King & Chapman, 2003; Hewings & Curry, 2003).
Moreover, according to Graham Stanley (2007:16), there are many ways of approaching process writing as was stated above, it can be broken down into three stages:
To foster students' creativity in approaching writing topics, teachers should prioritize the flow of ideas over the quantity of written work produced During this initial stage, it's essential for educators to encourage brainstorming and exploration of concepts, offering guidance to enhance students' initial thoughts when they do write.
At this stage, students focus on expressing their ideas rather than on accuracy or organization The key aspect is the meaning conveyed in their writing, prompting teachers and peers to prioritize the content over technical details.
He or she can raise the questions “Is is coherent? Is there anything missing? Anything extra?”
Students should prioritize form and aim to produce polished work, while teachers can assist by correcting errors and providing organizational guidance.
In conclusion, writing can be a complex task that may lead to frustration among learners, highlighting the importance of a supportive classroom environment and patience from educators While more time should be dedicated to writing in class, it is essential to ensure that activities are varied and objectives are clear to maintain student engagement Over time, both teachers and students will appreciate the benefits of a process writing approach as it contributes to the improvement of their written work (Stanley, 2007: 9).
2.5.2 Studies related to the process approach to writing
Various studies and researchers have examined the process approach to writing in different situations in order to show the advantages and benefits of this approach
METHODOLOGY 3.1 Partcipants
Questionnaire
The study utilized questionnaires as a primary data collection instrument, as defined by Forcese and Richer (1973), which emphasizes that these are self-completed forms used to gather responses This survey method is effective in eliciting quality data efficiently and can reach a wide audience To mitigate potential drawbacks associated with questionnaires, the written forms were meticulously designed to minimize misunderstandings and ensure convenience for respondents.
The student questionnaire is divided into two sections: the first section gathers general information about the respondents, while the second section features 14 questions, including 7 multiple-choice and 5 yes-no questions.
A questionnaire featuring two open-ended questions was administered to forty-five freshmen, all of whom completed and returned it Students were informed that providing their names was optional The purpose of the questionnaire was to gather insights into the attitudes, challenges, opinions, and motivations of non-English major students regarding writing The questions aimed to identify the specific writing problems they encounter and their strategies for addressing these issues The survey results were quantified into percentages, revealing the underlying reasons for the participants' writing difficulties To ensure clarity and full expression of ideas, all questions were presented in Vietnamese.
Procedures
To collect data for the research, questionnaires were designed to identify methods for improving writing skills among Non-English major Freshmen at Quang Binh University The researcher encouraged participants to provide feedback if they encountered any difficulties, such as misunderstanding questions The questionnaires were distributed to all participants at the beginning of the first week of January 2018.
Data analysis methods
The researchers meticulously examined the collected data, analyzing responses from the questionnaire using statistical frequency and converting the results into percentages Subsequently, the findings were presented in figures and tables for clarity.
The questionnaires will categorize various comments regarding challenges and strategies for improving writing skills Analyzing the questionnaire data will provide researchers with valuable insights into enhancing the writing abilities of Non-English major freshmen at Quang Binh University.
The researchers conducted a thorough study involving forty-five questionnaires distributed to English non-major freshmen at Quang Binh University, employing a combination of methods to ensure precise data collection and analysis, ultimately resulting in reliable research findings.
FINDINGS AND DISCUSSION 4.1 Findings from questionnaires
Discussions
Problems that the students often have in learning writing skill:
Problem 1: The most serious problem that students often have is the lack of vocabulary The researcher concludes that lack of vocabulary is the biggest problem that most students usually have when they study writing skill This affects students’ study result and generates many difficulties in studying writing skill Vocabulary limitation also affects the learning’s results of other skills
Problem 2: Students have not focused on learning grammar Through passing questionnaires, the second problem is that students have difficulties in studying grammar Besides vocabulary, grammar plays an important role in English as well as studying English Most of students often have mistakes about grammar when writing a passage This clearly expressed in the analysis on the students’ writing papers above Grammar limitation also affects the ability of using language in most of the students
Problem 3: Students lack material sources to improve their writing skill One of the problems students usually have when studying English is lack of materials This will influence the learning’s result of students In some cases, when teachers do not have time for teaching students ways of writing effectively, students can consult more on advanced books or other essential materials This leads to problem that many students have difficulties in ordering ideas in writing or lack of grammar knowledge
Many students struggle with developing their writing skills due to limited time allocated for English learning, which does not meet the demands of the curriculum Additionally, the writing topics presented in textbooks can be challenging, often requiring a broad vocabulary For instance, tasks such as describing population data from a chart or writing about popular celebrations in Vietnam pose significant difficulties for students.
In this chapter, the researcher will come to the summary, and present some recommendations in the hope of helping non - English major Freshmen at Quang Binh University
Writing is a crucial component of learning English, yet many students underestimate its importance and invest little effort into developing this skill This lack of focus results in poor writing proficiency in numerous high schools Through careful observation and data analysis, the researcher highlights the current state of students' writing skills and identifies key issues that need addressing.
Students often struggle with vocabulary due to ineffective learning methods, and they face challenges with grammar structures because they dedicate insufficient time to studying and accessing essential materials Additionally, a lack of interest in writing topics hinders their engagement, while limited opportunities for receiving corrections further impede their progress Moreover, students typically rely on a narrow range of materials, and the time allocated for writing skills in high school is inadequate for meaningful practice.
Research shows that many students struggle with English writing, particularly in the areas of prepositions and verb tenses The primary causes of these challenges are a lack of mastery of grammar structures and insufficient research materials.
The researcher identified key issues affecting vocabulary development and proposed several effective solutions, including reading books, playing games, and creating themed vocabulary lists To enhance grammar skills and correct errors, group learning sessions were established Additionally, modifications to writing lessons were recommended to alleviate student pressure when developing writing skills To further support students, the researcher provided valuable writing resources to facilitate improved study outcomes.
This study faced several limitations, including the researcher’s inability to attend all writing class sessions Additionally, the scope of the problems and solutions addressed in this research is restricted, which may prevent the study from providing conclusive evidence.
RECOMMENDATIONS AND CONCLUSIONS 5.1 Summary
Recommendations
Drawing broad conclusions from this study, which focused on a limited participant group, is challenging; nonetheless, the findings can offer valuable insights and potential solutions.
To enhance vocabulary, learners should dedicate time according to their individual limitations Utilizing a reputable ESL resource like the Oxford Advanced Learner’s Dictionary is essential for understanding unfamiliar and challenging words Additionally, keeping a diary to record the usage of these words can greatly aid in reinforcing their learning.
Motivation and attitude are essential not only for learners but also for teachers, highlighting the need for a comprehensive approach to education It's crucial to revise curriculum design to accommodate non-department students effectively Additionally, exam questions should be innovative rather than repetitive to foster critical thinking Addressing writing challenges should be viewed as a long-term commitment to enhance overall student performance.
Feedback plays a crucial role in enhancing students' writing skills, particularly for those who may struggle To provide tailored support, weaker students should be organized into small groups under the continuous guidance of teachers throughout their university experience Encouraging diverse activities and strategies, such as journaling, poster presentations, and utilizing word processors, can significantly aid in their writing development Additionally, English teachers must dedicate substantial time to reviewing, marking, and providing constructive feedback to foster student improvement.
Students should always review their English writing, either immediately after completing it or the following day This practice helps them identify mistakes they may have overlooked during the writing process It's essential to check for spelling, grammar, and vocabulary usage, including whether a word has been repeated too often and if alternative expressions can be used.
To keep students engaged and enhance their vocabulary, it's essential to encourage them to explore a variety of writing topics Writing about the same subject daily can lead to boredom and repetitive language use By selecting diverse themes, students can find inspiration from current events, such as articles in newspapers or stories seen on TV, making the writing process more interesting and enriching.
Completing homework is crucial for freshmen, as teachers assign writing tasks to assess their English proficiency By doing all assigned homework, students receive valuable feedback on areas needing improvement, such as vocabulary, spelling, and grammar This practice is especially important for those preparing for English language exams.
Some strategies to help Freshmen improve their writing skills:
- Brainstorm ideas and write them all down, then narrow selections one at a time
- Dictate your words into a tape recorder, then type them up or use a speech-to-text software program
- Take note, write down each of your ideas on a topic
- Make an outline or use a graphic organizer or mind map to help structure writing projects
To enhance the quality of your written assignment, it's essential to create a first draft and present it to your teacher prior to the submission deadline This allows for valuable feedback and suggestions, which can significantly improve your final draft.
Limitations of the study 27 QUESTIONNAIRES
The study involved a limited sample of forty-five students, relying on questionnaire data that primarily captured their opinions on writing challenges This approach restricts the findings' authenticity and generalizability Additionally, while teachers' perspectives on the causes of students' writing issues were gathered, the research did not explore how these challenges are addressed in the classroom To enhance the validity of the results, further extensive research, including classroom observations, is necessary.
The study aimed to identify the primary writing challenges faced by non-English major freshmen at Quang Binh University Key findings revealed that grammatical weaknesses, insufficient practice, lack of motivation, and educational background significantly contributed to these challenges To address these issues, students require effective guidance and must also recognize their own writing difficulties to improve their skills and become proficient writers.
The questionnaire aims at collecting information for the research on the topic “How to improve writing skills for non - English major Freshmen at Quang Binh University”
All the information collected is the purpose of the research only
Please read the question and choose answer In some questions, more than one choice is acceptable Thank you very much for your cooperation!
2, How long have you learnt English:
Question 1: Do you like writing English very much?
Question 2: Can you write an essay with any topics easily?
Question 3: Are you satisfied with your English writing skills?
Question 4: Do you feel confident in your ability to express your ideas in writing?
Question 5: Do you like the way in which you are taught to improve your English writing skills?
Question 6: How much time do you spend on self study writing at home?
B Over 30 minutes to over one hour a day
D Not self study at home
Question 7: What do you do before starting to write?
A List and choose the main ideas
C.Get information from the Internet or books
D Do nothing, just write naturally
Question 8: Except for your textbook, what materials do you have for writing?
B Books with advanced exercises for writing
C Books with the sample works
Question 9: Do you like the English language courses for developing your writing skills?
Question 10: What factors are needed for non - English major Freshmen to develop their writing skills?
Question 11: What should you do to improve your writing skills?
A Should practice writing English at school and at home
B Should use more strategies in writing
Question 12: Do you have goals to improve your writing skills in the future? What are they? If no, why?
Question 13: What difficulties do you meet when studying writing skills?
Question 14: When you are given homework of writing, you will?
CÂU HỎI ĐIỀU TRA (DÀNH CHO SINH VIÊN)
Mục đích của việc phát phiếu câu hỏi điều tra là thu thập dữ liệu cho nghiên cứu “Phương pháp phát triển kỹ năng viết cho sinh viên năm thứ nhất không chuyên tại trường Đại học Quảng Bình” Tất cả thông tin thu thập được chỉ phục vụ cho mục đích nghiên cứu.
Vui lòng đọc các câu hỏi và chọn câu trả lời phù hợp Trong một số câu hỏi, bạn có thể chọn nhiều đáp án Cảm ơn bạn đã hợp tác!
Phần 1: Thông tin cá nhân
2, Thời gian bạn học Tiếng Anh (Tính đến thời điểm hiện tại)
Phần 2: Câu hỏi điều tra
Câu hỏi 1: Bạn rất thích tiếng Anh?
Câu hỏi 2: Bạn có thể viết một bài viết một cách dễ dàng với bất kỳ chủ đề nào?
Câu hỏi 3: Bạn hài lòng với kỹ năng viết của bạn?
Câu hỏi 4: Bạn có tự tin về khả năng diễn đạt ý tưởng của mình trong bài viết không?
Câu hỏi 5: Bạn có thích phương pháp mà bạn được dạy để nâng cao kỹ năng viết tiếng Anh không?
Câu hỏi 6: Bạn dành bao nhiêu thời gian để tự học viết Tiếng Anh ở nhà?
A Viết khoảng 30 phút mỗi ngày
B Viết hơn 30 phút đến một tiếng mỗi ngày
C Viết hơn một tiếng mỗi ngày
Câu hỏi 7: Bạn thường làm gì trước khi viết?
A Liệt kê và chọn những ý chính
B Thảo luận với bạn bè
C Lấy thông tin từ mạng Internet và sách
D Không làm gì cả, chỉ viết một cách tự nhiên
Câu hỏi 8: Ngoài sách giáo khoa, bạn có thêm tài liệu gì cho môn viết?
A Sách từ vựng và ngữ pháp
B Sách bài tập nâng cao cho môn viết
C Sách có những bài viết mẫu
D Không có sách gì ngoài sách giáo khoa
Câu hỏi 9: Bạn có thích các khóa học tiếng Anh giúp nâng cao kỹ năng viết không?
Câu hỏi 10: Theo bạn những nhân tố nào sinh viên năm nhất không chuyên cần để nâng cao kỹ năng viết tiếng Anh?
A Động lực thúc đẩy của người viết
Câu hỏi 11: Bạn nên làm gì để nâng cao kỹ năng viết?
A Nên luyện tập viết tiếng Anh khi ở trường và ở nhà
B Nên sử dụng nhiều chiến lược khác nhau khi viết
C Nên tăng vốn từ vựng
Câu hỏi 12: Trong tương lai bạn có mục tiêu gì để nâng cao kỹ năng viết của bạn không? Đó là gì? Nếu không có thì tại sao?
Câu hỏi 13: Những khó khăn bạn gặp phải khi viết tiếng Anh?
Câu hỏi 14: Khi bạn có bài tập về nhà môn viết tiếng Anh, bạn sẽ:
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