Students‟ levels of motivation throughout five weeks
Chart 1 illustrates a notable increase in learning motivation, with scores in levels L4 and L5 showing a slight decline compared to L3, which achieved a score of 31 Despite this decrease, the motivation levels in L4 and L5 remained higher than those in L1 and L2 The reduced scores in L4 and L5 may be attributed to the higher-order thinking skills (HOTS) demanded by the teacher, yet the overall trend indicates an improvement in motivation across the levels.
After five lessons of intervention, there was a noticeable increase in student motivation, largely due to the researcher’s incorporation of critical thinking skills in writing instruction Observations indicated that nine out of twelve students (S1, S2, S6, S7, S8, S9, S10, S11, and S12) demonstrated gradual improvements in their motivation levels However, the data revealed variability in motivation among students; S1, S2, and S12 exhibited the highest levels of motivation, while S4 and S5 showed minimal increases Additionally, one student, S3, displayed inconsistent motivation throughout the lessons.
Overall class motivation showed a steady increase over five lessons, peaking in Lesson 3 However, there was a slight decline in motivation during the final two lessons, despite the tasks being deemed suitable.
The writing analysis conducted in the course focuses on assessing Higher Order Thinking Skills (HOTS) by evaluating students' writings to determine the effectiveness of integrated activities in enhancing their writing abilities To gather data, students were tasked with composing individual pieces of writing after each lesson These activities aimed to foster creative writing and motivate students during the learning process The analysis sought to assess each student's mastery of writing and critical thinking skills Writings were evaluated using a HOTS checklist adapted from Marzano’s (2007) framework, with assessment criteria coded from 1 to 3, indicating levels of mastery from "not at all" to "completely."
Table 3 below shows how the students used HOTS in writing
Table 3: HOTS levels as evidenced in their writing
Table 3 illustrates the improvement in students' use of Higher Order Thinking Skills (HOTS) in their writing over a five-week intervention period Notably, there is a positive trend in results from week 1 to week 5, indicating enhanced writing performance among the students, as detailed in the accompanying chart.
INTRODUCTION
Rationale for the study
The teaching of critical thinking skills has gained significant attention in the field of English as a Second or Foreign Language (L2), as it is essential for effective language learning Students are expected to demonstrate critical thinking in their academic essays through argumentation and skills such as analysis, evaluation, and creation Consequently, L2 education should shift from a compartmentalized approach to one that embraces critical thinking, despite the challenges involved According to Willian and Burden (1997), critical thinking is a cognitive process that requires students to engage their minds in observation, categorization, and hypothesis formation This transformation toward fostering independence and criticality in students is a gradual journey While Western countries have integrated critical thinking into education from an early age, many Asian countries still view it as a challenge due to cultural beliefs that prioritize silence and obedience in the learning process.
After five years of teaching English in Hanoi, I've noticed that many students struggle to express their original opinions, a crucial aspect of effective academic writing This indicates that Vietnamese schools often do not emphasize argumentative or persuasive writing Consequently, students have limited opportunities to practice writing in various contexts, leading to weaker writing skills despite their proficiency in structured exercises It is essential for students to be trained in articulating and communicating their ideas through writing, as this skill is vital for educational success, particularly in higher education Writing serves as a key medium for achieving and sharing educational objectives and values (Condon et al., 2004).
I feel a strong responsibility to equip my students with critical thinking skills essential for their growth and confidence in an international setting Teaching critical thinking is vital for enhancing their ability to analyze, synthesize, and evaluate information As Condon and Kelly-Riley (2004) state, "writing is a tool of thinking," emphasizing that writing fosters critical thinking Students must not only master the language but also critically assess viewpoints, facts, and arguments The new English curriculum in Vietnam aims to develop language proficiency alongside skills like negotiating, questioning, hypothesizing, and creative evaluation Creative and critical thinking, along with logical writing, are key objectives of English education in Vietnam today Consequently, I am committed to finding ways to cultivate these skills in my students, enabling them to apply critical thinking effectively in their writing This commitment drives my decision to conduct research on this topic.
This action research focuses on integrating critical thinking skills into writing activities at an English center in Vietnam The study emphasizes high-level thinking skills that students need to learn and apply to tackle unfamiliar problems, challenging questions, uncertainties, and dilemmas Through this research, I aim to develop an innovative teaching method for writing at my workplace and contribute valuable insights to the existing literature in this field.
The purpose of study
This research focuses on incorporating critical thinking skills into writing activities to enhance students' creative expression and engagement in English classes The study aims to achieve these objectives by exploring key questions that guide the integration of critical and creative learning experiences.
- To what extent does the integration of critical thinking skills in writing activities promote students’ creative writing skills?
- To what extent does the integration of critical thinking skills in writing activities improve students’ learning motivation?
Significance of the study
This study examines the integration of critical thinking skills in writing activities to enhance students' creative writing and motivation at an English center in Vietnam It aims to provide valuable contributions for both students and teachers by offering lesson plans and scaffolding for incorporating critical thinking into writing tasks The research presents effective teaching strategies that apply critical thinking across various writing activities Additionally, this thesis serves as a reliable reference for integrating critical thinking in academic writing within the Vietnamese educational context, benefiting other researchers and educators For students, the findings are expected to inspire the application of critical thinking skills in meaningful tasks, enabling them to address daily challenges and make informed decisions Ultimately, this approach fosters effective communication and idea-sharing through writing, a key objective in education, particularly in higher education.
Method of the study
This action research utilized a qualitative method, supported by statistical analysis, to achieve its objectives Data were gathered using a combination of three distinct instruments: classroom observations, writing analyses, and group interviews.
Structure of the study
The study will be presented in four chapters: introduction, literature review, methodology, data collection and discussion, and conclusion
Chapter one, Introduction, introduces the rationale, the aims of the study, scope of the study, method of the study, signification of the study and structure of the study
Chapter two, Literature Review, aims at reviewing some concepts as well as the theory involving critical thinking, classroom activities that will be a firm foundation for the study
Chapter three, Methodology, describes the participants of the study, the research questions, data collection and data analysis procedure
Chapter four: Findings and Discussion – reveals the results of the study and gives some suggestions
Chapter five: Conclusion – summarizes the main points of the study
Implications and suggestions for designing classroom activities to teach writing skills with an integration of critical thinking skills development will be presented in this part.
LITERATURE REVIEW
Theory of learning
A theory is a scientifically accepted set of principles that explains a phenomenon, providing a framework for interpreting environmental observations and linking research to education (Suppes, 1974) Theories help organize research findings, preventing them from becoming mere collections of data without overarching frameworks (Learning Theories, Daleh Chunk, p.23) The absence of theoretical conceptualization can hinder the application of findings across different integrations Therefore, identifying a suitable theory is essential for systematically unifying information about a phenomenon, enhancing the understanding of the research topic According to Chapelle (2003), theory serves as the foundation for various aspects of research, including literature review, formulation of research questions, methodology development, and data interpretation, ultimately guiding the study's results and conclusions Thus, establishing a clear theoretical framework is crucial for the current study.
Learning theories provide a structured framework for understanding how individuals acquire, retain, and recall knowledge By exploring these theories, we gain insights into the learning process, allowing us to choose effective instructional tools and strategies The three primary learning theories—Behaviorism, Cognitive, and Constructivism—offer diverse approaches to enhance educational practices.
Behaviorism, rooted in social science, aims to predict and control behavior by emphasizing the link between stimuli and responses In education, it focuses on ensuring the survival of individuals and societies (Merriam and Caffarella, 1999) This perspective significantly influences higher education, leading to the integration of behavioral objectives in curricula, the prioritization of feedback, skills development, and training, as well as the adoption of computerized instruction and competency-based education, all aligned with content, teaching methods, and assessment.
Cognitive theorists emphasize that learning is largely based on associations formed through contiguity and repetition, while also recognizing the significance of reinforcement for feedback on response accuracy rather than solely as a motivational tool Despite incorporating behaviorist ideas, they believe that learning fundamentally involves the acquisition and reorganization of cognitive structures that facilitate the processing and storage of information.
The Constructivist model views learning as a meaningful process where learners actively engage with their experiences and environment to construct knowledge This approach is fundamentally learner-centered and incorporates various interrelated perspectives from different theorists.
The nature of reality, the significance of experience, the types of knowledge that matter, and the distinction between individual and social meaning-making processes are key areas of divergence (Merriam and Caffarella, 1999, p.261).
Learning is generally defined as a change in an individual's knowledge, skills, or participation in activities, with various theories explaining this change Understanding these theories is crucial for teachers to choose effective learning strategies tailored to students' knowledge levels, cognitive demands, and desired outcomes In my research, I focus on Cognitive Theory due to its emphasis on educational challenges and solutions, highlighting the significance of learners' thoughts, beliefs, and values in the learning process This theory aids in guiding students to practice and think critically, making it particularly effective for building knowledge structures and teaching clinical reasoning Unlike previous theories, Cognitive Theory views learning as a thought process influencing observable behavior, where information is processed in short-term memory and encoded for long-term retention.
The Cognitive Learning Theory highlights the brain's remarkable ability to process and interpret information, making it essential for learning Willian and Burden (1997) describe critical thinking as a cognitive process that engages students in observation, thought, categorization, and hypothesis formation This theory encompasses two main branches: Social Cognitive Theory and Cognitive Behavioral Theory Social Cognitive Theory identifies three key variables influencing learning: behavioral factors, environmental (extrinsic) factors, and personal (intrinsic) factors.
Cognitive Objectives, established in 1956, focus on intellectual outcomes, encompassing a classification system that progresses from basic knowledge to advanced intellectual skills This system emphasizes mental processes that enable individuals to access, manipulate, and utilize information stored in their memory effectively.
Critical thinking skills and language skills development
Critical thinking is a fundamental skills for both language and literacy success Language and critical thinking grow together and nurture each other‟s development
Critical thinking skills encompass the development of dispositions such as inquisitiveness, dedication to reason, and a desire for reliable information It involves both cognitive and meta-cognitive skills necessary for problem-solving, understanding relationships, and assessing the credibility of statements Critical thinking fosters quality communication, enhances knowledge acquisition, and improves problem-solving abilities, integrating language and thinking skills in the teaching process Assessment of students' critical thinking is often conducted through academic writing, which serves as an effective learning tool There are two primary methods for teaching critical thinking: offering dedicated courses focused on critical thinking strategies or integrating critical thinking training within subject lessons Researchers emphasize that critical thinking should be regarded as a fundamental academic competency, essential for effective learning and daily life Mastery of thinking skills, such as comparing, classifying, sequencing, and predicting, is crucial for students to excel as readers, writers, and learners, ultimately enhancing their self-image and motivation.
Language skills are categorized into productive and receptive skills, with both being essential for effective language teaching (Richards, 1998) To develop these skills, students engage in speaking, writing, listening, and reading activities that bridge classroom learning with real-world application Tasks such as pair work, role plays, and group work are vital in Second Language teaching materials, allowing teachers to facilitate optimal learning experiences These activities encourage active participation, enabling students to express their knowledge, ideas, and experiences freely This approach not only enhances their proficiency in English but also fosters critical thinking skills Research indicates that effective language learners strive to think in their second language (Rubin, 1979) and understand the communication strategies of native speakers (Carroll, 1977) Consequently, incorporating critical thinking skills into language instruction can further support students in becoming proficient language learners.
In conclusion, critical thinking is closely connected to the development of language skills Integrating critical thinking into English for academic purposes and English as a second language classrooms is essential Enhancing critical thinking skills equips students learning English to effectively engage with the international community and succeed in their future workplaces.
Writing skills and creativity
Writing is a profound means of expressing our thoughts and ideas, serving as one of humanity's greatest inventions It allows us to connect with individuals across time and space, including those who are no longer with us or yet to be born Beyond its direct advantages, writing significantly contributes to the advancement of other inventions, enhancing communication and knowledge sharing.
Writing skills are essential abilities that enable writers to articulate their thoughts clearly and convey their messages effectively According to Hampton (1989), true creativity in writing emerges when individuals express their own ideas rather than merely replicating existing content, ensuring that their work is both readable and comprehensible.
Students are expected to demonstrate strong argumentation skills in essay writing, as effective academic writing involves presenting defensible evidence and drawing conclusions (Wingate, 2012; Alagozlu, 2007) Developing these skills is closely tied to critical thinking, which encompasses evaluating evidence and creatively solving problems (Crowl et al., 1997; Lewis & Smith, 1993) Clarity of thought is essential for writing ability, as good writing reflects clear thinking about substantive issues (Nickerson, Perkins, & Smith, 1985) Marzano (1991) emphasizes that writing can restructure knowledge and enhance higher-order thinking, allowing students to engage with complex problems Condon and Kelly-Riley (2004) highlight the connection between writing and critical thinking, asserting that writing serves as a tool for thought Despite its challenges, strong writing skills are crucial for success across various institutions and professions, with good writing characterized by clear articulation of ideas, effective argumentation, synthesis of perspectives, and attention to detail (McNamara et al., 2008) Paul and Elder (2006, 2007) define substantive writing as purposeful, coherent, and well-supported by specific information.
Writing skills are often defined in various ways, but linguists universally agree that effective writing is rooted in creativity, clarity of ideas, the ability to argue opinions, and synthesis of information Additionally, there is a significant connection between critical thinking and the development of academic writing skills.
Teaching critical thinking skills
Critical thinking skills, particularly higher order thinking skills (HOTS), are essential and can be taught and learned by students to tackle unfamiliar problems This study aimed to integrate HOTS into various activities within writing classes, utilizing a framework based on Marzano’s (2007) taxonomy of thinking skills The framework guided the design of prewriting, while-writing, and post-writing activities, detailing the required levels of thinking skills Additionally, it served as a reference for evaluating how effectively students employed these critical thinking skills during their learning process.
The revised version of framework is designed as follows:
No CRITICAL THINKING SKILLS TOBE INTEGRATED IN
MARZANO’S TAXONYMY LEVEL IV.20 Figure out a way to reach your goal under certain conditions
IV.19 Figure out a way to solve a problem under certain conditions
IV.18 Figure out a way to solve the problem raised
IV.17 Decide the best solution for the problem raised
IV.16 Select the best among the following alternatives solution
III.15 Specify the argument/ideas on a certain issue ANALYSIS
(III) III.14 Generalize information from the given input data
III.13 Revise/edit the others‟/ ones‟ own argument s/ writing
III.12 Evaluate the other‟s idea / degree of seriousness of the problem
III.11 Organize ideas from the brainstormed ideas
II.10 Summarize the brainstormed ideas
II.9 Explain the ways in which the things described happens
II.8 Clarify how the things described happens
II.7 Illustrate the arguments / Represent the ideas in visual forms
II.6 Paraphrase the points logically
I.3 Identify the issue(s) from the given input data
I.2 List the issue(s) from the given input data
I.1 Recognize the issue(s) from the given list
Review of previous study
Numerous studies have explored the integration of Higher Order Thinking Skills (HOTS) in writing skills, drawing insights from both foreign and Vietnamese researchers.
In a 2014 action research study by Sarjit from Malaysia, the perceptions of ESL students regarding the use of Higher Order Thinking Skills (HOTS) in English language writing were examined The research revealed that students felt more engaged in active learning, experienced increased learner autonomy, and improved their writing, researching, and personal skills The findings suggest that incorporating HOTS into ESL writing lessons enhances students' writing abilities and interest, leading to a recommendation for the explicit integration of HOTS in writing instruction.
In her 2014 study, Shaarawy explored the impact of journal writing on the cognitive critical thinking skills of first-year university students at an Egyptian private university Utilizing Bloom's taxonomy, she developed a unique critical thinking assessment tool for pre and posttests The findings revealed that journal writing significantly enhanced the cognitive critical thinking skills of the experimental group, thereby validating the new assessment tool and suggesting an innovative approach to fostering critical thinking skills in Egypt.
Research in Vietnam has explored the role of critical thinking (CT) in English writing, notably in Nguyễn Thị Khánh Thi's 2016 study, "Critical Thinking’s Effect on Vietnamese Students’ Writing Attitude and Performance: Action Research." This study highlights how critical thinking skills positively influence students' writing attitudes and performance Findings reveal that while students excel in writing advice, introductions, and addressing problems, they struggle with offering suggestions and persuasive writing.
Nguyễn Thi Minh Tâm (2016) conducted a study highlighting the benefits of Higher Order Thinking Skills (HOTS) in enhancing students' academic achievement, creativity, and motivation to learn She developed a framework for designing HOTS-integrated learning tasks within linguistic courses, demonstrating the significant role of HOTS in the learning process.
In her 2017 action research project, Ngô Thu Trang explores the development of students' critical thinking skills through project-based learning The study provides an overview of critical thinking and project-based learning concepts while investigating their effectiveness The findings indicate that project-based learning positively impacts the enhancement of students' critical thinking abilities.
In conclusion, the literature review highlights that many educators globally, including in Vietnam, are utilizing critical thinking skills to enhance language learning Numerous studies have shown that integrating critical thinking with language skills boosts students' academic performance and creativity However, the application of critical thinking in education is relatively new at my English center Therefore, my thesis aims to assist students in applying Higher Order Thinking Skills (HOTS) in their overall learning and to write effectively and creatively.
METHODOLOGY
Rationale for the use of action research
Action research, developed by Kurt Lewin in 1946, focuses on taking action and employs an interventionist and subjective approach, as noted by Burns (2005) This research method is widely utilized to investigate human behavior and the social environment, emerging as a relevant approach for practitioners According to Wallace (1998), it involves the systematic collection and analysis of data aimed at enhancing specific aspects of professional practice.
Action research has had a great impact on educational research and literature
Action research is a valuable method for examining shifts in teaching practices, as highlighted by Nunan (1989), who describes it as a type of "teacher-research" that is characterized by its practical emphasis This approach to research is rooted in the real challenges and concerns that educators face in their everyday roles.
(1997) considers action research as „a small-scale investigation undertaken by a class teacher‟ (p.192)
My research aims to transition from traditional teaching methods to a critical thinking skills approach, evaluating its impact on secondary students' writing performance at Vkids Center To achieve this, I will utilize Nunan's (1992) action research model, which consists of seven phases: Initiation, Preliminary, Hypotheses, Intervention, Evaluation, Dissemination, and Follow-up This model's core principle of enhancing teaching practices aligns perfectly with the objectives of my study.
Data collection instruments
To gather a comprehensive set of reliable and valid data for the study, a combination of classroom observations, teacher notes, writing analysis, and group interviews were utilized as data collection instruments Consequently, both qualitative and quantitative research methodologies were employed in this action research.
The purpose of this study was to utilize class observation to gather data on the integration of critical thinking skills in writing activities aimed at enhancing student learning Additionally, the observation sought to assess the impact of these integration activities on student motivation throughout the teaching and learning process.
The teacher records observations in her diary to assess overall class motivation and individual student engagement, considering the small class size of 12 students (5 females and 7 males) This method allows for a detailed evaluation of each student's participation and motivation levels.
Appendix 1) adapted from Nunan (1989, p.110) was used to assess overall class motivation generated by the application of integration activities during the intervention The observation was manifested by levels of learner interest, enthusiasm, and persistence with writing activities, concentration and enjoyment during class Each item was scored on a scale of one (low) to five (high) Observations were made for the whole 5 weeks while the experimental teaching was carried out
- Participants: 12 students of grade 7 throughout 5 writing sessions
- Purpose: the writing analysis is used to assess type of HOTS It is a useful tool to collect data about the way students apply HOTS in their writing
After each lesson, students are required to produce a written piece that reflects their application of Higher Order Thinking Skills (HOTS) in the learning process The assessment criteria for HOTS are based on Marzano's updated framework from 2007, which encompasses four levels: Retrieval and Comprehension, representing the foundational skills, followed by Analysis and Evaluation.
Utilization (higher level) The marking scales range from 1 (lowest) to 4 (highest) due to the proficiency of participants when performing the final writing (see Appendix 4)
- Participants: all of the 12 students of grade 7 ( 7 Females and 5 Males)
Many students from rural areas struggle with English proficiency due to limited access to quality learning environments in their schools.
- Purpose: The group interview is conducted as a tool to collect more information about how students used HOTS in their learning process and writing
- Procedure: After all students‟ writing is analyzed, a group interview is conducted with five students in the action class
- Participants: this research selected 5 students (3 Males: S1, S3 and S5, 2
In a group interview involving female students S4 and S12, two students (S1 and S12) demonstrated significant improvement, reflecting the overall progress of the class Conversely, students S4 and S5 exhibited low scores in Higher Order Thinking Skills (HOTS) integrated tasks and showed a lack of motivation during the intervention Additionally, student S3 displayed inconsistent motivation throughout the lessons.
CONTEXT OF THE STUDY
3.3.1 An overview on English center
Vkids English Center, established in 2013, has rapidly evolved into a leading institution for English language training for students aged 5 to 16 With state-of-the-art facilities and a team of professional educators, the center has successfully enrolled around 600 students annually The curriculum emphasizes the development of essential language skills—listening, speaking, reading, and writing—while also preparing students for recognized assessments such as the Mover, Flyer, and IELTS exams As a result, Vkids has earned a reputation as one of the top English centers for primary and secondary students in the Quoc Oai district.
At Vkids center, many students struggle with English proficiency due to their rural backgrounds, which offer limited learning environments The high student-to-teacher ratio and restricted class time hinder personalized feedback and support To enhance their skills and prepare for exams like IOE, Mover, Flyer, and IELTS, students enroll in additional courses at Vkids English center However, many lack motivation and confidence in writing, often feeling overwhelmed by the fear of making mistakes and struggling to organize their thoughts effectively This results in significant challenges in academic writing for the majority of students.
At Vkids Center, a team of ten English teachers, consisting of eight female teachers from Vietnam and two male native speakers from Africa and India, ages 23 to 30, work together to enhance English education While five of these teachers also teach at public schools, they often rely on traditional teaching methods, which limits their ability to effectively teach critical thinking skills in writing This highlights the need for further training in critical thinking strategies to better equip their students for success.
The course book is derived from Vkids center documents and the “Tiếng anh 7” textbook by Hoàng Văn Vân (2015), along with the supplementary resource “Learn to Write Better Academic Essays” by Collins (2015) It comprises twelve units and two reviews, with each unit focusing on essential skills: listening, speaking, reading, and writing The first part of the course, spanning five weeks, covers the first five units and one review, with two hours dedicated each day Additionally, supplementary materials such as “Ôn luyện kỹ năng đọc, viết” by Nguyễn Kim Hiền are included to enhance learning.
Lê Hoàng An (2001) provides a valuable resource for students to enhance their learning at home This course book enables teachers to effectively improve students' understanding of vocabulary, pronunciation, and grammar Moreover, it allows for the development of the four essential skills: listening, speaking, reading, and writing, giving students more time to practice than in a traditional classroom setting.
Many students primarily concentrate on speaking and listening skills, often neglecting writing and reading As a result, their writing tends to be uncreative and lacks engaging ideas, failing to captivate readers To address this issue, it is crucial to implement strategies that encourage students to develop critical thinking skills and apply them effectively in their essays.
THE ACTION RESEARCH PROCEDURE
In my study, I utilized Nunan’s (1992) action research model due to its straightforward implementation in the classroom and clear procedural steps This model comprises seven key stages: initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up, which are elaborated upon in detail.
Step 1 Initiation The teacher notices a problem in class
The teacher spends time observing the class and taking notes of students‟ behaviors
Step 3 Hypothesis After observation, the teacher forms a question or hypothesis Step 4 Intervention The teacher tries several solutions to solve the problem
Step 5 Evaluation After some weeks, the teacher consciously observes or measures the class again to see if there has been any improvement
Step 6 Dissemination The teacher shares her findings with others
Step 7 Follow-up The teacher explores alternative solutions for the problem
Based on the model from Nunan‟s (1992), the action research was carried out in three main phases: Pre-action, Action and Post- action with steps as follows:
Vietnamese students often exhibit a quiet and passive demeanor in the classroom, typically waiting to be called upon by the teacher for answers or guidance This behavior highlights common challenges faced by Vietnamese students in language classes.
As a teacher at a language center, the researcher observed that her students, influenced by traditional learning styles, often displayed passivity during writing activities and remained quiet in class This pattern was consistently noted across multiple courses at Vkids center To address this issue, the researcher aims to explore effective solutions and implement interventions in the classroom to promote higher-level cognitive thinking among students.
It was the hypothesized that integrating critical thinking skills in writing activities can promote students‟ creative writing and their learning motivation
When the problem was identified, the preparation for plan implementation was done and the intervention was taken in 5 consecutive lessons coded L1, L2, L3, L4 and L5
Based on teacher‟s classroom observation in the pre-action phase, the researcher found that the students had low motivation and participation in writing
To address the challenges in writing education, the researcher incorporated critical thinking skills into writing activities, as outlined in the Vkids center course book A lesson plan template was created to foster an alternative instructional environment aimed at enhancing writing skills The study involved five lessons from the initial section of the course book, focusing on five specific intervention topics Classes were held for two hours weekly, dedicated to writing, while other days were reserved for different skills Participants were required to complete writing assignments in each lesson, with their scores contributing to the final course assessment Enrolled in a 5-week writing course, students engaged in various assignments both in class and at home, benefiting from the textbook "Tiếng Anh 7" and supplementary materials This approach equipped students with the necessary knowledge and skills to tackle five critical thinking tasks, ultimately promoting their creativity and motivation in learning.
Table 2 : HOTS integrated in writing activities
The action plan was executed over five writing lessons, each lasting 120 minutes, covering Units 1 to 5 In the first week, students wrote a paragraph about their classmates' hobbies They collaborated in pairs to list hobbies, then worked individually to logically paraphrase, organize their ideas, and provide examples that supported their classmates' interests Finally, students revised their writing for vocabulary, ideas, and grammar.
In the first week, the level of critical thinking skills was required with the low level (see table 2)
In week 2, students focused on the importance of exercise for health, presenting their viewpoints supported by evidence The teacher initiated the lesson with activities, prompting students to identify exercises they frequently engage in or wish to try Working in groups, they explored the benefits of these exercises by discussing questions such as the frequency of their participation and the reasons for their choices Students then organized their ideas and arguments regarding the health benefits of exercise Finally, they refined their writings by checking for logical flow, grammar errors, and incorporating feedback from both the teacher and peers.
In week 3, students engaged in an essay assignment focused on the benefits of volunteer activities, supported by visual aids presented by the teacher Working in small groups, they identified and clarified their ideas regarding these benefits During the writing phase, students articulated their viewpoints and evaluated the advantages of volunteering The post-writing stage involved revising and editing their work to enhance ideas, grammar, spelling, and word choice.
In week 4, we discussed the significant issue of traffic jams in our community and explored potential solutions to alleviate this problem The teacher introduced various strategies implemented in different countries to reduce traffic congestion and encouraged students to identify the most applicable solutions for our local context This exercise aimed to develop higher-order thinking skills (HOTS) in writing tasks, fostering critical analysis and creative problem-solving among students.
Vietnam Then, they worked in group to evaluate and decide the best solutions to reduce the traffic jam in their community
In the final week of the program, participants faced increased challenges as teachers implemented more demanding requirements They were tasked with applying higher-order thinking skills (HOTS) to address the lesson 5 topic, "Dirty food is becoming a serious problem in our country," which involved identifying main causes and proposing effective solutions The focus was on level 4 HOTS, including generalization, evaluation, problem-solving, and revision Additionally, participants were encouraged to gather more information relevant to the topic to enhance their understanding and responses.
Internet, books, newspaper, etc to complete the writing
Following each lesson, the teacher gathered students' writing samples for analysis Additionally, a group interview was conducted at the end of the action phase to gather insights from students regarding their writing experiences and the effectiveness of the integration in writing activities.
After completing the integration of critical thinking skills into writing activities, the data collected from observations and writing analyses was evaluated using the observation sheet and the Higher Order Thinking Skills (HOTS) checklist found in Appendices 1 and 4.
After student‟s writings were analyzed, an interview was conducted with 5 students who have been taught the writing lesson used critical thinking skills
Thematic analysis, together with statistical analysis, was then used in this phase to evaluate the effects of the intervention and to find the answer to the research question
The action research process and its findings were systematically organized and compiled into a thesis, which was subsequently shared with the researcher's colleagues and other educators, particularly those at the Vkids center.
FINDINGS AND DISCUSSION
Findings
The observation spanned five weeks of intervention sessions, focusing on the implementation of integration activities An observation sheet with eight items was utilized, each rated on a 5-point Likert scale, allowing for a maximum total score of 40, representing 100% class motivation per week The teacher, who also acted as the researcher, conducted observations throughout this entire period A summary of the students' motivation levels during the five weeks of intervention is provided below.
Chart 1 : Students’ levels of motivation throughout five weeks
Chart 1 illustrates a notable enhancement in learning motivation, with scores in L3 reaching 31, indicating a clear improvement While there was a slight decline in motivation scores in L4 and L5, these levels remained higher than those in L1 and L2 The decrease in L4 and L5 may be attributed to the increased higher-order thinking skills (HOTS) demanded by the teacher, yet overall motivation in these levels still surpassed that of L1.
After five intervention lessons, student motivation significantly increased, driven by the researcher’s implementation of critical thinking skills in writing instruction Observations indicated that nine out of twelve students, specifically S1, S2, S6, S7, S8, S9, S10, S11, and S12, showed a gradual improvement in motivation However, the data revealed variability in motivation levels among students; S1, S2, and S12 exhibited the highest motivation, while S4 and S5 showed minimal improvement Additionally, one student, S3, displayed inconsistent motivation throughout the lessons.
Overall class motivation showed a steady increase over the course of five lessons, peaking in Lesson 3 However, there was a slight decline in motivation during the final two lessons, despite the tasks being deemed appropriate.
The writing analysis conducted in the course aimed to assess Higher Order Thinking Skills (HOTS) by evaluating students' writings to determine the effectiveness of integrated activities on improving their writing abilities Students were required to write individually after each lesson, with activities designed to enhance their creative writing and motivation The analysis focused on individual mastery of writing and critical thinking skills throughout the learning process Writings were evaluated using a HOTS checklist based on Mazano’s (2007) framework, with assessment criteria rated from 1 to 3, indicating levels of mastery from "not at all" to "completely."
Table 3 below shows how the students used HOTS in writing
Table 3: HOTS levels as evidenced in their writing
After five weeks of intervention, Table 3 illustrates the improvement in students' writing performance through the application of Higher Order Thinking Skills (HOTS) Notably, there is a significant positive difference in results from week 1 to week 5, highlighting the effectiveness of the intervention in enhancing students' writing abilities.
Chart 2: Summary of students’ writing analysis
Chart 2 illustrates a notable enhancement in students' ability to employ Higher Order Thinking Skills (HOTS) in their writing over five weeks The mean scores increased significantly from week 1 (1.85) to week 5 (2.6), with the most substantial jump occurring between week 2 (2.33) and week 3 (2.5), reflecting a 0.17 point rise Week 2 saw a modest increase of 0.48 compared to week 1, while weeks 4 and 5 experienced slight gains of 0.6 and 0.4, respectively This progression indicates that students progressively developed effective and creative learning strategies, demonstrating a stronger focus on writing activities Overall, the data confirms that students enhanced their writing performance through the integration of various activities, leading to their evolution into proficient learners.
In the first week, students engaged in an exercise where they wrote a paragraph detailing the hobbies of their classmates This task required the application of critical thinking skills, including the ability to list relevant issues, logically paraphrase key points, and effectively organize ideas generated during brainstorming sessions.
III.13- revise the writing and IV.15- specify the argument on certain issue As shown in Table 3, most students were participated in writing activities in lesson 1 Although the Mean scores are not very high, score 1 and 2 were most in this item for each student, they enjoyed the activities when the Mean of I.2 (2.75) It is easy to find that, some students mastered the lower level of HOTS, but were not very good at level 2 and 3 of HOTS
In the second week, the HOTS requirements for lower levels were adjusted, specifically I.1, which focuses on recognizing from a given list, and I.5, which involves describing the issue, to better reflect the students' mastery of lower-level HOTS The outcomes met expectations, resulting in a favorable mean score.
I.1 (2.92) and I.5 (2.33) were very high It confirms one more times that most students in this study mastered lower level of HOTS The results of students achieved of 3 HOTS with III.11 - Organize ideas from the brainstorm ideas, III.13
In the first week, students exhibited low writing scores, with a mean score below 2 However, by week 2, their performance improved significantly, as reflected in the scores for III.11 (Mean = 2.08), III.13 (Mean = 2.33), and III.15 (Mean = 2.0) Table 3 illustrates that the mean scores in week 2 surpassed those of week 1, indicating a gradual enhancement in writing skills Additionally, the writing activities were well-suited for the students, who found them engaging and enjoyable.
In week 3, the application of skills III.15 - Specify the argument on issue and III.13 - Revise writing led to a significant increase in scores compared to week 2, with skill III.5 showing mean scores ranging from 2.33 to 2.5 and skill III.13 ranging from 2.0 to 2.66 As shown in Table 3, some students achieved high levels of thinking skills, with III.15 at a mean of 2.5 and III.13 at 2.66, indicating an improvement in students' writing performance during the intervention Additionally, the development of other essential skills, such as I.3 - Identify the issue from the given input data and II.7 - Illustrate the arguments, was also required.
The evaluation of students' writing skills revealed that while scores for the new skills were initially low—II.7 (Mean = 2.42) and III.12 (Mean = 1.92)—there was a notable improvement during the action plan implementation, particularly with I.3 scoring higher at a Mean of 3.00 This indicates a positive trend in students' writing performance over the weeks.
In week 4, the focus was on the significant issue of traffic congestion in our community and exploring potential solutions to mitigate it The writing tasks aimed to develop higher-order thinking skills, specifically in listing the problem, evaluating its seriousness, revising written work, and determining the most effective solution According to Table 3, there was a slight improvement in students' writing performance scores, increasing from 1.92 in week 3 to 2.25 in week 4.
Discussion
Based on the findings from observations, writing analyses, and group interviews, the research question regarding students' creative writing skills and motivation has been addressed The results highlight key insights into how these factors influence students' writing abilities and their overall engagement in creative tasks.
As regards students‟ creative writing skills, the following major themes could be seen from the findings
There was certain improvement in writing skills and enhancement of creative thinking skills
Students' writing performance, as detailed in Table 3, varied from low to high levels when integrating Higher Order Thinking Skills (HOTS) into writing activities Their writings reflected their academic abilities, with many students effectively applying critical thinking skills, resulting in well-structured and comprehensible arguments While performance levels varied, most students demonstrated creativity and improved writing quality HOTS, a key objective of the writing activities, enabled students to successfully meet lesson requirements Evidence of clear arguments and well-supported reasoning was observed in 8 out of 12 argumentation essays, particularly from students S1, S2, S3, S6, S9, S10, S11, and S12, who effectively highlighted the benefits of exercises from week 2 and volunteer activities from week 3 Despite some grammatical and vocabulary errors, students showed significant improvement in both writing and creative thinking skills.
Evidence indicates a significant change in student performance over the weeks In the first week, when tasked with writing a paragraph about a classmate's hobbies, students demonstrated limited skills in listing, paraphrasing, organizing, revising, and specifying Their writing primarily consisted of simple arguments, lacking examples and supporting ideas.
He has various hobbies, including reading books, watching TV, and singing, but his favorite is reading This pastime not only provides him with immense enjoyment but also enhances his understanding of the world around him.
Though students still produced simple sentences and used linking words like in the first week, their writing were better structured and developed in week 2
Introduction: Health is considered to be the most valuable thing we have and the most effective way to keep our health is doing regular exercise
Supporting sentence 1 : One advantage of doing exercise is to reduce stress ………
Supporting sentence 2: Another benefit exercising brings us is that we will feel stronger to overcome our daily difficulties ………
Conclusion sentence: To sum up, doing exercise make people to have good body, keep fit, healthier and happier life
Students effectively highlighted the benefits of exercise, providing specific skills and ideas to support their points While some arguments lacked strength, their writing structure demonstrated improvement and creativity compared to week one.
During week 3, students demonstrated significant improvement in their writing skills when discussing the benefits of volunteer activities Their compositions became clearer and more structured, featuring well-supported arguments and detailed examples.
Topic sentence: ………In my point of view, the volunteer activities are useful because of some reasons
Volunteering not only improves the lives of those in need but also enriches my own life by fostering new friendships For instance, I have previously donated money to sick individuals by creating posters in my spare time, which allowed me to contribute positively to my community Additionally, participating in volunteer activities at school has enabled me to connect with others, enhancing my social network and providing opportunities to form meaningful relationships.
In week 4, students demonstrated significant improvement in their writing skills, showcasing proficiency in organization, specification, evaluation, and conclusion formation This progress was particularly evident in their ability to propose solutions for preventing traffic jams.
In today's society, the increasing reliance on personal vehicles has led to significant traffic congestion A viable solution to alleviate this problem is to promote the use of public transportation, which can help reduce the number of cars on the road and improve overall traffic flow.
Excessive use of private cars contributes significantly to traffic congestion For example, in the center of Ha Noi, it is common to experience traffic jams lasting over an hour.
Supporting sentences 2: Secondly, more motor vehicles mean more pollution
……… For example: respiratory diseases such as asthma, bronchitis and so on………
A viable solution to these issues is the increased use of public transport, which not only alleviates congestion but also reduces personal transportation costs By opting for public transportation, individuals can save money that would otherwise be spent on owning and maintaining a vehicle.
Conclusion: To conclude, traffic jam is a big problem in our community which we should prevent by using of private means of transportation ………
In week 4, students enhanced their skills in specifying, organizing, evaluating, and drawing conclusions on various topics They developed well-structured arguments and provided detailed illustrations of real-life issues for analysis This improvement not only sharpened their ability to evaluate and solve problems but also helped them articulate their thoughts logically and effectively Overall, it is evident that through diverse activities, students significantly advanced their writing skills.
In week 5, I was pleasantly surprised to discover that 10 out of 12 writings from students S1, S2, S3, S10, and S12 demonstrated the use of level 4 Higher Order Thinking Skills (HOTS) Initially, I doubted their ability to independently devise solutions to prevent food contamination without teacher guidance However, they effectively utilized critical thinking skills such as problem-solving, analysis, and decision-making in their writings.
Students demonstrated a notable improvement in their higher-order thinking skills (HOTS), showcasing their ability to independently outline potential solutions They articulated clear arguments and confidently discussed the causes of food contamination, effectively supporting their points with well-illustrated details.
An example for students‟ writing performance in week 5 from student S1:
Food plays a crucial role in the lives of people worldwide However, various factors can hinder individuals from maintaining a healthy diet To combat this issue, it is essential to adopt preventive measures such as washing hands before meals and ensuring the quality of factory-produced foods.
Supporting sentence 1: Firstly, washing hand before eating is necessary ……
For example: everyone needs to wash their hands by soap before eating to avoid many diseases………
Supporting sentence 2: Secondly, managing tight the factories where produce food…… For example: government should control tightly the factories before selling foods for people……
Conclusion sentence: …….To prevents dirty food, washing hand and control the food factories are necessary to do