(SKKN 2022) SOME EFFECTIVE MEASURES OFCORRECTING ERRORS IN WRITNG ENGLISH FOR 11TH GRADE STUDENTS AT HAM RONG HIGH SCHOOL

THANH HOA EDUCATION AND TRAINING DEPARTMENT HAM RONG HIGH SCHOOL ***** INITIATIVE EXPERIENCE SOME effective MEASURES OF correctinG errorS in writing english FOR 11th grade STUDENTS AT HAM RONG HIGH SCHOOL Author: Trương Thi Thanh Hà Position: Teacher Research field: English THANH HOA 2022 TABLE OF CONTENTS INTRODUCTION 1.1 Rationale 1.2 Aim of the study 1.3 Scope and objectives of the study 1.4 Methods of the study 1.5 Significance of the study CONTENTS 2.1 Theoretical background 2.2 The reality of the study PAGES 1 1 3 3.1 Conclusion 4 10 11 17 17 3.2 Limitations of the study 18 3.3 Suggestions for further research 18 2.2.1 Background of the study 2.2.2 Brief description of the lesson 2.2.3 Finding cause of the problem 2.2.4 Try – out stage 2.2.5 Brief description of the lesson CONCLUSION REFERENCES 19 INTRODUCTION 1.1 RATIONALE As you know English is an international language and is a core subject at schools English is not only necessary for tourism, foreign trade, foreign companies, computer users, etc., but also a compulsory one in GCSE exam Therefore, each student in high school needs to have the certain knowledge of English to prepare for exams and after graduation, they must be able to at least communicate, read and write some common documents To this, we constantly innovate teaching methods as well as study programs to achieve real results for English in general and forge some basic skills for students When learning a foreign language, writing skill is considered as one of the important skills that learners need to master if they really want to succeed in communication Learning English is not an exception, especially in the era of opening up to international economic integration, when most information sources are written in English, the requirement for writing skills in this language is increasing Writing is a skill that everyone in any profession uses on a daily basis As students, you have, are and will encounter many types of writing to complete your learning process In the process of learning a foreign language, making mistakes is also an inevitable part and plays an important role When practicing writing, students often face a lot of difficulties to write consistent and coherent paragraphs For 11th graders, who started to get used to writing short paragraphs last school year , this school year it is very important to point out basic mistakes and guide them to correct them because it will help them improve in the process of learning and practicing writing skills later Finding out where children often make mistakes and how teachers and students correct them will also help improve their writing skills For English teachers, who have the main responsibility to help students perfect this skill, the effectiveness of teaching depends not only on the method of teaching writing skills but also on language knowledge and skills of the teacher There are many factors that affect learners' writing results, error correction is an important factor among them We cannot deny that making mistakes in writing is inevitable during the learning process The more students pay attention to the lesson, the more they want to create and develop their own understanding in the process of language formation This is one of the reasons why students make an increasing number of mistakes but making mistakes is also seen as a positive process From the mistakes made, learners can see whether they write satisfactorily or not and it also helps teachers to assess the ability of students at certain times to help them improve quickly, so how to correct those mistakes, whether correction will work in the future help students improve their writing skills or not, how to correct errors most effectively, and when correcting errors is reasonable With the problems encountered in the process of teaching writing skills to 11th graders, I decided to carry out a research work with the topic: "Some effective measures of correcting errors in writing English for 11 th grade students at Ham Rong High School " By synthesizing and analyzing common errors in students' writings and applying some error correction methods, I hope to contribute to helping students understand the difficulties in the process of learning to write, students will work more effectively in a writing lesson Hopefully that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study 1.2 Aim of study The specific aims of the study are as follows: - Clarifying the nature of writing in accordance with some important points in teaching this skill - Investigating the present situation of teaching and learning writing of the 11th form students to find out advantages as well as problems facing both teachers and students in phonetic lessons 1.3 Scope and objectives of the study The study will focus on improving the writing skill for the small number of 11 students at Ham Rong High School and show some effective error correction methods in English writing articles of 11th graders that affecting the student’ writing performances in writing lessons This study was carried out in three English classes with an experimental class B7 of 52 students, 11B11 of 44 students and a control class B6 of 50 students 1.4 METHODS OF THE STUDY The study is basically a qualitative research, which employs the following methods: - Firstly, observe the writing lessons, make students aware of the importance of the writing skill, thereby helping them have improve writing skill - Secondly, present the analysis of the data come from writing tasks from the textbooks - Thirdly, take experimental measures with control comparison help students use English words correctly, ensure subject knowledge standards, thereby helping students solve the essays in exams or graduation exams and university and helping teachers of foreign languages have a few small suggestions in practicing writing skills for students - Finally, check the results after the implementation 1.5 SIGNIFICANCE OF THE STUDY One of the four skills that English learners in general and high school students in particular often face certain difficulties in the learning process is writing skill and make errors in learning process – an inevitable part Nevertheless, how to correct the students' mistakes and teach the writing skill effectively often poses great problems to both teachers and students For the teachers of English at high school, this problem is considered a difficult part to teach Some of them even ignore teaching the writing skill and focus only on grammar excercises for the exams However, nothing is difficult if we, the teachers make decision to make it easier Hopefully, with a range of suggestions of how to correct errors in writing lessons introduced in this research, it will be more motivating for the teachers to teach and make progress in teaching the writing skill Therefore, their students will be interested in writing lessons th CONTENTS 2.1 Theoretical Background * What is writing in language theory? When learners read English book they know many ideas and have a lot of information When they gain that point of view, they can apply them to write a new topic Beside that readers can see how to organize ideas on the books So in order to have an appropriate and effective approach to teaching writing skills, it is necessary to understand the concept of "writing" in language theory There are many definitions of “write” Each linguist has their own definitions depending on the criteria they consider important According to Byrne (1979), writing is "the act of forming a sequence of conventionally arranged symbols to form words and words arranged in sentences" From this point of view, we can see that any activity that makes up a word/sentence, whether meaningful or not, is considered "writing" Writing, in terms of language theory, is not as simple as the concept proposed by Byrne It is a complex process that, according to Lannon (1989) "is the transformation of materials discovered by inspiration, chance, trial and error, or whatever in the message is full meaning – Writing is a process of careful decisions” (p.9) According to this definition, writing must contain meaningful messages, which is more complete than Byrne's (1979) definition because it is directed towards the purpose of writing, not writing without a clear direction In the process of teaching and learning, writing is considered a “language skill” (Tribble, 1996, p.3), it is not only the presentation of language in written form, but also the development and expression of those skills ideas in a structured, ordered way.” It is “a process that occurs over a period of time, especially when we take time to think before we write our first outline” (Harris, 1993, p.10) Compared with the concepts given earlier, this concept is the most satisfactory because it covers all aspects of writing skills: form (written text), purpose (expression of ideas) … , and texture (with texture) When we write we know that a written text is the product of an individual for the purpose of communicating with others indirectly That means the receiver does not stand in front of the writer to hear from the writer Therefore, the writer must make sure that the text he writes is not only accurate but also understandable to the reader * The writing process According to Tribble (1996), the writing process consists of four steps: Before writing: This is the step that the writer takes before writing a draft, including choosing a topic, thinking, taking notes, discussing, organizing ideas, making an outline, and gathering information (For example, interviews, library searches, data processing) Drafting: Drafting is the process by which writers put ideas into sentences and paragraphs, focusing on explaining, clarifying, and linking ideas Proofreading: This is an important step to a complete text The writer will think about what the reader expects, the reader is the center of the text towards For example, refine structure, link ideas, or add conjunctions Editing: The writer revises the form of the article such as spelling, grammar, punctuation As we see from the above point of view, writing is a one-way process that does not involve the reader Reid (1993) makes the same point but adds three more steps to the writing process: feedback, evaluation, and post-writing This makes Reid's writing progress more satisfactory Briefly, the steps of the Reid (1993) writing process can be illustrated in the following diagram: Before writing Drafting FEEDBACK CORRECTION Editing EVALUATION AFTER WRITING * The conceps of errors and correcting errors Errors There are many definitions of error given by famous researchers such as: Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crosling (1996) etc Although they are expressed in different ways, the concepts have something in common regarding the nature and function of errors Goldstein (1990) defines error as “an action resulting from ignorance, omission, or inadvertent distraction, deviation from the original direction, or failure to achieve the goal.” Klassen (1993) offers a simpler definition of error According to Klassen, an error is "a form or structure that is unacceptable to native speakers because of inappropriate use" Meanwhile, Crosling (1996) gives his opinion in the direction of attaching importance to the criteria "Any deviation from the usual method is considered an error" When it comes to errors, some researchers have the same opinion that not only language learners make mistakes but also native speakers Native speakers often make mistakes on two levels of “morphological errors” and “expression errors”, the latter of which is a common mistake with a higher frequency (McKay, 1984) Therefore, errors should be viewed as unconventional and inappropriate We can see making mistakes at all levels of language from errors in form to expression Error classification: Lippman, J (2003) classifies errors into two categories: “general errors” (overarching errors) and “specific errors” Classification Covered Error Own Error Not exactly the Not exactly the whole sentence each element Ex Order word, Ex Tense, Conjuntion errors  failure communication article, auxilary verb  ineffective communication Common problems: Thesis Structures Basis Compatibility and Consistency Suitability for audience and purpose Specific issues: spelling Syntax grammar Punctuation Trích theo Lippman (2003) There are many ways of classifying errors depending on the purpose of the researcher in the analysis and the suitability with the actual conditions of teaching and learning that language Error correction When evaluating an article, we have the concept of "feedback" - feedback, in which there are two components to distinguish: "assessment" - evaluation and "correction" - correcting errors In terms of assessment, learners are simply judged as performing well or not in the written work Regarding error correction, learners receive detailed information about the article such as explaining, providing a better way of writing In principle, error correction can and should give information about what the writer is right and wrong and why, but in general both teachers and learners see the concept as correcting mistakes 2.2 The reality of the study In reality, writing skill needs a lot of factors, learners have to know how to organize the structure of paragraphs or essays, know how to write coherently Basing on the new textbooks designed by the Ministry of Education and Training, English are taught with four skills and Language Focus which focuses on grammar and pronunciation The writing program at Ham Rong high school follow the syllabus of the Ministry of Education and Training with the aim of improving students’ abilities in writing On English 11 textbook, there is a range of types to practice writing with describing a friend, celebration’s activities, a location, writing letters of invitation or reply, describing statistics from a chart or a table or writing a report or a biography As regards the language, for non - major English students, students sometimes have to depend on the provided structures and phrases or vocabularies However, some of them start to be aware of and perform different styles as well as various levels of formality to match the writing situation But most of their works still need to be examined for vocabulary and style accuracy In terms of methodology, students are expected to master the general study skills Students should be active in self – studying, peer and group cooperation They understand the process in teaching and learning writing and know how to write 2.2.1 Background of the study The action research was carried out with the aim of finding “The measures to correct errors effectively on grade 11th students’ writing performance at Ham Rong High School” While teaching writing at this school, the author realizes that some English teachers, for some reasons, not usually conduct the corection effectively at writing lessons To make it clearly how error correction affects to the students’ writing performance, some factors related to students’participation in corecting stage will be discussed in this part From the analysis of survey data and reading, finding errors in students' writing during the teaching process, we can see some of the current status of the problem raised in this experiential initiative as follows: Both teachers and students have a positive attitude towards correcting errors, and both consider error correction an integral part of the learning process, an important factor in improving students' writing ability While correcting is an important part of writing skills, and despite efforts by both teachers and students, students' writing skills have not improved much The reason is that there are still many errors that have not been fully pointed out and corrected after giving a general assessment of the student's writing, so even if students review it, they cannot understand where they are wrong There are errors that are difficult for both teachers and students to detect such as logic errors, expression errors, or word errors (Example: Correct sentence: I like reading historical magazine Wrong sentence: I like reading historic magazine The adjective historic - famous, important in history and historical - belongs to history) Students and teachers often only pay attention to spelling, grammar, or structure errors when evaluating writing In the method of error correction, both teachers and students believe that teachers correct mistakes, students correct students' mistakes and correct mistakes themselves as the main method Students are often passive in the correction process Before doing the topic, I have done surveys on students' understanding of making mistakes in writing articles 2.2.2 Survey Survey is a survey on the ability of students in grades 11B6, 11B7 and 11B11 at Ham Rong High School to practise the writing skills of students at the beginning of the term I have given each student a 10-minute writing about a short biography of somebody Ex: Find and correct the mistakes in the short biography of Jack Friedhamm Correction: Jack Friedhamm was born in New York on October 25, 1965 He began school at the age of six and continued until he was 18 years old He then went to New York University to learn Medicine He decided on Medicine because he liked biology when he was at school While he was at University, he met his wife Cindy Cindy was a beautiful woman with long black hair They went out for years before they decided to get married Jack began to work as a doctor as soon as he had graduated from Medical School They have had two children named Jackie and Peter, and have lived in Queens for the past two years Jack is very interested in painting and likes to paint portraits of his son Peter The results of the number of students correctly completing and the number of questions in each class are as follows (with percentages): Class Total Correct Correct Correct Correct Correct No 11B6 50 11B7 52 11B11 44 mistakes mistakes mistakes mistakes mistakes mistakes 30 hs 10 hs hs hs hs hs 60 % 20 % 12 % 8% 0% 0% 32 hs 10 hs hs hs hs hs 62 % 19 % 8% 6% 4% 2% 26 hs hs hs hs hs hs 59 % 18 % 11 % 9% 2% 0% From the above results it can be seen that only about 30% of students achieve the average or above with knowledge of writing and about 20% of students not correct any sentences about writing After the students had finished their work, I continued to ask some students to show how to write correctly As a result, most of the children did not know how to write correctly Thus, it can be seen that students' knowledge of writing is relatively weak Even those who understand the theory are weak in practice This is one of big problems which students in grade 11 have to face Another problem is learners’ limitation of vocabulary in English because if they not have a lot of vocabulary, they can not make their essay more exciting and perfect 2.2.3 Survey I have conducted a survey on teaching status of writing skill of English teachers at Ham Rong High School After attending some lessons and through interviews, I noticed that teachers have already taught how to write, but they don’t have time to correct students’ mistakes In the Writing part of the units, the teacher only showed the outlines and allowed the students to write following the outlines Correcting is always in limitation of time From the above situation, I have taken some methods to correct writing articles in grades 11B6, 11B7 and control in grades 11B11 Students in these classes have similar qualifications 2.2.4 Some basic methods in correcting writing articles for students In the teaching process in general, teachers often have to deal with problems such as "What errors need to be corrected" and "correct errors effectively" Gower and Walter (1983) proposed four problems for language teachers to deal with when they encounter a student's mistake in the writing process, which is "what, when, how and how much need to be corrected" Meanwhile, Raimes (1983) also gives basic error correction principles for error correction during classroom teaching: With students' writing, it is not necessary to mark errors but still identify errors that need to be corrected Identify the error carefully and find the cause Find the sections that the student completed well Record the student's mistakes Set up clear, easy-to-understand error symbols Regularly give reasons or carefully correct and eliminate errors 10 Finally: handle errors carefully and make it a habit for students Solving the “what and when” problem, researchers often suggest that teachers choose to fix the problems immediately or until the same error occurs in the same lessons To make the matter of “how much to cure” clear, Gower and Walter offer a few suggestions: Involve students in the writing process • Spend less time correcting individual student errors and focus on common mistakes • Point out the mistakes the students has just made • Indicate the location of the fault • Indicate error type • Give learners the opportunity to self-correct • Learners who cannot correct their own work should ask other students to help • If the above step fails, the teacher will correct the error Edge (1989) also gives three basic troubleshooting steps as follows: + Self-correction – Self-correction: Teachers point out mistakes for students to correct themselves because sometimes students need help to identify mistakes before they correct themselves + Peer correction – Learners correct errors together: Learners work in pairs or in groups to find and correct errors in each other's writing This engages all students in the correction process, making them more active and less dependent on the teacher + Teacher correction – the teacher corrects errors: The teacher finds out what the writer wants to say through the wrong sentence and guides the students on how to express the idea correctly Making mistakes is inevitable in the learning process, in this way learners create important and necessary features for language learning Making mistakes is how learners verify what they have learned, thereby grasping the language For teachers, the fact that students make mistakes in the learning process helps them assess the student's knowledge level, consider what they need to learn more to improve Error correction also has a positive impact on the process of language teaching and learning Learners by correcting their own mistakes, correcting their classmates' mistakes and listening to their teachers' corrections can progress faster Especially writing skills require high accuracy in words and expressions In general, there are still many problems in correcting errors for students' writing, especially grade 11 students who are new to the types of writing in the 11 curriculum such as letters, invitations, reports, etc Therefore, in order to improve the quality of teaching and learning in general as well as improve the effectiveness of error correction in the process of learning to write, it is necessary to find out and apply appropriate and effective error correction measures 2.2.5 Taken Measures Teacher + Measure 1: Determine “Which error needs to be fixed” Correcting all errors in student writing is not strictly necessary The teacher should choose the important points – this depends on the language goal of the lesson This requires teachers to identify errors in writing as broad or minor errors and guide students When students understand the common types of errors, students will determine which types of errors in their writing Students are often easier to spot grammatical errors than semantic, word, or logical errors + Measure 2: Determine “How many errors should be corrected” Teachers may decide to correct only basic and serious errors so as not to bore students with too many errors in their writing However, how many errors should be corrected depends on the subject of the student Because some students are embarrassed when they receive a paper with too many errors while others are not satisfied if the article is strange with only general comments such as “good work” + Measure 3: Formation of the “Method of fixing errors” - Using notation when correcting: This method proves to be convenient because teachers not have to write all words and phrases in the article, especially when the number of lessons is large Symbols and meanings: GR: Voc: Sp P V W.O W.W Agr Y ! ? Grammar – Ngữ pháp Vocabulary – Từ vựng Spelling error – Chính tả Punctuation error – Lỗi dấu câu Verb tenses errors – Lỗi Wrong word order – Sai trật tự từ Wrong word used – Dùng từ sai Agreement – Đồng ý upside down (chữ y ngược) word missing - Thiếu từ Careless error – Lỗi bất cẩn Good, well done – Bài làm tốt I don’t understand – Khó hiểu 12 Prep Preposition – Giới từ  Good point – Đúng/ hay Cap Capitalizing this word – Lỗi viết hoa () Unnecessary word – Từ không cần thiết Φ Omitting this word – Lược bỏ từ - Give feedback thoughtfully: Giving feedback plays an important role in encouraging students to reread the material and become more engaged in the learning process Besides pointing out errors, teachers should also encourage and praise the things that students try to show in the writing - Using a different color of ink: Teachers often use red pens when correcting lessons so that students can easily see them But if the teacher uses a red pen to mark out all the mistakes in the writing, when students look at it, they will feel overwhelmed and frustrated, which makes students see that they can't write well and they don't want to receive the writing As a result, they don't want to write anymore Correcting essays is not only about pointing out right and wrong, but also to encourage students to express themselves and correct their own mistakes Teachers should use a different color pen to correct or use a pencil to correct work to help students understand that the teacher is making suggestions - Mark in the margins of the article so that students can recognize mistakes: This applies when students are familiar with the error symbols Students can find their own mistakes in lines or sentences with symbols + Measure 4: Organize general comments after grading Students will learn more if the teacher has time to correct the work in class after marking Students can avoid making the same mistakes in their writing by hearing comments on other articles There are errors in expression, teachers can not write in the article, in the process of correcting the lesson, students will hear more + Measure 5: Provide students with basic writing principles and exercises related to common mistakes students make Teachers can provide short memos (for example, the structure of a letter to invite you over) or error-finding exercises for students to practice Students + Measure 1: Changing students' attitudes to error correction: In the past, many teachers thought that making mistakes was a bad thing To them, it indicates that the student is ignorant or lazy, and in some cases the teacher blames the student for not paying attention or not doing his homework carefully The teacher may just say “Sit down” and ignore the student as if he or she did something wrong However, under the new approach, students make mistakes which means they 13 are trying to find new expressions, they learn theory combined with practice Writing is a process, and students cannot be asked to get it right from the start To make students understand error correction is considered as one of the ways to help them perfect their skills, an important and useful part of the learning process This helps students become more confident and mentally balanced before entering writing activities + Measure 2: Emphasize the importance of proofreading and correcting errors Error correction is necessary, it is not a problem Students need to see it as a necessity while learning writing skills Correcting mistakes when students their best on their writing often does little to encourage students The right solution is to turn debugging into a classroom activity Letting students actively participate in the process of completing their writing is also a method of encouraging students to use English without worrying about making mistakes Raising students' awareness of proofreading and correcting will help them pay more attention to correcting their own writing and that of their peers In order to help students improve their awareness, teachers themselves also need to be aware of and make some rules when discussing, which can give extra points to students who have correctly commented on your writing in the process class correction In addition to the measures taken during the formal teaching hours, I also conduct a number of activities during optional lessons at the school + Measure 3: Teach students how to find and point out errors Using the notation system when correcting errors is really effective, it encourages students to self-correct and correct the work of others Teachers need to give clear instructions and notation as soon as they start teaching writing + Measure 4: Apply the practice of writing drafts many times Writing multiple drafts is seen as an effective way to correct errors This method encourages students to participate in the debugging process To this, you need to follow a few steps: + Instruct students on what to look for in each draft: In this activity students are asked to write copies to make the final version as complete as possible Each time students write, they need to pay attention to the types of errors according to the following table: Errors need attention 1st version 2nd version 3rd version Check the structure Pay attention to word Find all possible and logic of the article usage, grammar, form errors 14 + Extra marks are given to students who are able to find and point out errors in writing Plus points can encourage students to participate in debugging activities that help you perfect your writing + Assess student progress on each draft: Teachers can also see student progress through each assignment, and can also give extra points to students who show significant improvement 2.3 The results The experiential initiative was taken to point out and analyze some common mistakes made by grade 11 students while learning writing skills, as well as to provide some effective error correction methods for teachers in the process of teaching writing skills writing ability Teaching practice in the school year tests the writing skills of 11B6, 11B7, 1B11students at the beginning of the semester compared to the end of the semester Test your writing skills with a 20-minute quiz after completing Unit A day in the life of… – write a paragraph of 100 -120 words about your daily activities Analyzing the data, we found that at the beginning of the 10th grade, students' writing skills were uneven and weak with a rate of more than 50% of errors In particular, only 25% of students scored above average results Testing the skill of finding errors with the exercise of finding and correcting errors in 10 sentences in 15 minutes with 15 students at different levels according to the test results, the results are as follows: Class Total Correct Correct Correct Correct Correct No mistakes mistakes mistakes mistakes mistakes mistakes 11B6 50 11B7 52 11B11 44 10 hs 20 % hs 8% hs 11 % hs 10 % 10 hs 19 % hs 4% hs 12 % hs 8% hs 11 % 15 hs 8% hs 6% hs 9% 20 hs 40 % 29 hs 53 % 26 hs 54 % hs 10 % hs 6% hs 11 % Through testing, we find that the skill of finding and correcting errors does not entirely depend on the background of grammar and vocabulary but on the ability to apply that language in practice In the writing lessons in the first semester, applying the measures mentioned in part of the SKKN, the students' ability to find and correct errors has improved significantly through each test during the learning process Error finding skill “Error Identifitaction” in 146 students tested had 70% h/s discovered more than 50% of the errors in the required article to find errors Writing skills through monitoring group activities, 50% of the students in the group are able to correct the group's joint writing during the discussion Results of test papers after writing lessons of 146 students listed in the following table: Mistakes 0-4 5-8 9-12 over 12 Grammar tests tests tests tests Vocabulary tests 10 tests tests tests Spelling 15 tests tests tests tests The results of practicing writing skills of 11th graders after writing lessons in the first semester of the school year have improved significantly However, initially, it is found that if we actively change the content and methods of teaching foreign languages, it will bring certain effects and realize the ultimate goal of language learning, which is to use the language in the classroom life and work.3 16 CONCLUSION 3.1 Conclusion Writing is one of the important language skills for English learners, to perfect this skill requires a lot of time and effort The problem for both teachers and students in the learning process is to find effective methods of teaching and practicing writing skills On the other hand, it can be seen that making mistakes is inevitable and plays an important role in language learning Errors in the learning process are seen as positive steps through which students gain experience, awareness and make certain progress The implementation of the experiential initiative with the mentioned purposes has provided some effective error correction methods for students in the English 11 program With teaching, I find this initiative to be the driving force help me and my colleagues be more proactive and creative in teaching because teaching high school English writing skills is not an easy job, requiring a lot of research and patience Results cannot be seen overnight, but take a relatively long time This study is carried out as a contribution to the knowledge of all teachers and students of English in their teaching and learning - The content: the topic has focused on research and implementation in association with one of the current innovation requirements, which is the renewal of content, subject teaching methods and testing and evaluation methods These innovations are consistent with industry innovation and meet the demands of practical learning and studying to take the exam - In terms of meaning: the successful implementation of the topic has created a new direction in the teaching of foreign languages in general and in teaching stress in particular Those are the principles in teaching and learning foreign languages: learning must be linked to practice, learning must be practiced regularly and learning must be associated with play to be effective - Efficiency: The process of implementing the topic shows that the topic has obtained quite high and sustainable results Teachers can it quite easily, without much effort and time This topic can be applied to perform with many different types of students and at different schools The author of this research does hope that this study would be of some value to both teachers and students in their language teaching and learning process 17 3.2 Limitations of the study The study still has some limitations First of all, this study is very small – scale, which focuses on only the tenth grade students Secondly, the study basically bases on one source of data, which is a table comparing the results of classes What is more, the area of the study is only restricted to classroom in the textbook published by MOET; thus, any application outside classroom context requires careful thoughts and consideration 3.3 Suggestions for further research There were still some problems that this study could not solve absolutely for during the try – out stage: The student’s poor vocabularies and the insufficiency of grammar knowledge This needs time to realize the improvement However, the teacher should pay much attention to this goal when teaching a productive skill like phonetic Hopefully that the above problems could be solved in other studies after this research in the near future CONFIRMATION OF PRINCIPAL Thanh Hoa, April 18th, 2022 I am sure this initiative experience is mine 18 REFERENCE Academic writing – Oxford Press Chuẩn kiến thức kỹ môn Tiếng Anh 11 – (Tái lần thứ nhất) - NXB Giáo dục Việt Nam 2010 Oxford Advanced Learner’s Dictionary (7th edition) Thiết kế giảng Tiếng Anh 11, NXB Hà Nội 2009 Thiết kế hoạt động dạy học Tiếng Anh 11, tập II, NXB Giáo dục Hà Nội Tứ Anh – Phan Hà – May Vi Phương – Hồ Tấn, Sổ tay người dạy Tiếng Anh, NXB Giáo Dục 2004 http://www.teachingenglish.edu.vn http://www.violet.vn Sách giáo viên Tiếng Anh lớp 11 – NXB Giáo dục 10 Sách tập Tiếng Anh lớp 11 – NXB Giáo dục 19 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả : Trương Thị Thanh Hà Chức vụ đơn vị công tác : Trường THPT Hàm Rồng- TP Thanh Hóa TT Tên đề tài SKKN Cấp đánh giá xếp loại ( Phòng, Sở, Tỉnh) Using While- Reading Cấp Sở Techniques to Improve Reading Comprehension for the 11th Form Students at Ham Rong School The effects of pre – Cấp Sở writing activities on the grade 11 students’ motivation in writing at Ham Rong High School Using some Cấp Sở techniques to help the 10th grade students at Ham Rong High School determine the position of primary stress better Kết đánh giá xếp loại ( A, B, C) B Năm học đánh giá xếp loại B 2018-2019 C 2020-2021 2015-2016 ... "Some effective measures of correcting errors in writing English for 11 th grade students at Ham Rong High School " By synthesizing and analyzing common errors in students' writings and applying... finding “The measures to correct errors effectively on grade 11th students? ?? writing performance at Ham Rong High School? ?? While teaching writing at this school, the author realizes that some English. .. step that the writer takes before writing a draft, including choosing a topic, thinking, taking notes, discussing, organizing ideas, making an outline, and gathering information (For example, interviews,