Scope of the study
This is a study which uses process-based approach in writing to improve essay writing skills for students at EQuest English center (Academic, target 6.5),
Hà Nội Hence, neither are other approaches for teaching writing nor other academic band-score targets related to the scope of this study.
Significance of the study
This research aimed to evaluate the effectiveness of a process-based approach in enhancing essay writing skills for students enrolled in an IELTS preparation course The findings suggest that this approach could serve as a valuable reference for educators teaching essay writing Additionally, it has the potential to be replicated in other classes at the center Ultimately, this study lays the groundwork for future research, both for the author and others, focusing on different student groups and varying band-score targets.
Structure of study
Approaches
Writing holds a crucial role in language education, as it integrates the practice and understanding of listening, reading, and speaking skills It demands the development of various competencies, particularly metacognitive skills, where students must establish writing objectives, plan meticulously, consider layout and structure, and revise their work This article introduces three primary approaches to teaching essay writing: the process-based approach, the product-based approach, and the genre-based approach.
The product-based approach to writing is a traditional method where students first analyze model texts to understand genre features Initially, they read these texts and identify key characteristics, followed by controlled practice of specific language elements, such as formal requests in letters A crucial stage involves organizing ideas, emphasizing that structure is as vital as language control Finally, students apply their acquired skills to complete various writing tasks, demonstrating their proficiency as competent language users.
The genre-based approach to writing recognizes it as a social activity influenced by power dynamics and social conventions This method emphasizes the importance of understanding the social and linguistic conventions associated with various text types It typically involves stages such as familiarization, controlled writing, guided writing, and ultimately free writing Key benefits of this approach include the explicit connection between reading and writing, the acknowledgment of writing as a process, the provision of models for learners, scaffolding support, and making previously hidden features of writing clear to students.
Process-based writing instruction is a structured approach that guides students through a series of essential activities to successfully complete writing assignments, with both teachers and students playing vital roles This method encompasses seven key stages: pre-writing, drafting, responding, revising, editing, assessing, and post-writing Additionally, a reflection stage encourages students to contemplate their learning experiences throughout the writing process, enhancing their understanding and awareness of writing practices.
The process-based approach to teaching IELTS academic writing has gained prominence since the 1980s, surpassing the product-based approach due to its focus on the composing process rather than merely the final form This shift highlights the significant differences between the two approaches, making the process-based method more suitable for effectively teaching essay writing skills.
Process-based approach Product-based approach
text as a resource for comparison
more global, focus on purpose, theme, text
organization of ideas more important than ideas themselves
social and linguistic conventions of different types of texts
familiarization, controlled writing, guided writing and then free writing
Process-based approach
collaborative emphasis on creative process including controlled practice of those features
individual emphasis on end product
explicitly linking reading and writing,
scaffolding writing and making invisible features
Table 1: Differences between process-based approach, product-based approach and genre-based approach
Since the early 1970s, writing instruction has shifted focus from the finished product to the writing process While process-oriented writing has been a staple in English composition and ESL courses for years, it has recently gained acceptance in foreign language classes as well (Deng).
In an EFL context, many teachers continue to focus primarily on grammar and vocabulary in writing, overlooking the importance of the writing process, which includes essential stages like pre-writing, drafting, revising, and editing (Muncie, 2002) This approach limits students' development in completing writing tasks effectively.
“This newly emerging approach has developed a reaction against the previous tradition and focuses on the writer as an independent producer of texts
The article emphasizes a structured cycle of writing activities that guide learners from brainstorming ideas and gathering information to the final publication of their completed text (Tribble, 1996: 37).
Many educators advocate for a process-based approach to teaching writing, which encompasses essential stages such as pre-writing, drafting, responding, revising, editing, and evaluating, enabling students to complete specific writing tasks (Ferris & Hedgcock, 2005; Harmer, 2007) Additionally, some researchers (Dirby, Kirby, & Liner, 2004; Seow, 2002; Terrible, 1996) emphasize the importance of incorporating a post-writing stage, where activities like reading aloud, displaying, or publishing take place, allowing for teacher and peer reviews These interactions play a vital role in effectively implementing process-based writing instruction, providing students with opportunities to enhance their compositions, fostering motivation to improve their writing, and developing critical thinking skills.
Process approaches to writing, as highlighted by Trible (1996), emphasize the importance of activities that guide learners through brainstorming, idea generation, and data collection, ultimately leading to the publication of a finished text However, the focus should not solely be on the final product; instead, teachers should facilitate students in brainstorming, planning, revising, and editing their work Badger and White (2000) further suggest that these approaches prioritize linguistic elements, including revising, editing, and understanding grammar, vocabulary, and text structure.
According to Kroll (1990), student writers should adopt a cyclonical approach to their writing tasks, which involves revisiting various stages of the writing process Trible (1996) outlines four key stages that students typically experience: prewriting, composing/drafting, revising, and editing This cyclical nature allows writers to return to the prewriting phase after revising and editing their work, enhancing the overall quality of their writing.
As the approach achieving a lot of attention to linguistic knowledge and skills, process-based approach fosters the development of language use (Hasan,
The process approach to writing, as noted by Bazerman (1980), allows students to unlock their potential and address rhetorical concerns However, this method has its drawbacks Badger and White (2000) argue that it treats the writing process uniformly, potentially overlooking the specific context and individual differences in writing Additionally, Bizzell (1982) points out that the process approach fails to equip students with sufficient knowledge of academic discourse, which is essential for meeting their academic writing needs.
1.3.2 Steps of process-based approach in writing
1.3.2.1 Steele‟s steps in process-based writing
According to Steele (2004), the writing process for students involves eight key stages: brainstorming, where students generate a wide range of ideas; planning and structuring, which helps them identify the best qualities of their ideas; and mind mapping, which organizes these ideas hierarchically to aid in text structure Next, students write their first draft, often collaborating in pairs or groups They then engage in peer feedback, exchanging drafts to enhance their writing Following this, students edit their drafts based on the feedback received, leading to the creation of a final draft Finally, teachers evaluate the students' work and provide constructive feedback.
1.3.2.2 Widodo‟s steps in process-based writing
In 2006, a prominent linguistics expert introduced a process-based approach to academic essay writing, which encompasses a series of activities including pre-writing, drafting, responding, revising, editing, assessing, and post-writing A key component of this approach is the reflection stage, designed to help students contemplate their learning throughout the writing process and enhance their writing awareness The pre-writing phase is crucial as it activates students' schemata, allowing them to identify viable topics and facilitating the development of their essays This stage encourages idea generation and helps students organize their thoughts, making it essential for novice writers to produce effective essays.
In this writing class, students engage in three key tasks: selecting a topic of interest, refining that topic to fit the writing assignment, and gathering information to expand their ideas (Oshima & Hogue, 2006).
Pre-writing aims to help students organize their ideas and plan their writing, enabling them to develop complete essays effectively (Widodo, 2006a) Once students have generated ideas, they enter the drafting phase, where the focus shifts to writing fluently rather than achieving grammatical accuracy In this stage, students create rough drafts without worrying about grammar, as the emphasis on correctness will occur during the revising phase The process-based writing approach fosters a continuous discovery of ideas, allowing for smoother writing tasks Feedback is crucial in the writing process, with both teachers and peers responding to students' drafts to enhance their work (Ferris, 2003) Utilizing tools like projectors can facilitate this feedback, encouraging active participation and improving critical reading skills Finally, during revising and editing, students reflect on the feedback received, reassessing their drafts to clarify their intended meanings and improve the overall content and organization of their writing.
During the editing phase, students refine their drafts to prepare for a teacher-assigned product assessment, focusing on correcting minor grammatical errors, spelling, punctuation, and contractions to ensure well-written essays In the assessing phase, teachers evaluate students' essays to determine the effectiveness of their work, utilizing either an analytical or holistic grading system The analytical approach, tailored by the teacher, allows students to identify areas for improvement The post-writing phase involves sharing completed essays through various means, such as online publishing or classroom displays, to celebrate students' efforts and foster a culture of appreciation Finally, students reflect on their learning throughout the writing process, using reflection sheets to evaluate their strengths and weaknesses, which encourages self-improvement and contributes to a supportive writing community in the classroom Overall, this process-based framework emphasizes the importance of writing development and active class participation beyond just the final product.
Linguistic experts are increasingly focusing on the process-based approach to enhance writing skills in learners While their methodologies may vary, many share common stages in the writing process cycle This thesis presents a comprehensive analysis by integrating and adapting these diverse approaches.
The writing process is typically divided into three main stages: prewriting, while-writing, and post-writing During the prewriting stage, writers select a topic and plan their content by brainstorming ideas, choosing vocabulary, and organizing structures and cohesive devices The while-writing stage encompasses drafting, responding to feedback, revising, and editing the text Finally, the post-writing stage involves evaluating and assessing the completed work to ensure clarity and effectiveness.
1.3.3 Advantages and disadvantages of process-based approach
Since its adoption in 1980, the process approach has proven effective in EFL and ESL writing, focusing on the writer's experience rather than solely on the final product Unlike the product approach, which emphasizes the end result and evaluates students based on criteria like content and grammar, the process approach encourages learners to engage in pre-writing, drafting, revising, and editing This method allows students to think critically as they write, ultimately helping them to communicate their ideas more effectively and authentically.
Research methods
This minor thesis focuses on action research conducted within a small class at EQuest English Center, aiming to explore how a process-based writing approach enhances students' IELTS essay writing skills The findings are intended to be applicable in other classes to further improve students' essay writing abilities Given its theoretical and practical advantages, action research has been chosen as the primary research method for this study.
Action research is gaining importance not only in education but also in language education Various scholars have offered definitions of action research, highlighting its relevance and significance in these fields.
Action research refers to a systematic process that educators undertake to enhance their teaching methods or assess the effectiveness of specific activities and procedures This approach allows teachers to reflect on their practices and make informed adjustments to improve student learning outcomes.
“Action research can be defined as a combination of the terms “action” and
Action research is a practical approach aimed at enhancing self-improvement and expanding knowledge related to curriculum, teaching, and learning The primary goal is to foster improvements in classroom and school dynamics, ultimately leading to better educational outcomes.
“Action research is a strategy for teacher to make changes and develop professionally by reflecting on their own everyday teaching.” (Wallace, 1998: 16)
Action research, while defined differently by various experts, offers numerous advantages for study Primarily, it promotes reflection and focuses on identifying problems and solutions within specific contexts Additionally, it fosters collaboration and participation, allowing individuals to learn from their experiences and share insights with others Furthermore, action research is inherently critical, as practitioners seek to enhance their practices while also challenging the constraints of their environments and their own perspectives.
Different authors and researchers have established and proposed different models of action research However, also discussing about action research,
McBride & Schostak (1995) suggested 8 steps of a typical action research:
The process begins with identifying the problem area, followed by the collection of initial data A thirty-minute pre-test is then conducted to confirm the identified issue The data from this pre-test is analyzed to formulate a hypothesis and establish a basis for comparison with the post-test results The subsequent step in this action research study involves planning the necessary actions.
In this study, the action research which was designed and conducted in line with the cycle adapted from McBride & Schostak‟s theory was fully written in following section 2.2.3
This study employs a mixed methods research approach, integrating both quantitative and qualitative research techniques to comprehensively address a research problem To effectively utilize this design, a thorough understanding of both methodologies is essential (Creswell, J 2012).
Quantitative research is a type of educational research that involves defining specific study topics, narrowing down questions, and gathering quantifiable data from a large number of participants This research method analyzes numerical data using statistical techniques and maintains an unbiased, objective approach It aims to quantify variables of interest, ensuring that the questions posed are measurable Quantitative methodology focuses on collecting numerical data, often referred to as raw data, which can be subjected to statistical analysis Common methods for data collection in this research type include surveys, experiments, and observational studies.
Questionnaires (with closed-ended questions or open-ended but transferred to quan-data)
Qualitative research is an educational research method that emphasizes participants' perspectives, utilizing broad questions and collecting primarily textual data This approach involves describing and analyzing participants' responses to identify themes, while also acknowledging the subjective nature of the inquiry As Shulman (1988) noted, there are instances when the focus shifts from quantifying results to understanding the process itself.
Qualitative methodology focuses on capturing participants' perspectives and analyzing data through analytic induction to identify common themes This approach is inherently explorative and employs various data collection methods.
This study employs a flexible approach by integrating both quantitative and qualitative research methods to align with its context and objectives Specifically, it utilizes placement tests (pre-tests and post-tests) alongside questionnaires featuring both closed-ended and open-ended questions To enhance the validity of the findings, in-depth interviews are conducted with students, complemented by observations and personal experiences.
This study follows the action research cycle outlined by McBride & Schostak (1995), which consists of specific steps detailed in Table 2.1 below.
1 1.Identify a focus of the problem
2.Collect data 3.Analyzing data/generating hypothesis 4.Planning action steps
The researcher aims to address the challenges faced by students in their IELTS writing skills by exploring effective approaches to enhance academic essay writing To gather relevant data, a pre-survey and pre-test are conducted, followed by data analysis to formulate a hypothesis The study seeks to answer how a process-based writing approach can aid students in improving their IELTS essay writing skills at EQuest English Center, while simultaneously developing an action plan to implement these findings.
Carry out applying process-based approach in teaching IELTS writing essay task 2
+ Students are taught how to brainstorm ideas + Get ideas => Organize them
+ Plan structures ,vocabulary for the 12st draft + Write the first draft
12 6.Collecting data to monitor changes
8.Spiral to the next cycle
During the 12th week, a post-test and post-survey are administered to assess the effectiveness of the process-based approach in enhancing students' IELTS writing essay skills The collected data is analyzed to evaluate changes before and after the intervention Continuous monitoring of these results ensures the ongoing improvement cycle is maintained.
Data collection instruments
2.3.1 Pre-survey and post-survey
This research, adapted from the works of Steele (2005) and Widodo (2006b), involves the creation of two surveys: one administered before the pre-test and another following the post-test The study focuses on three key writing activities identified by Steele in his book on writing: pre-writing, while-writing, and post-writing (see Appendix 4).
The pre-survey consists of 10 questions derived from Steele's (2005) process-based writing framework, aimed at assessing students' writing habits Following a 10-week course, a post-survey, adapted from Widodo's (2006b) process-based writing cycle, was created to evaluate changes in student perceptions and results This allows for a comparative analysis of learners' experiences before and after implementing the process-based approach in the IELTS writing course Students respond to each of the 10 questions by selecting from five criteria: never, seldom, sometimes, often, and always (refer to Tables 3.4 and 3.5).
2.3.2 Pre-test and post-test
Prior to the IELTS preparation course, a pre-test based on the Cambridge Placement Test (CPT) will be administered to 10 students who have previously taken one or more courses The results will be evaluated by two experienced examiners, both trained by the British Council and familiar with IELTS testing procedures.
The post-test for IELTS Task 2 serves as a simulated assessment for learners following a 12-week course, specifically measuring their progress in academic essay writing After 10 weeks of employing a process-based approach, this evaluation gauges improvements in writing skills Additionally, all post-tests are reviewed by two experienced test raters, trained by the British Council and familiar with the IELTS examination standards.
Both results are collected and recorded and the sample of pre-test and post- test (Appendix 5)
An in-depth interview serves as a valuable supplemental tool in this research, facilitating a two-way exchange of information It aims to generate relevant questions aligned with the study's objectives, enabling the researcher to gather comprehensive insights for informed justification This approach is designed to be administered to 10 students enrolled in the course.
This study aims to confirm and explore participants' feelings and perceptions regarding their writing improvement after a 10-week course focused on IELTS Essay Task 2, utilizing a process-based approach Through in-depth interviews, we seek to gather insights into their experiences before and after the course.
Observation and personal experience were applied during the course of implementing process-based writing approach.
Data collection procedure
Data collection procedure consists of some steps below:
Flow-chart 2.1: Steps in data collection procedure
Data analysis procedure
This research utilized both quantitative and qualitative methods to investigate students' frequency in employing the writing process Initially, a pre-survey was administered to gather data on students' writing practices, which was subsequently analyzed and finalized Following this, two assigned teachers conducted a cross-check of the pre-test results, which assessed students' writing proficiency These findings are crucial as they serve as a baseline for comparison with the post-test results The analysis of the preliminary data provides an overview of the study's outcomes, leading to further steps that involve comparing and contrasting the assessments to evaluate improvements in essay writing and the effectiveness of the applied writing methods.
CHAPTER THREE: FINDING AND DISCUSSIONS
This chapter will illustrate the results of the study and analysis of the data collected
To assess the frequency of using the writing process steps, a survey questionnaire was developed focusing on three key phases: pre-writing, while-writing, and post-writing The results from both the pre-survey and post-survey will be analyzed according to the three main components of the process-based writing approach cycle.
Part Stage Never Seldom Sometimes Often Always
Pre- Post- Pre- Post- Pre- Post- Pre- Post- Pre- Post-
Brainstorming ideas when you receive the task
4: Planning suitable structures and vocabulary
Table 3.1: Results of pre-survey and post-survey in pre-writing stages
The survey results indicate a significant shift in students' brainstorming habits over the course of 10 weeks Initially, none of the 10 students reported that they "always" brainstormed when given a task, with 50% stating they "never" did so, and only small percentages for "seldom" (30%), "sometimes" (10%), and "often" (10%) This suggests that, despite prior instruction in preparation courses, students frequently neglected this crucial step in essay writing However, post-study results showed a complete turnaround, with 0% of students forgetting to brainstorm before writing The data now reflects a positive change in writing habits, with only 20% indicating "sometimes" and 10% "often" brainstorming.
Interestingly, the number of students always brainstorming the task when receiving the task went up to 70% different from 0% in the pre-survey
The table illustrates students' approaches to idea generation and mind-mapping when tackling task 2, revealing that 40% of students did not engage in these practices and began writing immediately Only 10% reported using mind-mapping "Often" or "Always." However, the post-survey indicated a significant improvement, with the percentage of students who "Never" or "Seldom" engaged in mind-mapping dropping to 0%.
“Always” getting ideas together or mind-mapping increasing to the highest point with 80%, followed by terms of “Sometimes” and “Often” with 10%
The data reveals that initially, 70% of students never planned or outlined their ideas before writing an essay, with only 10% doing so seldom and 20% sometimes Notably, there was a complete absence of students who consistently remembered to plan their writing This lack of preparation was likely influenced by time constraints and uncertainty about how to start However, in the post-survey, the situation improved significantly, showing that 70% of students often engaged in planning, while the percentage of those who never planned dropped to 0%.
“Sometimes” with the same number of 10% for the final
A significant 80% of students initially lacked ideas for planning appropriate structures and vocabulary, which are essential for improving their essay scores Only 30% reported having these planning ideas "seldom," while the remaining students had none However, following the post-survey, there was a remarkable increase, with 70% of students demonstrating improved planning skills.
“Always” and it is important that there was 0% in the terms of “Never” and
“Seldom” Some students still missed this step proved in “Often” (20%) and
Part Stage Never Seldom Sometimes Often Always
S Post-S 5: Making the first draft 40% 0% 20% 0% 30% 0% 10% 0% 0% 100% 6: Revising 90% 0% 10% 0% 0% 20% 0% 20% 0% 60%
7: Re-planning your writing 80% 0% 20% 0% 0% 0% 0% 10% 0% 90% 8: Redrafting 70% 0% 10% 0% 20% 30% 0% 10% 0% 60% 9: Editing 80% 0% 10% 0% 0% 0% 10% 10% 0% 90%
Table 3.2: Results of pre-survey and post-survey in while-writing stages
The data indicates that many students approach essay writing without creating a preliminary draft, viewing their initial attempt as the final version ready for submission to their teachers Notably, 40% of these students believe that their first writing is sufficient for evaluation.
After completing a 12-week course, participants reported that 100% of the time, they recalled the first draft as their starting point for writing essays In contrast, their previous writing habits included "Never" at 20%, "Seldom" at 30%, "Sometimes" at 10%, and "Often" at varying frequencies.
The data indicates that students did not consistently revise their first drafts, neglecting essential aspects such as grammar, vocabulary, spelling, punctuation, coherence, and cohesion in their essays The pre-survey results reveal a complete absence (0%) of adherence to these important revision practices.
In a pre-survey, the term "Never" was overwhelmingly dominant, accounting for 90% of responses across various criteria However, after the teacher implemented a process-based approach to enhance the students' writing skills, the results shifted dramatically, with the concept of "Never" dropping to 0%.
“Seldom” for revising after the 1 st draft Students who were “Always” revising increased dramatically with 60%, followed by terms “Often” and “Sometimes” with 20%
In the pre-survey, a significant majority of students, 80%, reported that they "Never" re-planned their writing, while only 20% indicated they did so "Seldom," resulting in a striking 0% for any other frequency of re-planning.
After a 10-week course, students demonstrated a significant shift in their writing approach, moving from a vague understanding of their drafts to a more structured and organized method This change was evident as 90% of the students reported actively re-planning their first drafts to enhance the coherence and clarity of their ideas in subsequent versions.
“Always” re-planning their writing after the first draft and the terms of “Often” consisted 10%
A comparison of pre- and post-survey results revealed a significant increase in student willingness to redraft their essays after receiving feedback, with "No" responses decreasing from 70% to 20% Additionally, the final results showed that 10% of students indicated they redraft their essays "Sometimes" or "Often."
In terms of editing, there was 80% of students who “Never” edited their essays and 10% of “Seldom” It is interesting that there was 10% of the notion
“Often” However, in the post-survey, there was the highest number with the terms of “Always” (90%), followed by the concept of “Often” with 10%
Part Stage Never Seldom Sometimes Often Always
Pre- Post- Pre- Post- Pre- Post- Pre- Post- Pre- Post-
Teacher‟s feedback on students‟ writing paper
Table 3.3: Results of pre-survey and post-survey in post-writing stage
Feedback plays a crucial role in guiding students to avoid repeating mistakes and learning valuable lessons from their writing Therefore, it is essential to focus on the teacher's feedback during the post-writing phase Notably, the "Always" response in the post-test reached 70%, highlighting the importance of consistent feedback in improving student writing.
3.2 Pre-test and post-test Analysis
Table 3.4: Results of the pre-test
The results of the pre-test and post-test conducted with students revealed that their initial writing skills were rated between 5.0 and 5.5 band scores The assessment was based on four criteria: task response, coherence and cohesion, lexical resource, and grammatical range and accuracy As illustrated in Table 3.4, the overall scores for these criteria remained low, predominantly falling between band scores of 4.5 and 5.0 Notably, task response, coherence and cohesion, lexical resource, and grammatical range did not achieve high ratings, indicating a need for improvement in these areas.
Table 3.5: Statistics of the pre-test result
Summary
The researcher gathered raw data from both pre-survey and post-survey assessments for this study The initial findings from the pre-survey indicated that the terms of
In a recent survey, the responses of "Never" or "Seldom" accounted for over 50% of the answers, indicating a notable shift in attitudes post-survey Specifically, the frequency of responses labeled "Often" and "Always" increased significantly, surpassing 60% Remarkably, in criteria like "making the first draft and re-planning ideas after the first version," nearly 100% of participants indicated these higher frequency responses.
In general, the post-survey showed clearly that students applied the process-based approach in their IELTS essay writing task 2 to get their detailed results in the post- test
Table 3.8: Comparison of the pre-test and post-test
The post-test results revealed a significant and impressive improvement in writing skills, with 40% of students achieving a band score of 5.5 to 6.0, compared to 0% in the pre-test Additionally, 60% of students reached a band score of 6.5, while none scored between 4.5 and 5.0 These findings demonstrate that the process-based approach effectively enhances students' essay writing proficiency and skills, highlighting its positive impact on their overall writing development.
In a series of in-depth interviews conducted with students from the selected class, it became clear that they were enthusiastic about discussing the process-based cycle in writing Notably, the pre-survey questionnaires revealed that many students responded with "Never" when asked about their previous engagement with this writing approach.
Initially, many students approached writing with minimal effort, often viewing their first draft as the final product due to a lack of motivation However, after being introduced to a process-based writing approach, they became more familiar with the various stages of writing, which significantly enhanced their skills As they practiced this method, they recognized their academic writing improved, leading to increased satisfaction with their higher band scores on marked essays.
Through in-depth interviews and personal observations, significant improvements were observed throughout the course Notably, there was a marked reduction in errors related to disorganization, overlapping content, spelling, punctuation, word choice, and verb tense By the post-test, four key criteria were successfully met, showcasing the effectiveness of the instructional process.
This concluding chapter summarizes the key findings of the research, highlighting their implications while acknowledging certain limitations Additionally, it offers suggestions for future studies, providing a comprehensive overview of the analysis conducted throughout the report.
This study highlights significant findings from a 10-week course involving 10 students, showcasing their high level of cooperation, which facilitated progress Analysis of pre- and post-surveys indicates a notable shift in students' essay writing approaches, particularly for IELTS academic Task 2, as they transitioned from unstructured writing to a process-based method This positive trend is reflected in the increased frequency of practices such as brainstorming, planning, and outlining, which have become integral to their writing process The results from the post-test reveal substantial improvements, with three essays achieving a band score of 6.0 and six essays scoring 6.5, marking a significant enhancement in their writing skills Overall, the data suggests that the course effectively fostered a structured approach to essay writing, leading to better performance outcomes.
60% students obtaining their minimum band score for task 2 to acquire their target overall 6.5 for IELTS writing.
Implications
The completion of the study provides valuable insights into how the process-based writing approach enhances IELTS essay writing skills among students at EQuest English Center The summarized outcomes indicate significant practical and pedagogical implications for teachers, students, and the center itself in the context of teaching writing skills effectively.
The study demonstrates that the process-based approach significantly enhances students' essay writing skills, offering valuable insights for educators in language centers To effectively implement this approach, teachers must first guide students through the writing cycle, ensuring they understand the importance of pre-writing steps such as brainstorming, organizing ideas, and selecting appropriate vocabulary and structures These foundational practices are crucial for successful writing Teachers act as mentors, assisting students in generating, grouping, and refining their ideas, particularly those with limited background knowledge Moreover, producing multiple drafts under teacher supervision is essential for improvement, as students benefit from feedback and peer reviews Finally, educators should provide relevant vocabulary and grammatical structures to enrich students' writing, fostering a positive and supportive learning environment throughout the writing process.
For students at language centers, the study highlights key strategies for effective writing using a process-based approach Patience is crucial as they navigate the writing cycle, beginning with thorough pre-writing preparation to prevent off-topic errors, unclear ideas, and lack of unity Organizing information coherently and logically integrating paragraphs with cohesive devices is essential Additionally, students should expand their vocabulary and use a variety of sentence structures, including compound and complex sentences, while minimizing spelling and punctuation errors to meet assessment criteria.
The study highlights that the process-based approach can be effectively implemented in writing classes at EQuest English Center and other language institutions By combining the efforts of teachers and students with this method, it is possible to achieve desired writing proficiency levels while enhancing students' writing skills This comprehensive approach fosters critical thinking, organization, and effective communication in academic writing Additionally, since writing supports the development of other language skills such as speaking, reading, and listening, the process-based approach emerges as a leading method for teaching writing in educational settings.
This research, while conducted diligently, has notable limitations The small sample size of just 10 participants restricts the generalizability of the findings The study aimed specifically to enhance students' essay writing skills, targeting an improvement from band scores of 4.5-5.0 to a band 6.5 in IELTS academic writing, which may not yield similar results across a broader range of band scores Additionally, the effectiveness of the process-based approach in improving writing skills may vary depending on the familiarity of the test topics, as the post-test tasks could have been influenced by prior exposure or background knowledge Furthermore, the outcomes of the pre-test and post-test may not be consistent over time Lastly, while the process-based approach was tailored for IELTS writing task 2, its applicability to task 1 remains uncertain Overall, these factors highlight significant disadvantages in the study's design and conclusions.
To address the limitations identified in previous research, several recommendations for future studies on higher education and related theses are proposed Firstly, exploring alternative approaches to enhance writing skills in IELTS courses at language centers could yield beneficial results Additionally, implementing a process-based approach specifically for improving skills in IELTS Academic Writing Task 1 is suggested Furthermore, this methodology could be expanded to include a larger participant pool, focusing on those seeking to enhance their writing abilities in both Task 1 and Task 2 of the IELTS Academic Writing section There are promising theses related to this minor thesis that warrant further investigation in future studies.
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Process-based writing cycle by Widodo (2006b)
Writing task 2: band descriptors (public version)
Syllabus IETLS writing task 2 for the 10-week course
No Topic Content Sub-skills Grammar
Education - Vocabulary related to “ Education “
- How to use suitable and appropriate words/ phrases for introduction, body and conclusion
- How to remember words and mind-map
- Simple sentences and complex sentences
2 Environm ent - Vocabulary related to “ Environment “
- How to generate ideas efficiently
- How to recollect vocabulary quickly
- How to recall structures accurately
- Mix of simple, complex and compound sentences
3 Technolo gy - Vocabulary related to “ Technology “
- How to use synonyms and antonyms
4 Health - Vocabulary related to “ Health
- Account essay ( Discuss advantages and disadvantages )
- How to organize the most important ideas to less ones
- How to use words for personal ideas
5 Transport ation - Vocabulary related to “ Transportation “
- Account essay ( Discuss advantages and disadvantages )
- How to give good explanation and suitable examples
- How to manage time for task 2 effectively
- How to balance ideas in discussing
- Passive voice for special cases
6 Crime - Vocabulary related to “ Crime
- Discussion ( Discuss both view and opinion )
- How to use less common words
- How to deal uncommon topics
- How to revise lessons and re-organize ideas after getting feedbacks
- False subject and cleft sentences
7 Business - Vocabulary related to “ Business “ ( Discuss both view and opinion )
- How to learn from mistakes
- How to improve from the first draft
- How to be more motivated in writing
Tourism - Vocabulary related to “ Tourism “
- Account essay (Causes and effects or causes and solutions )
- How to fulfill target for IELTS
- How to be calm in the test
- Account essay (Causes and effects or causes and solutions )
- How to show agreement and disagreement
- How to write a counter- argument
- Practice writing a task in the test
- How to edit and re-write the first draft
Pre-survey Questionnaire and Post-survey Questionnaire
As part of my Master's research at the University of Languages and International Studies, Vietnam National University, Hanoi, I developed a pre-survey questionnaire to assess students' frequency in the various stages of the process-based writing cycle, including pre-writing, while-writing, and post-writing.
Please spare a few minutes of your valuable time to complete all these questions below
Name (optional) Age _ Gender: Male / Female Email (optional) _
Years of study English: 1 year □ 3 years □ 5 years □ Others:
IELTS experience: 1 month □ 5 months □ 1 year □ Others:
Please tick √ in the blank you have its frequency
Never (1) Seldom (2) Sometimes (3) Often (4) Always (5)
1 Brain-storming ideas when you receive the task
2 Getting ideas together (or mind-mapping ideas)
4 Planning suitable structures and vocabulary
6 Revising (including checking grammar, vocabulary, spelling, punctuation, coherence and cohesion etc.,)
7 Re-planning your writing (which ideas should be written first, and which ideas should be put later etc.,)
8 Redrafting (second writing after getting comments from peer-checks or facilitators)
9 Editing (to learn something from the first and second drafts)
POST-WRITING 10 Teacher‟s feedback on students‟ writing paper
As part of my MA research at the University of Languages and International Studies, Vietnam National University, Hanoi, I developed a pre-survey questionnaire to assess students' frequency in engaging with the various stages of the process-based writing cycle, which includes pre-writing, while-writing, and post-writing activities.
Please spare a few minutes of your valuable time to complete all these questions below
Name (optional) Age _ Gender: Male / Female Email (optional) _
Years of study English: 1 year □ 3 years □ 5 years □ Others:
IELTS experience: 1 month □ 5 months □ 1 year □ Others:
Please tick √ in the blank in your frequency
Never (1) Seldom (2) Sometimes (3) Often (4) Always (5)
1 Brainstorming ideas when you receive the task
2 Getting ideas together (or mind-mapping ideas)
4 Planning suitable structures and vocabulary
6 Revising (including checking grammar, vocabulary, spelling, punctuation, coherence and cohesion etc.,)
7 Re-planning your writing (which ideas should be written first, and which ideas should be put later etc.,)
8 Redrafting (second writing after getting comments from peer-checks or facilitators) 9.Editing (to learn something from the first and second drafts)
POST-WRITING 10.Teacher‟s feedback on students‟ writing paper
After being taught the process-based writing approach in IELTS academic writing essay task 2, how is the effectiveness of this approach on your improvement of writing academic essay skills?
Pre-test and Post-test
You should spend about 40 minutes on this task
Present a written argument or case to an educated reader with no specialist knowledge of the folloing topic
Give reasons for your answer and include any relevant examples from your own knowledge and experience
In many countries, people now wear Western-style dress (eg Suits and jeans ) rather than more traditional types of clothes Why is it ? Is this a positive or negative development ?
You should spend about 40 minutes on this task
Present a written argument or case to an educated reader with no specialist knowledge of the folloing topic
Give reasons for your answer and include any relevant examples from your own knowledge and experience
It is important for children to learn the difference between right and wrong at an early age Punishment is necessary to help them learn this distinction
To what extent do you agree or disagree with this opinion?
What sort of punishment should parents and teachers be allowed to teach good behavior to children?
LESSON PLAN Unit 10 :WRITING IELTS TASK 2- Argumentative essay
- Students learn how to successfully and effectively write an argumentative essay
- Students learn how to use word choices and word form properly
II Method: Process-based approach
III Teaching aids: Board, tape, cassette-player, chalks, textbook and notebook
Stage Teacher‟s activities Students‟ activities
- Teacher gives the central topic “college students‟ accommodation”
-Teacher gives the list of ideas -Ask students to divide them into two criteria :
+ Benefits of living in the campus + Benefits of living at home
1 Be cost-effective and time-efficient
3 Rely on their parents‟ assistance
4 Get protection and guidance from parents
5 Learn more moral lessons that shield them from the deleterious influence from their peers
7 Have opportunities to blend in with people from many places and international students
-Students brainstorm and note down
- Two of them go to the board to write down
-Students consider them and select ideas according to 2 given criteria