Aims and research questions of the study
Aims of the study …
This study aims to explore the challenges faced by 11th-grade students at Tien Du 3 High School in their writing skills and to assess the effectiveness of various pre-writing activities designed to enhance their writing abilities.
To achieve the above purposes, the study has to follow the steps below:
- To investigate the causes of the difficulties in writing lessons from classroom observation and classroom interaction
- To devise some pre-writing activities and use them in writing lessons to solve the problem.
Research questions of the study
This study investigates various pre-writing activities for 11th grade students at Tien Du 3 High School, motivated by the observed weaknesses in their writing skills The research aims to explore effective strategies that can enhance these students' writing abilities.
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
Methods of the study
The study utilized an action research method to gather data through survey questionnaires, class observations, and student interviews Questionnaires were specifically designed to provide an objective evaluation of the pre-writing activities implemented at Tien Du 3 High School The feedback was collected from eleventh-grade students to assess their evaluations, comments, and suggestions regarding these pre-writing activities.
Significance of the study …
The study highlights the importance of pre-writing stage in the process of a writing lesson
It may also provide some useful ideas for teachers and help them implement the activities in the pre-writing stage more effectively
Finally yet importantly, the author of the study hopes that the suggested pre-writing activities can help students improve their writing skill in class.
Design of the study
The study consists of five chapters: Chapter 1: Introduction; Chapter 2: Literature Review; Chapter 3: Methodology; Chater 4: Data Analysis; Chapter 5: Suggestion and conclusion
Chapter 1 serves as the introduction, outlining the study's background, problem statement, objectives, significance, and design It also details the author's rationale for selecting the specific methodology to achieve the study's goals.
Chapter Two, the Literature Review, explores key concepts related to the research topic, including various perspectives on writing, a clear definition of pre-writing, and the significance of the pre-writing stage in writing instruction.
Chapter three presents the methodology used in the study The researcher attempts to improve students’ writing practice in classroom Therefore, the methodology employed in this study is action research
Chapter 4 presents a thorough analysis of the survey questionnaires and class observations, including students' feedback This section offers an in-depth examination of the collected data, highlighting key findings and insights.
Chapter 5 of this study presents significant findings on the implementation of pre-writing activities in the classroom It concludes by highlighting the main issues addressed in the research, acknowledging its limitations, and offering recommendations for future studies.
This chapter offers a theoretical foundation for the study by reviewing key concepts related to the thesis topic, including the theoretical aspects of writing, the various stages of a writing lesson, and the factors that influence both teaching and learning in writing.
Theoretical background of writing
Definition of writing
The nature and development of writing have been debated for centuries, from Aristotle and Cicero to modern times While opinions vary, there is a consensus that writing transcends mere transcription of language into symbols; it is a complex cognitive process that requires sustained intellectual effort over time Below are insights from various writers on what defines writing.
In his work "The World’s Writing Systems," Daniels (1996, p 3) defines writing as a method of creating relatively permanent symbols that capture spoken language, allowing for accurate retrieval of the original message without needing the speaker's presence.
According to Donn Byrne, “Writing involves the encoding of a message of some kind: that is, we translate our thoughts into language” (1979:1)
Writing involves the use of graphic symbols, such as letters, that correspond to the sounds of spoken language While it can be seen as simply marking symbols on a surface, writing encompasses much more than sound production It requires the arrangement of these symbols into words, and subsequently, the organization of words into coherent sentences Typically, writing consists of a sequence of interconnected sentences that follow specific conventions and are structured in a meaningful order.
Writing is a recursive process that consists of four key steps: prewriting, drafting, revising, and editing During the revising phase, it is often necessary to revisit the prewriting stage to further develop and expand ideas.
The quotation emphasizes the importance of the three key stages in a writing lesson: pre-writing, writing, and post-writing It is essential for teachers to engage students by making these writing lessons both interesting and beneficial.
Types of writing
Writing can be categorized into six distinct types, as outlined by Davies and Widdowson (1974), Rivers and Temperley (1978), and Pincas (1982) First, personal writing encompasses private documents like diaries and shopping lists Second, study writing includes notes and summaries created for individual use during learning Third, public writing involves communication with organizations, such as letters of inquiry or complaint Fourth, creative writing covers artistic expressions like poetry and stories Fifth, social writing consists of personal correspondence, including invitations and notes of thanks Lastly, institutional writing pertains to professional documents like reports, contracts, and business letters Each category serves a unique purpose and audience, highlighting the diverse nature of writing.
Why do students need to write?
Writing is an essential skill for students, yet it was often overlooked in language education in Vietnam Historically, many students struggled to compose letters or essays in English However, in recent years, there has been a significant shift, with increased emphasis on developing writing skills in the classroom.
Writing is a challenging skill, particularly for students who struggle with expressing themselves in their mother tongue, and even more so in a foreign language Many high school students find that writing is the area where they lack proficiency the most, despite dedicating significant time to practice.
John M Lannon (1989) emphasizes that writing transcends mere mechanical correctness; its primary purpose is to fulfill the writer's intentions while addressing the reader's needs He also highlights the critical connection between reading and writing, advocating for the promotion of active reading to enhance this relationship.
Writing skills are crucial for students as they enhance their ability to plan, draft, and revise effectively These skills also empower students to assess their writing for rhetorical effectiveness, ensuring that their content is valuable, organized, and easy to read Additionally, writing provides students with opportunities to explore, develop, and articulate their ideas for various purposes.
Effective writing, in contrast to speech, demands meticulous organization of ideas and information, ensuring clarity and precision to eliminate ambiguity It involves the use of complex grammatical structures for emphasis and focus, along with a thoughtful selection of vocabulary and sentence patterns This careful crafting of language is essential to develop a style that resonates with the subject matter and caters to the intended audience.
In high school English classrooms, writing serves as a vital tool for learning, helping students consolidate new vocabulary and structures while providing a means to track their progress It enables students to receive feedback from teachers and identify areas for improvement According to Donn Byrne (1979), written work offers tangible evidence of language progress, fulfilling a psychological need, even if it may not accurately reflect overall attainment Additionally, writing is essential for both formal and informal assessments.
Writing is a crucial skill to cultivate in foreign language education, necessitating the implementation of engaging and effective teaching methods by educators To enhance their writing abilities, students should dedicate ample time to practice both in the classroom and at home.
Factors affecting written communication
Effective written communication relies on several key factors, including understanding the background and prior knowledge of the intended reader By considering these elements, we can minimize the chances of our message being misunderstood Key considerations in determining what, how, and how much to convey include the audience's familiarity with the topic and their specific needs.
* The relationship between the writer and the reader whether it is at a formal or intimate level
* The purpose of the activity - whether the message is conveyed for giving information, seeking permission, soliciting advice and so on
* The previous knowledge of the reader – whether the message is new to him, partly known or known from a different angle
* The type of message - whether it is simple, complex, involves technical expressions or not
* Intended response - whether the writer wants to please the reader, persuade him, threaten him or enrage him
The writer should keep all these factors in mind if he wants the reader to understand his message properly and react in the way he wants him/her to
To effectively teach writing, it is essential to analyze the nature of writing, identify the challenges in written communication, and understand the factors that influence it.
Writing process
Over the years, the teaching and learning process has undergone significant transformations, leading to a shift in the emphasis placed on various language skills This evolving focus on writing has influenced the selection of topics and methods used in both the teaching and assessment of writing skills.
The writing process in class usually consists of the following stages: Pre-writing, while-writing and post-writing
In other situations, there are different opinions about the writing process However, the main steps in the writing process are as followed:
- write a rough draft (your first try or second )
- revise (look for ways to improve your paper)
- edit (check for spelling and grammatical errors)
The writing process is crucial for all writers, as emphasized by Ron White (1980) in "Process Writing." He underscores the importance of engaging students in the creative process, inspiring them to appreciate how their texts are developed, and providing insights into their own writing operations.
The product of writing
To achieve high-quality writing, students must develop essential skills that contribute to effective communication and overall success in their final products These skills include critical thinking, strong grammar and punctuation, creativity, the ability to research effectively, and proficiency in structuring their work By honing these abilities, students can enhance the clarity, coherence, and impact of their writing.
- Using the conventions of layout correctly, e.g in letters
- Using a range of sentence structures
- Linking ideas and information across sentences to develop a topic
- Developing and organizing the content clearly and convincingly.
Pre-writing stage and pre-writing activities …
Pre-writing stage
Pre-writing is the crucial first stage of the writing process that lays the foundation for effective writing It involves brainstorming ideas, organizing thoughts, and planning the structure of the piece Engaging in pre-writing is essential because it helps writers clarify their objectives and develop a coherent outline, ultimately enhancing the quality of the final draft By dedicating time to pre-writing, writers can identify key themes and arguments, making the drafting process smoother and more focused.
Webster’s Dictionary defines pre-writing as, “The formulation and organization of ideas preparatory to writing”
(http://www.merriam-webster.com/dictionary/prewritings)
Prewriting encompasses all activities undertaken prior to drafting a document, such as brainstorming, outlining, taking notes, and gathering information This stage may involve discussions with others, conducting interviews, and researching in libraries or online to collect relevant data.
(http://web.mit.edu/writing/Resources/Writers/process.html)
“Prewriting is the first stage of the writing process, and includes all the things you do before you are ready to write out the first version of your text”
(http://www.openenglish.com/learn-english/2008/the-writing-process-prewriting/)
Pre-writing encompasses various classroom activities designed to foster idea generation, enabling students to overcome the intimidation of a blank page This process encourages learners to brainstorm and gather information, ultimately stimulating their thoughts and facilitating the writing process.
Some common pre-writing activities
Prewriting is essential preparation for writing, akin to planning a vacation, designing a house, or deciding on a meal Just as one wouldn't embark on a journey or start a project without a clear plan, writers should also develop a strategy before beginning their work A well-thought-out approach ensures clarity and direction in the writing process.
Hereunder are some common pre-writing activities used at high-school:
Brainstorming is an effective technique for generating ideas without judgment, allowing writers to create a "storm" of thoughts related to content creation or organization This method encourages rapid, uninhibited thinking, aiming to produce a wide range of ideas on a specific topic or problem Brainstorming can be done individually or in groups, with group activities often taking place in classroom settings In these groups, one person may record ideas while others contribute, after which participants can prioritize and organize the generated ideas for individual or collaborative writing projects.
Brainstorming can be used to:
- Identify a reason or purpose for writing
- Find an appropriate form in which to write
- Develop the organization of ideas
The brainstorming method encourages students to generate an extensive list of words and phrases related to a specific topic without rushing to eliminate any ideas, regardless of their perceived relevance For instance, when exploring the topic "Money," students can collaborate in pairs or small groups to freely jot down their thoughts, ensuring they capture a wide range of concepts before refining their lists.
(1) traveling (2) savings (3) bribery (4) studying abroad (5) prostitution (6) beautiful clothes (7)stealing (8) loan (9)payment
Students should start by compiling a comprehensive list of items, then collaboratively review it to eliminate any irrelevant or repetitive entries Following this, they can categorize the remaining items into three distinct subgroups for better organization.
Creating lists can greatly assist students who feel overwhelmed by the vast amount of information on a topic By organizing their thoughts into a list, students can effectively narrow down a wide array of possibilities While lists typically lack a specific order, arranging ideas in a sequence marks the beginning of a rough outline.
Rapid free writing serves as an effective pre-writing technique that helps students flex their writing muscles by generating ideas without the constraints of spelling, grammar, or organization (Raimes, 1996) By focusing solely on the topic at hand, students can unleash their creativity and develop writing fluency in a time-limited session This method encourages a free flow of thoughts, allowing one idea to inspire another through free association To begin, students should write the essay topic at the top of their paper and then write continuously, discovering that they often have more to say than they initially thought.
Start with a central idea and relate words, phrases, or ideas to it This activity is used to find a direction for thoughts
Example: The topic is writing about somebody’s daily life
Students can do the clustering activities as followed
Clustering is a brainstorming technique that encourages quick idea generation without critique To start, the writer places a central word related to the topic in the middle of the page and surrounds it with additional words and phrases This method, characterized by ample white space around the entries, facilitates connections between ideas, allowing the writer to group and link them visually using circles and lines Utilizing colorful felt-tip markers can enhance the enjoyment of this creative process.
To effectively generate ideas for writing, students can utilize wh-questions—who, why, what, where, when, and how—related to their topic This approach not only sparks active thinking but also uncovers valuable details that enhance their paragraphs By engaging with these questions, students can clarify their intended message and discern what information to include or exclude For instance, posing specific wh-questions can guide them in organizing their thoughts and enriching their content.
(1) “What” questions: What’s the problem? What’s my opinion? What’s the reason?
(2) “Who” questions: Who was involved? Who did it? Who was affected?
(3) “Why” questions: Why did it happen? Why did I do it?
(4) “When” questions: When did it happen? When did I realize this?
(5) “How” questions: How did it happen? How can I change the situation?, etc
Creating a simple outline significantly enhances students' writing speed and organization By drafting an outline, students can clarify their main ideas and ensure their points are logically arranged, serving as a valuable reference during the writing process Completing a solid outline for a paragraph or short essay means that students have already accomplished half of their writing task This preparation alleviates the stress of deciding what to write next, allowing for a more efficient and focused writing experience.
Students can develop ideas basing on the three main points: Enjoyment, Banking and Finance, Evil things
A Enjoyment: (1) Traveling around the world; (2) Buying beautiful clothes; (3) Studying abroad
B Banking & Finance: (1) Payment; (2) Loan; (3) Savings
C Evil things: (1) Bribery; (2) Stealing; (3) Prostitution
* Percolating: Thinking about your topic Deeply examining, with the mind, what needs to be said
* Reading/Researching: Find information about the subject
* Discussing: Talk to other people, with varying levels of knowledge on the topic, about the piece
Students can enhance their writing motivation by utilizing diverse multimedia sources, such as printed materials, videos, and films, along with direct interviews, discussions, surveys, and questionnaires Providing various information-gathering methods during the pre-writing phase encourages creativity and engagement in the writing process.
Benefits of pre-writing activities
In general, the main benefits of pre-writing activities are:
Brainstorming can be an incredibly enjoyable phase of the writing process, where students are free to explore a multitude of ideas, regardless of how unconventional they may seem During this stage, they engage in various activities such as collecting resources and taking notes, allowing their creativity to flow without restriction It's essential for students to delve into their thoughts and explore different directions until they discover the ideas that resonate most with them.
Secondly, a student can easily evaluate new ideas that come flooding into his/her mind
Thirdly, pre-writing activities allow the student to write the first draft more easily because he/she knows what he/she wants to write at each writing session
Pre-writing activities enhance students' confidence in their writing abilities by allowing them to evaluate the validity of their ideas and determine their capacity to fully develop and complete their chosen topics.
By the conclusion of the pre-writing process, students will have a comprehensive outline of their topic, allowing them to view the entire project at a glance When they spread the outline across their desk and examine their work, they will be able to identify key elements and areas for improvement.
Inadequate organization of the ideas
Gaps in ideas and content
Whether the student has one paragraph or more
Whether the writing needs cutting down in size
Pre-writing activities offer several key benefits for students: they stimulate initial thoughts, making the writing process easier; they eliminate mental blocks and distractions that hinder idea generation; they foster a motivating and engaging approach to writing rather than leaving students to ponder topics in isolation; and they cultivate a cooperative and enjoyable environment in the writing classroom.
A warning about pre-writing activities
Pre-writing activities are essential for students as they enhance the writing process; however, there is a caution to consider Both teachers and students can become overly engaged in these activities, potentially hindering progress to the drafting and revision stages This tendency mirrors the research phase where writers might excessively plan without transitioning to actual writing Therefore, it is crucial for educators to manage time effectively during writing lessons to ensure that students move beyond pre-writing to complete their drafts.
An action research was carried out in order to answer the two research questions of this study:
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
In this action research, data were collected from two main data collection instruments: survey questionnaires and tests.
Overview of action research
Action research is a collaborative approach to problem-solving in social situations, aimed at enhancing the quality of actions taken within those contexts According to Burns (1994), it involves the active participation of researchers, practitioners, and community members to address practical issues effectively.
According to Wallace (1998), action research for language teachers is a systematic process that involves gathering data on daily teaching practices and analyzing this information to inform future instructional decisions.
Action research typically comprises five key phases: problem identification, action planning, data collection, data analysis, and future action planning Nunan (1992) supports this structure but further breaks down the process into smaller steps, which include initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, and dissemination.
This action research utilized Nunan's six steps, as they encompass the perspectives of various researchers The study was structured into two distinct periods, spanning a total of eight weeks during the second semester The initial period lasted two weeks (week 1 and week 2), while the subsequent period extended over six weeks (from week 3 to week 8).
Descriptions of the research
Description of the participants of the study
The research is carried out in class 11 A3 of Tien Du 3 High School The class size is
46 There are 21 males and 25 females Their ages are from 17 to 18 They are from different communes of Tien Du district, Bac Ninh Province They have learnt English (E) 6, E7, E8, E9 and E10 They did not acquire the same level of English Especially in English writing tests, they often got low marks Some students even do not know how to get started to write This reason encouraged the researcher to choose them as the objectives of the study
Also taking part in the study of this action research was the teacher of class 11A3- Tien
Du 3 High School It is obvious that the teacher plays a very important part in students’ writing Oxford (1990) has shown that the roles of the teachers are traditionally viewed as an authority figure, instructor, director, manager, leader, evaluator, controller, and even the doctor who must cure the ignorance of the students
According to Oxford (1990), the teacher plays several crucial roles, including that of a diagnostician, language learner, learner trainer, coordinator, and coach The teacher's status is now defined by the quality of their relationship with learners rather than hierarchical authority As learners assume greater responsibility for their education, the learning process is enhanced, leading to a greater sense of success for both teachers and students.
In order to make the study more objective, the researcher has asked a teacher of Tien
Du 3 High School to code and rate the pre- and post-tests If the marks given by the rater are the same as the marks given by the teacher of class 11A3, the marks will be accepted If there are differences in marks between them, they will have to discuss and agree on which marks to be accepted
The "English 11" textbook, designed by the Ministry of Education, was first implemented in the 2007-2008 school year This curriculum follows theme-based and task-based approaches, comprising 16 units across 103 periods over two terms, with three English classes per week Each unit includes five 45-minute sessions focusing on reading, speaking, listening, writing, and language skills Writing, like other skills, is allocated one period, yet students frequently struggle with writing assignments in class, often resulting in low scores.
Planning-identifying the current problems and the causes of the problem s 18 1 Pre-test instrument
The researcher identified a significant weakness in her students' writing skills during the teaching process, particularly in starting essay topics and managing their time effectively To explore the underlying issues affecting their writing abilities, she posed the research question: “What are the causes of difficulties in students’ writing?” To address this inquiry, she employed Pre-test and Questionnaire instruments to pinpoint the specific challenges faced by the students in their writing lessons and assessments.
A writing test was conducted to assess students' language proficiency, utilizing content derived from the textbook topic (refer to appendix 3.1) The pre-test was administered prior to any pre-writing activities being implemented.
Following the completion of the pre-test, a pre-study questionnaire was distributed to students to gather insights on their writing challenges, preferences for pre-writing activities, and evaluations of the implemented pre-writing exercises.
The aims of the questions in the survey questionnaire are as followed:
Question 1 aims at finding out the students’ attitude toward writing skill
Question 2 aims at finding out the number of students who have troubles thinking about what to write
Question 3 helps the researcher know the factors that cause the difficulties in students’ writing
Question 4 aims at finding out how students would like to participate in pre-writing activities Question 5 aims at finding out the students’ assessment on some of the pre-writing activities given in textbook and applied by the teacher
Question 6 is asked for the purpose of finding out the role of the pre-writing activities to the improvement of students’ writing
To ensure that the informants understood the questionnaires, the teacher explained all the questions carefully and guided students when necessary.
Preliminary investigation
To confirm the problem stated in phase 1, the researcher conducted the lessons of unit
The researcher conducted observations and interviews with students to understand the challenges they faced in their writing The interviews included specific questions aimed at uncovering the reasons behind their difficulties.
What do you think about the pre-writing activities available in your textbook?
Which pre-writing activities do you like most?
How would you like to participate in the pre-writing activities? (In pairs, in groups, individually)
The researcher documented participants' responses, highlighting their preferences for the implementation of pre-writing activities in the classroom, as well as identifying which specific activities they favored during the pre-writing stage.
Hypothesis
Following the collection of data from pre-tests and pre-study survey questionnaires, several key factors contributing to low marks and challenges in writing lessons were identified.
- The pre-writing activities in the textbook are not sufficient enough
- The students’ language competence and proficiency is low.
Action, developing an action plan and conducting the experiment
To address the identified challenges in writing lessons, the researcher incorporated various pre-writing activities into the curriculum for units 13, 14, and 15 in class 11A3 at Tien Du 3 High School during the second semester After reviewing the textbook's pre-writing suggestions, the researcher identified additional strategies to facilitate writing, focusing on activities that students favored, such as brainstorming, drawing, question-and-answer sessions, listing, clustering, and rapid free-writing These engaging pre-writing techniques were then implemented in units 13, 14, 15, and 16 over weeks 5, 6, and 7.
8) depending on the content of each lesson
In week 5 of the action research, the researcher implemented a pre-writing activity focused on "asking and answering questions." Students collaborated in pairs to brainstorm names for collections depicted in pictures, followed by representatives writing their answers on the board The researcher then introduced a set of wh-questions, prompting students to rearrange them logically in groups After discussing and supplementing each other's ideas, groups wrote their answers on paper, which were exchanged for further discussion The teacher collected these responses to assess the students' readiness to write, subsequently providing a list of ideas for students to choose from to address the questions.
In general, most students could do these tasks well They remembered the order of the ideas that should be written in their papers in the while-writing stage
In Unit 14's writing section, the teacher implemented two pre-writing tasks to prepare students for composing a passage about "the class's camping holiday." Task 1 involved a whole-class brainstorming session where students recalled camping activities, guided by the teacher's suggestions, and lasting five minutes to activate prior knowledge Task 2 required students to individually match activities from the textbook with corresponding pictures After the teacher reviewed the answers, students gathered essential information for their writing, including details about the bus departure, arrival at the campsite, tent setup, various activities like wildlife observation, cooking, swimming, and departure time.
In Unit 15, students engaged in a biography writing task focused on Neil Armstrong The lesson began with a pair discussion where students shared their knowledge about Armstrong, including details such as his birth date, birthplace, career, and famous quotes The teacher facilitated this activity by noting the information without corrections Following the discussion, students completed a task from the textbook, selecting appropriate headings to fill in the blanks based on the information gathered This structured approach allowed students to write a coherent biography of Neil Armstrong in the subsequent writing stage, as the information was organized chronologically The teacher encouraged students to expand their writing with additional details beyond the textbook content.
In the recent writing lesson, students tackled the challenging topic of reporting on a visit to the Ponaga Cham Towers in Nha Trang, guided by notes from a visitor The teacher initiated the session with two pre-writing activities: engaging students in a Q&A about their experiences with the towers and facilitating an outlining exercise Students who had visited shared their memories, while those who hadn't described a picture of the towers, prompted by targeted Wh- questions After reviewing the visitor's notes and clarifying unfamiliar terms, students individually crafted outlines in about seven minutes, with the teacher providing support as needed The best outline was selected and shared for peer feedback, empowering students to confidently write their reports during the subsequent writing phase.
In the pre-writing stages of units 13, 14, 15, and 16 of English 11, I implemented key activities and closely observed student engagement and reactions My observations focused on identifying challenges students faced with these activities, including issues related to content comprehension and collaboration in individual, pair, and group work These insights were instrumental in understanding variations noted in end-of-study surveys, allowing me to pinpoint the underlying issues affecting students' writing abilities.
At the conclusion of each writing lesson, students shared their feedback on the pre-writing activities facilitated by the teacher, which I carefully recorded Additionally, they were invited to submit their individual written responses addressing specific questions: the challenges they faced during the pre-writing tasks, whether they learned from their peers while collaborating in pairs or groups, and if the implemented pre-writing activities helped simplify their writing process.
To evaluate the effectiveness of pre-writing activities on students' attitudes towards writing, I conducted a follow-up survey using the same questions from the initial assessment.
Observation, collecting data and observing the effects of the action
During the implementation of the action plan, the researcher gathered data and conducted pre-writing activities in the classroom Initial data from questionnaires collected in the first two weeks identified the most preferred pre-writing activities among students Following this, the researcher applied these activities, along with additional ones, to assess any changes in student performance After eight weeks, a writing post-test was administered to evaluate the impact of the pre-writing activities on writing quality Students also completed the same survey questionnaires from week one to determine any improvements in their writing skills A detailed analysis of the collected data is presented in Chapter 4.
Reflection, evaluating the action plan and the evaluated effects of the action 23 3.3.8 Data collection instruments and their procedures
3.3.8 Data collection instruments and their procedures
The pre-test was done in March 2009 and the post-test was done in May, 2009 The procedures of collecting data were carried out as follows:
The pre-test was administered to students in class 11A3 at Tien Du 3 High School to identify current issues in their writing skills, marking the first step of the action research The teacher analyzed the pre-test results to determine if the absence of pre-writing activities contributed to the students' writing difficulties Additionally, this assessment aimed to evaluate improvements in writing performance following the implementation of pre-writing activities, with the pre-test topic sourced from Unit 13 (see appendix 1).
To address the second research question regarding the impact of pre-writing activities on 11th-grade students at Tien Du 3 High School, the researcher administered a post-test and an attitudinal survey following the implementation of these activities The findings were then analyzed in comparison to the initial results to evaluate the extent of improvement in students' writing skills.
Summary
This section outlines the research methodology and various data collection instruments employed in the study, along with the rationale for their selection The data collection procedures and the execution of the action plan were meticulously organized After gathering data from the pre-test and pre-study attitudinal survey questionnaire, the research aimed to identify the underlying causes of students' writing difficulties Subsequently, an action plan was developed to implement effective pre-writing activities during the final four units of the second term The evaluation of the action research was based on the analysis of results from the action plan implementation and the data obtained from tests.
Chapter 4: Data analysis and discussion
This chapter emphasizes the analysis of data and discusses the key findings of the study It presents the data and insights gathered throughout the research process, highlighting significant observations and conclusions drawn from the findings.
The analysis of the data involved comparing student responses from pre and post attitude surveys, where participants answered the same six questions at both the beginning and the conclusion of the study.
Analysis of the data involved comparing pre- and post-writing test results to identify any improvements in writing quality This comparison aimed to determine whether the pre-writing activities implemented in class enhanced students' writing skills.
To minimize bias in the evaluation of writing tests, each composition was photocopied and coded, especially since some students preferred using distinct ink colors An independent individual, unfamiliar with the students, randomly assigned numbered labels to both pre and post-tests, concealing the students' names to ensure anonymity A corresponding list of names and numbers was securely prepared and kept sealed, ensuring that the researcher only accessed it after completing the assessment of the writing tests.
The researcher employed various criteria to evaluate writing tests, focusing on five key aspects Firstly, the clarity and coherence in developing and organizing the topic are essential Secondly, grammatical accuracy is crucial for effective communication Thirdly, a diverse vocabulary and varied sentence structures enhance the writing quality Additionally, proper adherence to layout conventions, such as those required in letters or reports, is important Lastly, precision in spelling and the use of meaningful punctuation contribute significantly to the overall writing assessment.
To minimize bias in evaluating student compositions, initial ratings were documented before the compositions were remixed An independent rater, unfamiliar with the students, assessed the works using predefined criteria The researcher compared the initial and independent ratings; compositions categorized similarly by both the teacher and the rater were permanently assigned to that category Remaining compositions underwent a reevaluation process, where the teacher and rater discussed and reached consensus based on the placement criteria.
The study compared the final marks of pre- and post-tests to assess the impact of various pre-writing activities on students' writing performance.
4.2 The results of the students’ pre-test and post-test
The purpose of the tests outlined in section 3.3.2.1 is to evaluate the impact of pre-writing activities on students' writing outcomes The researcher seeks to determine the effectiveness of these pre-writing strategies in enhancing students' writing skills.
The pre- and post-test results were analyzed using SPSS (Statistical Package for the Social Sciences), version 17.0 This study established a significance level of 05, indicating that a P value of less than or equal to 05 would denote statistical significance in the findings.
To assess the impact of enhanced pre-writing activities on students' writing skills, a Pair-sample T-test was conducted comparing pre- and post-test results after implementing an action plan over the final eight weeks of the second term The findings are detailed in Table 1 and illustrated in Chart 1.
Tests Mean N Std Deviation Std Error Mean T P
Table 1 The results of the pre-test and post-test
The analysis presented in Table 4.1 and Chart 1 reveals a significant enhancement in students' writing skills, as evidenced by the pre-test and post-test results Specifically, the data shows a notable difference, with a T-value of -6.797 (T < -2) and a P-value of 000, indicating a statistically significant improvement in performance.
The analysis revealed a significant increase in the post-test mean, rising from 5.6889 in the pre-test to 6.6667 in the post-test, with a difference of 0.9778 (p < 05) This improvement is visually represented in Chart 1, illustrating the clear contrast between the pre-test and post-test results.
4.3 The result of the students’ pre- and post-study attitudinal survey
A six-item attitude survey was conducted with 46 students at the beginning and end of an action research project to evaluate their attitudes toward writing Out of the 46 students, 45 completed both the pre- and post-study surveys, while one student did not participate The purpose of the survey was to identify challenges that hinder students' writing abilities and to gather their preferences regarding writing skills and pre-writing activities The same survey was administered again at the conclusion of the research to assess the impact of the pre-writing activities on students' attitudes The results of this survey are presented in the following tables and charts.
4.3.1 The students’ attitude towards writing
To know the students’ attitude towards writing, the teacher asked students to respond to the first question: “Do you like writing at school?”
Chart 1 The results of the pre-test and post-test in mean
Chart 2 reveals a significant shift in students' attitudes towards writing skills throughout the research Initially, 38% of students expressed a dislike for writing, while 33% liked it only a little, 20% liked English a lot, and just 9% had a strong affinity for it This indicated that most students were not fond of writing in school However, after the implementation of an action plan that included more pre-writing activities, the results changed dramatically By the end of the research, the percentage of students who disliked English decreased to 27%, those who liked it a little rose to 31%, and the combined total of students who liked English much or a whole lot increased to 42%.