(Luận văn thạc sĩ) using problem based learning to improve the writing skills of third year non major students at hanoi university of home affairs

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Lê Khánh Linh USING PROBLEM-BASED LEARNING TO IMPROVE THE WRITING SKILLS OF THIRD YEAR NON-MAJOR STUDENTS AT HANOI UNIVERSITY OF HOME AFFAIRS MA THESIS IN ENGLISH LANGUAGE HANOI, 2021 Luan van VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Lê Khánh Linh USING PROBLEM-BASED LEARNING TO IMPROVE THE WRITING SKILLS OF THIRD YEAR NON-MAJOR STUDENTS AT HANOI UNIVERSITY OF HOME AFFAIRS Field: English Language Code: 22 02 01 Supervisor: Đỗ Thị Thúy Vân, Ph.D HANOI, 2021 Luan van DECLARATION BY AUTHOR I hereby sincerely state that the thesis titled “Using ProblemBased Learning to improve the writing skills of third year non-major students at Hanoi University of Home Affairs” is the result of my own research for the Degree of Master of Arts in English Language The things out of my masterpiece in this thesis are signed by citation and referred in the references Except where reference has been made in the text, this thesis contains no material previously published or written by another person.The study reported in this thesis was approved by Graduate Academy of Social Sciences Author’s Signature Lê Khánh Linh i Luan van ACKNOWLEGDEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort I would like to express my sincere thanks to the many people who made it possible First and foremost, I would like to express my heartfelt gratitude to my M.A thesis’s supervisor,Đỗ Thị Thúy Vân, Ph.D for her kind consultation, invaluable encouragement as well as thorough correction in the process of completion But for her helpful guidance, this study would not have been achieved Next, I would like to convey my sincere appreciation and thanks to Mr Đặng Nguyên Giang, Ph.D - Dean of the Department of Foreign Languages and the other staff at Graduate Academy of Social Sciences the Department of Foreign Languages, Graduate Academy of Social Sciences for granting me the honor of writing this thesis as well as their assistance and most valuable comments Especially, millions of my special thanks go to the lecturers and students at Hanoi University of Home Affairs who participated in this study for their kind and patient co-operation and encouragement They helped provide me with valuable data for the study so that I could have a better view of activities in English classes at Hanoi University of Home Affairs Last but not least, I am deeply indebted to my family for their sympathy and support during all the time I was studying for M.A degree at Graduate Academy of Social Sciences Without their unconditional love and sincere contribution, I could not have overcome my difficulties and concentrated on my studies ii Luan van TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEGDEMENTS ii TABLE OF CONTENTS iii ABSTRACT vi LIST OF TABLES vii LIST OF FIGURES & CHARTS viii LIST OF ABBREVIATIONS ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the Study 1.3 Research questions 1.4 Scope of the Study 1.5 Significane of the Study 1.6 Research Methods 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 The Concept of Writing 2.1.1 The definition of Writing 2.1.3 The Process of Writing 2.1.4.Characteristics of successful writing 2.1.5 Assessing Writing Skills 10 2.1.6 Strategy in teaching writing 11 2.1.7 Discussion Text 12 2.2 Problem – Based Learning 14 2.2.1 Concept of Problem - Based Learning 14 2.2.2 Correlation between problem based learning and discussion text 15 iii Luan van 2.3 Previous Research 16 2.4 Summary 18 CHAPTER 3: METHODOLOGY 19 3.1 Research Setting 19 3.2 Participants 20 3.2.1 The Researcher 20 3.2.2 The Teachers 20 3.2.3 The Students 20 3.3 Research Procedure 21 3.3.1 Identifying the problem 21 3.3.2 Implementing the action research 21 3.3.3 Doing Evaluation 25 3.4 Data collection instruments 25 3.4.1 Observation 25 3.4.2 Interview 26 3.4.3 Test 26 3.4.4 Questionnaire 27 3.5 Data Analysis 28 3.6 Summary 29 CHAPTER 4: FINDINGS AND DISCUSSIONS 30 4.1 Analysis of Writing tests 30 4.2 Data Analysis from Questionnaires 35 4.3 Data Analysis from Interviews 45 4.4 Analysis of classroom observation 47 4.4.1 The first cycle – Week – Module and 47 4.4.2 The second cycle – Week – Module and 50 4.4.3 Class motivation assesssment 52 iv Luan van 4.5 Summary 54 CHAPTER V: CONCLUSION 55 5.1 Recapitulation 55 5.2 Concluding remarks 56 5.3 Implications 57 5.4 Limitations and Suggestions for Further Studies 58 5.4.1 Limitations 58 5.4.2 Suggestions for Further Studies 59 REFERENCES 60 APPENDIX 1: SCORING RUBRIC FOR WRITING TEST I APPENDIX 2: PRE-TEST FOR STUDENTS III APPENDIX 3: SURVEY QUESTIONNAIRE V APPENDIX 4: POST-TEST FOR STUDENTS VII APPENDIX 5: INTERVIEW QUESTIONS IX APPENDIX 6: A SAMPLE OF LESSON PLAN XI APPENDIX 7: POST- TRYING OUT QUESTIONNAIRE XIII APPENDIX - OBSERVATION SHEET XV OVERALL CLASS MOTIVATION XV APPENDIX 9: ENGLISH WRITING ABILITY EVALUATION XVII v Luan van ABSTRACT Nowadays, English is becoming more and more important in almost every area of life English is a global language, and thus a compulsory subject in schools and universities Writing is one of the most critical skills of research and practice Being a university lecturer, I understand that we can help our students find a better way to develop their writing skills and feel confident when writing a paragraph or an essay After learning certain approaches to help students develop their writing skills We chose to apply Problem-Based Learning for our experimental writing courses After this experiment, two issues were identified: (1) student’s attitudes towards writing classes; (2) the effectiveness of using Problem-Based Learning in teaching and writing lessons In order to conduct my action research with the participants, I randomly selected an English class: 45 third year non-major students at Hanoi University of Home Affairs In weeks, we carried out this analysis and used questionnaires, pre-test, post-test and interviews to gather data resources The study shows that students have a positive attitude about using Problem-Based Learning in writing classes, and this method was a good way to help students develop their writing skills Both lecturers and students should find their own way of teaching and learning to achieve the best result in writing skills in writing classes with the result we got in the findings vi Luan van LIST OF TABLES Table 4.1 Mean scores of pre-test and post-test 31 Table 4.2 The scores of pre-test and post-test 32 Table 4.3 The changes after taking part in the lessons using ProblemBased Learning of students 45 Table 4.4 The observation of teacher’s and students’ activities in Week 47 Table 4.5 The observation of teacher’s and students’ activities in Week 50 Table 4.6 Overall class motivation scores for all students 53 vii Luan van LIST OF FIGURES & CHARTS Chart 1: Students’ opinion of being afraid of writing a paragragh in English 36 Chart 2: Students’ frequency of writing English 37 Chart 3: Students’s problem with writing skills 38 Chart 4: Student’s frequency of practicing writing English 39 Chart 5: Students’ participation in writing activities 40 Chart 6: Students’ opinions of using Problem Based Learning in writing lessons 41 Chart 7: Students’ opinions about their effectiveness of Problem-Based Learning in improving writing skills 43 Chart 8: Students’ improvement for criteria after applying ProblemBased Learning in improve writing skills 44 viii Luan van APPENDIX 2: PRE-TEST FOR STUDENTS Writing test Name: Class: Read the two mails below carefully Then write an email about 80 words about possitive and negative side of shopping on the Internet Using connecting words on your email Your email should include:  General statement  Possitive and negative side about online shopping  Conclusion and your opinion Email 1: Dear Jasmine, I hope everything is good with you I apologize for not writing for you in such a long time; I have been quite busy with my job However, I finished all of the tasks and am now writing to you I barely started using the Internet two years ago, and I was a little nervous about making purchases and transmitting my credit card information over the Internet But now, I can't believe I used to go shopping! There are many reasons why I enjoy online purchasing My first point is that it is significantly less expensive! For example, a book in a shop costs around £ 10, whereas I pay around £7 over the Internet Second, items are delivered to my house, so I don’t need to go anywhere It helps me save a lot of time I only go to the store when I need food or drink What are your opinions? What are your views on online shopping? I am glad if you tell me about it in the next letter I look forward to your reply Your sincerely, Katy Peterson III Luan van Email 2: Dear Katy, Thank you for your email It was wonderful to receive your message As you indicated in your previous letter, you wanted to hear my opinions about online purchasing; therefore, I'm writing to share them with you Almost everything I used to buy was on the internet I shop at the grocery store for everything However, I've had so many unpleasant encounters that I now prefer to shop in stores Firstly, things normally arrive when I leave the house As a result, I had to phone the company and make arrangements for the things to be delivered again This was a waste of time, and I frequently had to stay at home all day waiting for my items My second point is that I used to make a lot of mistakes When I order food, for example, it is frequently missing or replaced with a "similar" product It’s so inconvenient for me Finally, you can't see the quality of what you buy because you just see images of it I used to buy some items that were not as described in the description, and it's really not worth the money The Internet, in my opinion, is a fantastic resource for a variety of purposes On the other hand, I believe that buying things in the store is the best! I look forward to hearing from you soon Love, Jasmine Goodman IV Luan van APPENDIX 3: SURVEY QUESTIONNAIRE The survey questionnaire is very important and useful in using action research to collect the data Through the survey questionnaire, much useful information is collected to find out the result of the study This survey questionnaire is made for the purpose to help the students at HUHA improve their writing skills Your cooperation in answering the questions below is highly appreciated You can feel secure that your full name will not be mentioned in any discussions or data analysis Thanks for your support and cooperation Please give your answers: Full name: ………………………………………… Class: ………………………………………… Learning English Time: ……………… year(s) Please tick the answer you think the most suitable, or write some words to some questions For some questions you can tick more than one answer Are you afraid of writing a paragraph in English? A Yes B No When you write English in the English class? A When the teacher asks you B When the lesson is interesting V Luan van C When you think it is necessary What prevents you from write English in the class time? A You are not interested in writing B Your vocabulary is not enough for your writing C Your teacher’s task gives you no stimulus D You are afraid of making mistakes How often you practice writing English? A Usually B Sometimes C Rarely What is your opinion of writing activities in English writing class? A Very interesting B Interesting C Not very interesting D Not interesting at all VI Luan van APPENDIX 4: POST-TEST FOR STUDENTS Writing test Name: Class: Read the mails below carefully Then write an email about 150 words about possitive and negative side of shopping on the Internet Using connecting words on your email Your email should include:  General statement  Possitive and negative side about online shopping  Conclusion and your opinion Email 1: Dear Harry, I hope you are fine and doing well I am sorry, I haven’t written for you such a long time because I am quite busy with my job However, I completed all the works and now I am writing for you I only started using the Internet a year ago and I was a bit worried about buying things and sending my credit card details However, a year later and I can't believe I used to go to the shops! There are so many reasons why I love shopping on the Internet My first point is, it's a lot a cheaper! For instance, a CD in the shop is about £ 13, but on the Internet I pay about £ Secondly, things are delivered to my house and I don't have to go out to the shops It saves so much time I don't have to listen to a sales person in a shop They always think they know everything, but they never tell you anything useful! Finally there isn't an easier way to go shopping I only go to shops for milk and bread Perfect! How about you? What you think about online shopping? I am glad if you tell me about it in the next letter I look forward to your reply Your sincerely, Liz Wharton VII Luan van Email 2: Dear Liz, Thanks for your letter It was lovely to hear from you As you mentioned on the previous letter, you wanted to know my opinion about online shopping, so I am writing this letter to tell you about my view I used to buy almost everything on the Internet I buy everything from the supermarket But I have had so many bad experiences and now I prefer to go to the stores Firstly, things usually come when I go out Therefore, I had to call the company and arrange for them to deliver the goods again This was a waste of time and I often had to wait at home all day for something to come My second point is that I often used to get things wrong For example, when I order food, it is often missing or I receive a 'similar' product Finally, shop on Internet stores For instance, you only see pictures of things so you can't see the quality of what you buy In my opinion, the Internet is a great place for many things However, I personally believe that shopping is best done at the store! I look forward to hearing from you soon Love, Harry Johnson VIII Luan van APPENDIX 5: INTERVIEW QUESTIONS Since Problem- Based Learning was implemented, were you inspired and more interested in English writing? What were the differences between of learning English through Problem – Based Learning and your previous ways in class? After the teacher applied the to teach and learn English, what have you improved? TRANSCRIPT Question 1: Interviewer: Since ProblemBased Learning was implemented, were you inspired and more interested in English writing? Interviewee 1: Interviewee 2: Interviewee 3: Interviewee 4: Interviewee 5: Interviewee 6: Interviewee 7: Interviewee 8: Interviewee 9: Interviewee 10: IX Luan van Question 2: Interviewer: What were the differences between of learning English through Problem – Based Learning and your previous ways in class? Interviewee 1: Interviewee 2: Interviewee 3: Interviewee 4: Interviewee 5: Interviewee 6: Interviewee 7: Interviewee 8: Interviewee 9: Interviewee 10: Question 3: Interviewer: After the teacher applied the to teach and learn English, what have you improved? Interviewee 1: Interviewee 2: Interviewee 3: Interviewee 4: Interviewee 5: Interviewee 6: Interviewee 7: Interviewee 8: Interviewee 9: Interviewee 10: X Luan van APPENDIX 6: A SAMPLE OF LESSON PLAN Lecturer: Bui Lan Anh Textbook: Face To Face – Pre Intermediate Time: 40 minutes Class: English at Hanoi University of Home Affairs AIMS: After the ten lessons, the students have to gain: - General knowledge of giving an opinion - Vocabulary: words related to shopping - Grammar: be able to use connecting words such as: Therefore, But, Howerver… - Skills: writing skill MATERIALS: projector or television, laptop, textbook, dictionary, paper test PREDICTING THE PROBLEMS : The students may get difficulties in: Getting trouble in writing a short paragraph/an email STAGES: Teacher Students Preactivities Preactivities The teacher greets the students The teacher checks the students attendance The students respond to the greeting The students respond the teacher Main Activities Exploration Main Activities Exploration The teacher divides the students into some groups The teacher shows discussion text on the white board The teacher asks the students about the The students make groups The students pay attention to the teacher The students respond to the teacher The students pay attention to the XI Luan van definition and generic structure based on the explanation from the last meeting The teacher gives correction to the students’ explanation The teacher gives question to the students about discussion text The teacher adds more explanation about language feature of discussion text teacher The students answer the question The students pay attention to the teacher Elaboration The teacher pose situation of the topic 10 The teacher gives instruction to the students to make discussion text 11 The teacher monitors the students’ activities 12 The teacher helps difficulties of the students Elaboration The students get the situation 10 The students pay attention to the instruction 11 Every group finishes the task 12 Students pose question to the teacher from their difficulties Confirmation Confirmation 13 The teacher gives positive feedback, 13 Every group of the students presents award and reinforcement to the students the result of his/her group 14 The teacher gives correction to the result 14 The students correct their result from of the students if they still make mistake the mistakes 15 The teacher gives motivation to the students in order they always keep spirit 15 The students pay attention to the teacher to study Post Activities Post Activities 16 The teacher reviews the material 17 The teacher tells the material will be learned in the next meeting 18 The teacher closes the learning process 16 The students review the material with the teacher 17 The students pay attention to the teacher XII Luan van APPENDIX 7: POST-TRYING OUT QUESTIONNAIRE The researcher would like to have your cooperation in providing useful information for the thesis, M.A Please feel secure that your information will be kept strictly confidential Thank you for your cooperation Please give your answers: Full name: ………………………………………… Class: ………………………………………… Please tick the answer you think the most suitable What you think about using Problem – Based Learning in the lessons? A too difficult B challenging but interesting C normal D too easy Do you think using Problem- Based Learning in the lessons has helped develop your English writing skill? A Yes B No Which criteria of writing skill have you improved? You can choose more than one answer A Spelling, Punctuation and Mechanics B Vocabulary C Grammar D Content E Task Achievement F Organization What are your opinions of your own changes after taking part in the lessons using Problem - Based Learning? A strongly agree B agree C I don’t know D disagree E strongly agree XIII Luan van The changes after taking part in the lessons using Problem – Based Learning Changes A I have made progress in writing English I am motivated to take part in the lessons I have taken greater responsibility for my own learning I have developed my writing skill I have gained confidence in writing XIV Luan van B C D E APPENDIX - OBSERVATION SHEET OVERALL CLASS MOTIVATION (Adapted from Peacock, 1997) Observer: Date: Teacher: Class: No of students present: Time: Material: Unit: Observation focus: levels of students' motivation generated by the tasks Instructions: ● This sheet is for observing the class as a whole, not individual students ● Complete this sheet when the lesson is drawing to a close ● Circle ONE number of each other below ● Add final comments after the lesson at the bottom of the sheet if you wish Mark how involved in the activities the students are Not very involved Very involved Mark the levels of students' concentration on the activities Low High Very much The students are enjoying the activities Not really The students are paying persistent attention to the activities Not really Very much Mark students' activity level (effort/ intensity of application) XV Luan van Low High The students find the writing activities interesting Not really Very much The writing activities are challenging for the students Not really Very much The writing activities are appropriate for the students Not really Very much Comments: XVI Luan van APPENDIX 9: ENGLISH WRITING ABILITY EVALUATION □Pre- test □Post- test Student…………………………Rater……………………Date: ……… Score Category Spelling, Punctuation and Mechanics Grammar and Vocabulary Coherence and Cohesion Task Achievement Total score: ……… XVII Luan van ... ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Lê Khánh Linh USING PROBLEM- BASED LEARNING TO IMPROVE THE WRITING SKILLS OF THIRD YEAR NON- MAJOR STUDENTS AT HANOI UNIVERSITY OF HOME AFFAIRS. .. With the above reasons, the researcher aspires to conduct a study on ? ?Using Problem- Based Learning to improve the writing skills of third year non- major students at Hanoi University of Home Affairs? ??... to student’s competencies and skills Then, looking at the point of writing skills at Hanoi University of Home Affairs, a large number of the students in the classroom at Hanoi University of Home