Luận văn thạc sĩ students perception and attitudes towards pre writing activities at ngo quyen high school master’s thesis, vietnam national university, hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ĐỖ THỊ HƯƠNG HOA STUDENTS’ PERCEPTION AND ATTITUDES TOWARDS PRE-WRITING ACTIVITIES AT NGÔ QUYỀN HIGH SCHOOL NHẬN THỨC VÀ THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGÔ QUYỀN ĐỐI VỚI CÁC HOẠT ĐỘNG TRƯỚC KHI VIẾT M.A MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2011 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ĐỖ THỊ HƯƠNG HOA STUDENTS’ PERCEPTION AND ATTITUDES TOWARDS PRE-WRITING ACTIVITIES AT NGÔ QUYỀN HIGH SCHOOL NHẬN THỨC VÀ THÁI ĐỘ CỦA HỌC SINH TRƯỜNG THPT NGÔ QUYỀN ĐỐI VỚI CÁC HOẠT ĐỘNG TRƯỚC KHI VIẾT M.A MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Dr NGUYỄN HUY KỶ Hanoi, 2011 z iii TABLE OF CONTENTS CANDIDATE’S STATEMENT i ACKNOWLEGEMENTS ii ABSTRACT iii LIST OF TABLES AND CHARTS iv LIST OF ABBREVIATIONS v PART INTRODUCTION 1 Rationale of the study Objectives of the study Research questions of the study Methods of the study Scope of the study Significance of the study Design of the study PART DEVELOPMENT CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND 1.1 Learner beliefs, perception and attitudes towards language learning 1.1.1 Definition of beliefs, perceptions and attitudes 1.1.2 Studies on learners’ beliefs, perception and attitudes 1.2 Writing 1.2.1 What is writing? 1.2.2 Writing approaches 1.2.2.1 Product approach to teaching writing 1.2.2.2 Process approach to teaching writing 1.3 Pre-writing stage and pre-writing activities 1.3.1 Some common pre-writing activities at high school 10 1.3.2 Benefits of pre-writing activities 13 1.3.3 A warning about implementing pre-writing activities 14 1.4 Previous researches on pre-writing activities 15 1.5 Summary 16 CHAPTER 2: METHODOLOGY 17 2.1 The context of the study 17 z iv 2.2 The “ Tiếng Anh 11” textbook 17 2.3 The reality of teaching and learning writing skill at Ngô Quyền High School 18 2.4 Methodology 19 2.5 Summary 22 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 23 3.1 Data analysis 23 3.1.1 Data analysis from students’ questionnaire 23 3.1.2 Data analysis from teachers’ and students’ interview 31 3.2 Discussion 34 3.3 Summary 36 PART III CONCLUSION 37 Recapitulation 37 Implications and suggestions for effective pre-writing activities 37 Limitations of the study 41 Recommendations for further study 41 REFERENCES 42 APPENDICE I z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vi LIST OF TABLES AND FIGURES Page Figure : Students’ attitudes towards writing skill 23 Figure : Students’ most difficult stage in writing 24 Figure 3: Students’ perceptions of the importance of pre-writing activities 25 Table 1: Students’ assessments of some common pre-writing provided by their 26 teacher Figure 4: Students’ attitudes towards pre-writing activities 27 Table 2: Students’ participation in pre-writing activities 28 Table 3: Students’ most favored activity 28 Table 4: Students’ preferences for participating in the pre-writing activities 29 Table 5: Students’ perceptions of the benefits of pre-writing activities 30 Table 6: Students’ dissatisfactions when participating in pre-writing activities 30 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vii LIST OF ABBREVIATIONS EFL: English as a Foreign Language ESL: English as a Second Language ELT: English Language Teaching IT : Information Technology MOET: Ministry of Education and Training 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART INTRODUCTION Rationale for the study Writing is an essential skill in both the first language and second language It is a means of expressing thoughts in a planned and organized way However, due to its complexity and high requirement of linguistic means, it is considered the most difficult language skill to master Regarding the context of Ngô Quyền High School in Hoa Binh, it is a noticeable that the writing lesson is the most challenging one to both the teachers and the students Rarely the teachers choose the writing lessons to perform their teaching practice for colleagues‟ evaluation due to the high risk of failure The students suffer from a certain amount of anxiety when they have to deal with a writing task In writing lessons, they usually complain that they have nothing to write, the writing tasks are too difficult for them, they have too little time to complete their writings but not recognize the problem is a lack of preparation This is one reason why the discussion section of a pre-writing activity is so important for ESL students Do the students perform pre-writing in reality? Normally, when doing a writing task, they often think in Vietnamese then translate into English, they ignore pre-writing stage and begin writing immediately, and employ pre-writing strategies only when being asked by the teacher Why so? Why they are not enthusiastic about these activities? Pre-writing activities are essential if the teachers want to help their students become better writers, help them feel more motivated and self-confident in writing lessons However whether these activities effective or not depends much on students themselves Research into students' perception and attitudes towards pre-writing activities can add to the growing body of knowledge about teaching writing skill and contribute valuable data that can be used to inform decisions regarding the implementation and exploitation of these activities What the students at Ngô Quyền High School perceive the pre-writing activities provided by their teacher, how they response with these? What are the implications for the teachers in teaching writing skill? These questions have drawn my interest in carrying out the current research which focuses on the investigation of the students‟ perception and attitudes towards pre-writing activities at Ngô Quyền High School 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 2 Objectives of the study This study aims at exploring Ngô Quyền High School students‟ perception and attitudes towards pre-writing activities Some pre-writing activities are proposed and evaluated by students with a view to giving some recommendations on how to design effective pre-writing activities The specific objectives of the research are as follows:  Investigating what the students at Ngô Quyền High School perceive of prewriting activities in writing lessons  Exploring their attitudes towards pre-writing activities  Giving some suggestions to increase the effectiveness of pre-writing activities to the students at Ngô Quyền High School Research questions of the study To achieve the objectives of the study, the thesis is designed to answer the following questions: How the students at Ngô Quyền High School perceive pre-writing activities provided by the teachers? What attitudes towards pre-writing activities they hold? What are the students’ preferences for pre-writing activities? Methods of the study This is a survey research To seek answers to the above research questions, a survey questionnaire was used Mile and Huberman (1994: 253) state three good reasons for resorting to numbers: “to see rapidly what you have in a large batch of data; to verify a hunch or hypothesis; to keep yourself analytically honest, protecting against bias” Moreover, using questionnaires in research may help participants approach the problem more easily For the reasons mentioned above, the survey research seems to be the most suitable for the scope and objectives of my study However, this method has its own limitation, that is, the results collected may not reflect the matter proposed precisely In order to reduce the invalidity and unreliability, the author will give clear instructions to the students; observe the class to make sure that the students answer each question themselves; or ask students to check their answers 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Scope of the study Due to the time and length constraint of the study, the author only focuses on surveying 11th form students at Ngô Quyền high school to find out their perception of prewriting activities in terms of the importance and benefits, their preferences and attitudes towards these activities in writing lessons Although the author is well aware that the survey statistics are not fully representative of all high school students studying English in Hoa Binh, she hopes to propose some of the most popular facts that occur in this study Significance of the study Pedagogically, the findings and comments of the study are believed to be relevant to improving the teaching of writing to the students The study may help teachers make their writing lessons more effective so that they can help their students develop writing skill as well as other language skills Design of the study The study consists of three main parts: Part One - Introduction- provides the overview of the study with the rationale, the objectives, the research questions, the methods, the scope, the significance and the design of the study Part Two- Development- includes chapters in which chapter deals with the literature review relevant to the study; Chapter describes the setting of the study and how the study is carried out, and Chapter presents the data analysis and discussion Part Three- Conclusion- reviews what has been presented in the study and suggests some implications for improving the effectiveness of 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART DEVELOPMENT CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND This chapter reviews theories related to writing skill and pre-writing activities, students‟ perception and attitudes towards language learning which can be applied in the teaching of writing It also reviews current researches on students‟ perception and attitudes in this issue and summarizes some related studies that have been conducted so far All of these serve as a basis for seeking insight into students‟ perception and attitudes about writing lessons employing pre-writing activities and their reflected effectiveness 1.1 Learner beliefs, perception and attitudes towards language learning Learners‟ success in language learning depends much on their perception and attitudes towards learning a foreign language Perception and attitudes shape beliefs and are influenced by beliefs To understand more about this, an overview of learner beliefs, perception and attitudes is necessary 1.1.1 Definition of beliefs, perception and attitudes There are many definitions of beliefs, perception and attitudes Most often, researchers adopt definitions that suit the purposes of their own empirical frameworks and reflect personal ideological viewpoints In this thesis, the author will quote the following ones because they are simple but comprehensive and she will conduct the study on this theoretical background  Belief: According to Oxford Advanced Learner‟s Dictionary, belief is defined as a thing that one accepts as true or real Another definition of belief provided by Horwitz (1987) is a statement that is held to be true, that affects language learning practices  Perception: According to Lindsay & Norman (1997) perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of` the world Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin Perception, on the other hand, better describes one‟s ultimate experience of the world and typically involves further processing of sensory input In practice, sensation and perception are virtually impossible to separate, because they are part 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 39 grammar and background knowledge Teacher should take full advantage of reading materials used as models of writing that make students gain familiarity with the ways writers work Through reading texts students can widen their knowledge, identify important features they can apply in their own writing Students can this at home before the class to save their time in class Writing is a skill that has to be honed The single best way to get students to write better is to have them write and write, and write and then write some more: essays, creative writing, journal writing, letters to others, etc Often, we avoid things we not like or not well But nobody will ever improve with that attitude! Set up ways for your students to practice pre-writing activities a little everyday It will be better if the teachers help student‟s self-study and practice pre-writing activities regularly in the class and at home (one of the common activities is asking students to write portfolio ) 2.3 Emphasizing useful pre-writing One key to gain good ideas and to improve writing skills is gaining good pre-writing skills: the ability to figure out the pieces before you put the puzzle together on paper Teaching good pre-writing skills is essential if you want to help a child become a better writer Teacher should help the students develop classroom practice One way to get that message across is giving them an assignment to write based on a bunch of jumbled information, then having them write another one from a clear and detailed outline This is a great strategy for providing writing help Another way to give them practice in pre-writing is to create assignments which only require a pre-writing step: brainstorming, outlining, writing topic sentences or introductions, etc No "final draft" needed But keep them honest - don't let them hand in half-done pre-writing work And also, make sure pre-writing is a tool that makes things easier and not an end to itself We, teachers need to make sure not to emphasize minutiae and rules (what roman numeral to use, not use an 'a' if you don't have a 'b' ) over teaching students HOW to use pre-writing to fulfill its mission: helping the writer complete the project! Sure, students should learn to formal outlines, but if the assignment becomes more about correct form than creating something that functions, there's room for revision in that assignment 2.4 Carefully preparing pre-writing activities Teachers should prepare a list of activities with useful language knowledge, good time 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 40 management for each activity, effective visual aids and clear instructions giving Only when there are enough preparations in the pre-writing stage, students‟ block of ideas will be removed and their enthusiasm for the lessons will be increase 2.5 Carrying out appropriate collaborative activities Pair work and group work activities should be used more frequently by the teachers at Ngo Quyen High School since they help encourage an effective process of writing Depending on each type of written text, different teaching and learning contexts, students‟ personalities, abilities, and preferences, teacher can set up effectively collaborative prewriting activities 2.6 Creating a motivating learning environment The classroom climate is a key in the process of learning which promotes student learning and the key to climate is the teacher‟s attitude toward students‟ performent When teachers tolerate learners‟ errors, the learners will feel more confident in using the target language Teachers should focus on techniques for correcting students‟ mistakes If a teacher desires student questions, they must be greeted with enthusiasm, a commitment of time and an unthreatening manner Teacher should play an active role as a facilitator to encourage students They should be creative, humorous and friendly They should keep walking around the class so as to check students‟ work at the same time to encourage the students to study by giving help immediately when they need Clarification and wholehearted guidance are influential factors which help to stimulate students The teachers‟ instructions and explanations should be short and clear enough so that all students know what they have to and how to the task In some cases, it is advisable for the teachers to use Vietnamese These help students maintain their involvement in the lesson and avoid confusion Making classroom the places where learners enjoy coming and where the atmosphere is supportive and non-threatening is positive contribution to learners‟ motivation to learn Last but not least, change the activities day by day, try to take care every kinds of students in class, both the good ones and the weak ones Do not put the burden on the good and let the weak take no responsibility in the lessons Limitations of the study Although the researcher has made effort conducting this thesis, there undoubtedly exists some limitations 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 41 Firstly, the study only carries out an investigation into the perception and attitudes of grade 11 students towards pre-writing activities, so to some extent, the results may not be generalized for all students of the school Secondly, although the researcher used both survey questionnaire and interview as the research instruments for data collections, the researcher should combine different tools for data collection like observation in order to make obtained result more reliable Recommendations for further study On the basis of findings and limitations of the study, the following suggestions are made for further research A study on the perception and attitudes of students towards while and post writing stages A study on using techniques in teaching writing to improve students‟ writing skills 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 42 REFERENCES In English: Arnold, J (1999) Affect in Language Learning Cambridge: Cambridge University Press Baba, Suria & Aziz, Zahara Abdul (2009) Smart Teaching and Learning Strategies in Pre-writing Activities in Bahasa Melayu (Malay Language) From http://escholarship.org/uc/item/45g336rs Bem, D J (1970) An Experimental Analysis of Beliefs and Attitudes Unpublished Doctorial Dissertation, University of Michigan Bernat, E (2004) Investigating Vietnamese ESL learners' beliefs about language 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Human Information Processing: An Introduction to Psychology From http://www.sapdesignguild.org/resources/optical_illusions/intro_definition.html 16 Mile, M B & Huberman, A.M (1994), Qualitative data analysis: an expended source book, Sage 17 Nguyen T L (2009) The use of pre-writing activities to improve writing skills for 11th form students at Tien Du High School, Bac Ninh - An action research Unpublished MA Dissertation CFL-VNU 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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Macmillan 22 Raimes, A.(1983) Techniques in Teaching Writing Oxford: Oxford University Press 23 Robert Scholes and Nancy R Comley (1989) The Practice of Writing New York: St Martin's Press 24 Katherine Ploeger Prewriting Benefits and a Warning From http://ezinearticles.com/?Prewriting-Benefits-and-a-Warning&id=1298225 25 Silva, T (1990) Second language composition instruction: Developments, issues, and directions in ESL In B Kroll (Ed.), Second language writing (11-23) Cambridge: Cambridge University Press 26 Shaughnessy, Mina P (1977) Errors and expectations: A guide for the teacher of basic writing New York : Oxford University Press 27 Thomas, L F., & Harri-Augstein, E S (1983) The self-organised learner as personal scientist: A conversational technology for reflecting on behaviour and experience In J Adams-Webber, & J C Mancuso (Eds.), Applications of personal construct theory (pp 223-250) Ontario: Academic Press Canada 28 Tribble, C.(1996) Writing Oxford: Oxford University Press 29 Ur, P.(1991) A course in Language teaching- Practice& Theory Cambridge: Cambridge University Press 30 White, R and Arndt, V (1991) Process Writing London: Longman 31 Yang, D (1999) The relationship between EFL learners' beliefs and learning strategy [Special Issue] System, 27, 515-535 32 Zhang, Liru; Vukelich, Carol (1998) Prewriting Activities and Gender: Influences on the Writing Quality of Male and Female Students From http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno =ED422297 In Vietnamese: 33 Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đào Ngọc Lộc, Vũ Thị Lợi, Đỗ Tuấn Minh, & Nguyễn Quốc Tuấn.(2006) Tiếng Anh 11: Bộ Sách Giáo Viên Hà Nội: NXB Giáo Dục 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Trong giai đoạn viết đây, giai đoạn khó em? a) Liệt kê ý tưởng, từ vựng, cấu trúc ngữ pháp, viết dàn cho chủ đề viết sách giáo khoa b) Viết đoạn văn dựa tưởng, từ vựng, cấu trúc ngữ pháp, mẫu dàn có c) Đọc sửa lỗi đoạn văn viết dựa tiêu chí cụ thể mà giáo viên cung cấp d) khơng có giai đoạn khó Vì sao? z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 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Đánh dấu vào thích hợp STT Các hoạt động Có ích Khơng Khơng Khơng có ích có ích có ý kiến Khuyến khích học sinh động não để tìm ý cho viết Để học sinh thảo luận liệt kê từ vựng, cấu trúc ngữ pháp cho viết Phân tích viết mẫu Để học sinh viết tự Giúp học sinh viết dàn Đưa câu hỏi để học sinh trả lời Mô tả tranh Các hoạt động khác Trong tiết học kỹ viết, em có thích hoạt động trước viết (pre-writing activities) mà giáo viên đưa khơng? a) Rất thích b) Khơng thích c) Hồn tồn khơng thích d) Khơng có ý kiến Trong học viết, em thường tham gia hoạt động trước viết nào? z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 III a) Rất tích cực b) Khơng tích cực c) Em ngại d, Chỉ tham gia giáo viên nhắc nhở Lý em Hoạt động số hoạt động liệt kê câu hỏi em thấy thú vị nhất? ………………………………………………………………………….…… ….……………… Em cho biết lí sao: ………………………………………………………………………….…… ……….………… ………………………………………………………………………….……….…………… … Em thích thực hoạt động trước viết theo hình thức nhất? a) làm cá nhân b) làm theo cặp c) làm theo nhóm d) làm chung lớp Em nêu ba lợi ích hoạt động trước viết (pre-writing activities) việc học kỹ viết em? z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 IV 10 Hãy cho biết điều em chưa hài lòng ( có) tham gia hoạt động trước viết lớp? Cám ơn hợp tác em! z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 V APPENDIX CÂU HỎI PHỎNG VẤN I Câu hỏi vấn học sinh Trong tiết học viết, em tham gia vào hoạt động trước viết nào? Vì sao? Em thích thực hoạt động trước viết theo hình thức nhất? Vì sao? Hãy cho biết điều em chưa hài lòng ( có) tham gia hoạt động trước viết lớp ? II Câu hỏi vấn giáo viên 1.Trong tiết học viết, thầy cô thường sử dụng hoạt động trước viết ? Vì sao? Thầy cô thường cho học sinh thực hoạt động theo hình thức nào? Vì sao? Thầy có gặp khó khăn việc cho học sinh thực hoạt động hay không? z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 VI APPENDIX STUDENTS’ INTERVIEW TRANSCRIPTS I: Interviewer S: Student I Trong học viết, em tham gia vào hoạt động trước viết nào? S1: Em tham gia tất hoạt động, em thích chia sẻ ý kiến với bạn lớp S2: Em tích cực tham gia hoạt động, hoạt động khơng q khó, phù hợp với trình độ em S3: Em tham gia tất hoạt động hội để em luyện tập kỹ nói, em thể cho thầy bạn có biết khả ngôn ngữ em S4: Em ngại phải tham gia hoạt động này, em không tự tin với kiến thức có, khả học tiếng Anh em chưa tốt S5: Em sợ bị bạn chê cười em học yếu bạn, nên em thường ngại tham gia S6: Em tham gia giáo viên nhắc nhở, em cảm thấy hoạt động trước viết nhàm chán, giáo viên sử dụng kiểu hoạt động hầu hết tiết học S7: Em tham gia giáo viên yêu cầu, em không thấy hứng thú với việc giáo viên không thay đổi cách dạy cho phù hợp với Giáo viên không cho chúng em học qua hát, hay trị chơi, hay hoạt động thú vị việc lớp liệt kê liệu cần thiết cho viết S8: Trong tiết học kỹ viết, e ngại tham gia hoạt động trước viết hoạt động khơng phong phú, giáo viên chưa thật quan tâm đến giảng, học q khó S9: Em khơng thích tham gia khơng khí lớp học q buồn tẻ S10: Em khơng thích tham gia vốn tiếng Anh em chưa tốt, đôi lúc em thấy để nói với bạn, điều làm em cảm thấy ngại II Trong học viết , em thích thực hoạt động trước viết theo hình thức nhất? Vì sao? S1: Em thích thực theo cặp theo nhóm em tham khảo thêm ý kiến z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 VII bạn, có nhiều ý tưởng cho viết S2: Em thích thực theo nhóm em cảm thấy tự tin hoạt động nhóm nhỏ S3: Em thích thực theo nhóm hoạt động nhóm tăng cường hợp tác thành viên Em cảm thấy có trách nhiệm phải tham gia vào hoạt động Nếu làm việc lớp, em thấy thầy cô trọng gọi bạn giỏi nên cảm thấy khơng cần phải cố gắng S4: Em thích thực theo cặp, em có nhiều hội để đưa ý kiến hơn, khơng khí lớp học bớt ồn S5: Em thích làm việc theo nhóm tập chia thành phần nhỏ cho thành viên nhóm, dễ làm Khi thảo luận ý tưởng khả nói tiếng Anh em cải thiện S6: Em thích làm việc cá nhân em đánh giá thực chất khả viết mình, em thích viết theo ý tưởng theo cách riêng em S7: Em thích làm việc lớp với hướng dẫn giáo viên, em thấy đỡ thời gian hơn, với gợi ý giáo viên chúng em dễ dàng đưa ý tưởng hay S6: Em thích làm việc chung lớp với hướng dẫn giáo em cảm thấy bị áp lực hơn, chúng em cô giáo gợi ý sửa lỗi S7: Em thích làm việc chung lớp không nhiều thời gian, ý tưởng chúng em cô ghi lên bảng sửa lỗi S8: Em thích làm chung lớp có liệu cần thiết cho viết cách xác, nhanh chóng dễ dàng S9: Em thích làm việc theo cặp em có hội nói nhiều S10: Em thích làm theo nhóm em thấy khơng khí vui hơn, em tham gia nhiều III Em kể ba điều em khơng thích tham gia hoạt động trước viết lớp: S1: Theo em giáo nói q nhiều, đơi đưa câu hỏi tự trả lời z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 VIII luôn, cách hướng dẫn cô giáo chưa thật rõ ràng, khiến chúng em phải làm Một số dạng tập q khó S2: Điều em khơng thích thực hoạt động trước viết lớp là: cô giáo ý gọi bạn học giỏi, hoạt động trở thành đối thoại giáo viên hai học sinh giỏi lớp Cơ nói q nhiều đơi lúc cịn hay cáu S3: Điều em khơng thích khơng khí lớp học buồn tẻ; thành viên nhóm thiếu hợp tác Các bạn học sinh giỏi nói nhiều S4: Điều em khơng thích tham gia hoạt động hoạt động chưa thật phong phú, tiết học chủ yếu giáo viên làm việc lớp để đưa cấu trúc, từ vựng ý tưởng Hầu hết bạn lớp thụ động, có vài bạn học giỏi tham gia trả lời câu hỏi giáo viên S5: Chúng em có q hội để làm việc theo nhóm, chủ yếu làm việc lớp với hướng dẫn giáo viên Các hoạt động chủ yếu động não, tìm ý, chưa có nhiều hoạt động phong phú S6: Cơ quan tâm gọi bạn khá, giỏi; hoạt động chưa phong phú, chủ yếu làm chung lớp; khơng khí lớp học buồn tẻ S7: Giáo viên thường ngồi bục giảng cho học sinh thực hoạt động theo nhóm hay cặp; Đơi hướng dẫn nhanh, nói tiếng Anh nhiều làm chúng em khơng hiểu phải làm S8: Giáo viên hướng dẫn chưa thật rõ ràng, cách chia cặp nhóm chưa hiệu quả, có em khơng biết phải làm cặp với ai, bạn có cặp S9: Thái độ giáo đơi nghiêm túc, khiến chúng em không dám đưa câu hỏi, cô chưa thật quan tâm đến đối tượng học sinh lớp, cô ý dạy cho bạn học khá, giỏi, không quan tâm đến bạn học yếu S10: Đôi khi, cô giáo làm việc nhiều, đặc biệt với chủ đề khó, liệt kê tất cấu trúc, từ vựng, ý tưởng liên quan đến viết, chúng em có việc chép vào vở, điều làm cho chúng em trở nên thụ động học z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 IX APPENDIX TEACHERS’ INTERVIEW TRANSCRIPTS I: Interviewer T: Teacher I Trong tiết học viết, thầy, cô thường sử dụng hoạt động trước viết nhất? Vì sao? T1: Các hoạt động thường sử dụng brainstorming, asking and awsering, hoạt động khơng tốn thời gian chuẩn bị có ích học sinh T2: Tôi thường sử dụng hoạt động asking and awsering tiết học cung cấp cho học sinh đầy đủ ý, mà lại không nhiều thời gian, hoạt động mơ tả tranh hay phân tích viết mẫu thú vị song lại nhiều thời gian để chuẩn bị T3: Các hoạt động thường sử dụng brainstorming, asking and answering theo hoạt động dễ hoạt động lập dàn hay liệt kê ý tưởng từ vựng, viết tự T4: Các hoạt động thường sử dụng brainstorming, asking and answering, outlining, hoạt động dễ thực hiện, không tốn nhiều thời gian, giáo viên cần sử dụng tập sách giáo khoa, biên tập lại chút II Thầy cô thường cho học sinh thực hoạt động theo hình thức nào? Vì sao? T1: Tơi thường thực chung lớp đỡ thời gian chia nhóm lại dễ quản lý lớp học T2: Tôi thường cho học sinh làm việc chung lớp, thực tế hoạt động nhóm lớp học đơng khó hiệu quả, tơi khơng thể đảm bảo tất học sinh làm việc T3: Tôi thường cho học sinh làm chung lớp thời gian tiết học ít, học sinh cần phải nhanh chóng chuyển qua giai đoạn viết khơng tơi khơng thể hồn thành dạy T4: Tơi thường cho học sinh làm việc theo cặp nhóm để tạo khơng khí học tập, tăng động học tập học sinh z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99