INTRODUCTION
Background of the Thesis
In the twenty-first century, English has emerged as the dominant foreign language in Vietnam, serving as the standard for global trade and communication This essential language facilitates international trade and diplomacy, enabling the exchange of science, technology, goods, and labor Additionally, employees with strong English skills can earn 30-50% higher salaries, according to global employers and HR managers Therefore, to enhance living standards and meet modern societal demands, it is crucial for individuals to improve their proficiency in foreign languages, particularly English.
The Vietnamese government has made English a compulsory subject in general education to align with global development Legal documents emphasize the necessity for higher education students to possess adequate English proficiency for success in the international workforce As a result, students are expected to master four key English skills: reading, writing, listening, and speaking Among these, academic writing skills are regarded as particularly important and challenging for many second language learners.
Banking Academy, a leading institution in the economics sector, emphasizes the importance of English proficiency among its students through the establishment of the Department of Foreign Languages, which focuses on financial English training However, the author has observed that many English majors struggle with academic writing despite systematic instruction To gain a comprehensive understanding of the current academic writing skills among students in the Foreign Languages Department, the author has chosen to research “Common problems of ATC students in academic writing and the reasons for these problems.” This study aims to identify the typical challenges students face in academic writing and explore the underlying causes, ultimately providing recommendations based on the findings.
Objectives of the Thesis
This research focuses on identifying the common challenges faced by students in the Faculty of Foreign Languages at the Banking Academy when developing their academic writing skills in English It also seeks to uncover the underlying reasons for these difficulties Based on the findings, effective solutions will be proposed to mitigate these issues The ultimate goal is to enable both teachers and students to recognize prevalent problems in academic writing and to suggest improved teaching and learning strategies for enhanced performance in this area.
Research Questions
The study aims to identify the common challenges in academic writing encountered by ATC students and explore potential causes of these issues To fulfill this objective, the research specifically addresses two key questions.
1 What are the common problems in academic writing that students in the Faculty of Foreign Language at Banking Academy meet?
2 What are the reasons for these problems?
Scope and Limitations of the Thesis
A study was conducted among English major students at the Faculty of Foreign Languages at Banking Academy who completed the Writing 3 course to identify common academic writing challenges and their underlying causes A survey was utilized to gather data on the various difficulties faced by these students, with the aim of analyzing the results to better understand their problems and the reasons behind them.
The research paper faces several limitations, including a small participant pool of only sixty-two, which raises questions about the generalizability of the findings Additionally, the questionnaire design separates academic writing problems and their causes into distinct questions, complicating the analysis of their interrelation Consequently, the study may not capture all the issues students face in academic writing Furthermore, the ongoing pandemic restricted the author's ability to utilize other research methods, such as interviews and writing tests, which could have enriched the study's findings.
Significance of the Thesis
The current study program, which investigated ATC students' programs in producing academic papers and the reasons for these problems, is noteworthy on both practical and theoretical levels
Studying English is essential for integrating into the global economy, making this research on academic writing challenges faced by ATC students particularly relevant The study identifies specific obstacles, their underlying causes, and offers practical solutions to enhance students' writing skills These insights can benefit lecturers, peers, and parents, as well as the Faculty of Foreign Languages, by improving students' writing performance Additionally, the findings can inform course and material design for lecturers at the Banking Academy.
This study enhances the academic writing literature by addressing existing gaps, particularly focusing on the influence of key individuals, such as lecturers, classmates, and parents, on students' writing abilities Additionally, the findings contribute to self-determination theory, highlighting its significance in understanding academic writing challenges and their underlying causes within the Vietnamese cultural context.
Structure of the Thesis
The study contains five main chapters, organized as follow
Chapter 1 (Introduction) offers a critique of the study's background information, including the reason for the topic decision, the study's objectives, scope and limitation, and significance
Chapter 2 (Literature review) discusses the compatible theories related to academic writing, problems in academic writing, and its reasons
Chapter 3 (Research methodology) states the research's context and participants, the main research's collecting data instrument as well as data collection process
Chapter 4 (Finding and Discussion) details statistical analysis and presents a comprehensive explanation on the purpose of answering precisely the research questions
Chapter 5 summarizes the research findings, laying the groundwork for key recommendations It also highlights the study's limitations and suggests avenues for future research.
LITERATURE REVIEW
Academic Writing Skills
Writing is considered one of the most significant inventions in human evolution, serving as a vital tool for constructing ideas and enhancing language development (Robert, 1990) However, it remains one of the most challenging skills for second language learners to master, as highlighted by Nunan.
(1991, p.271) emphasizes that "the most difficult task to do in language learning is to produce a coherent, fluent, extended piece of writing, which is even more challenging for second language learners"
Academic English, as defined by Gersten et al (2007), is the formal language utilized in educational settings that emphasizes extended and reasoned discourse This writing style prioritizes clarity over personal opinions, employing a third-person perspective and a formal tone Authors are expected to adopt a scholarly approach, carefully selecting words while steering clear of jargon, slang, and abbreviations to maintain professionalism and precision.
Academic writing is characterized by its linear structure, presenting a clear thesis supported by relevant arguments without digressions or redundancy Its primary purpose is to inform rather than entertain According to Sokolik (2003, p.87), academic writing is both "a process and a product," requiring writers to generate ideas, organize their thoughts, draft, edit, and review to create cohesive paragraphs, essays, or reports.
Academic writing serves as a critical evaluation tool for students, showcasing their knowledge and mastery of essential thinking skills, as highlighted by Irvin (2010) Additionally, Turner (2011) emphasizes that effective academic texts should be both clear and concise, aligning with teachers' expectations for achieving standard writing quality.
A well-structured and logical presentation, along with precise word choices and a clear, economical writing style, remains essential in academic pedagogy, ensuring a seamless reading experience.
According to Scarcella (2003), academic writing possesses distinct linguistic features that vary across different academic disciplines He emphasizes that contemporary academic literacies extend beyond mere reading and writing skills; they encompass essential abilities such as critical thinking, effective communication, and research proficiency.
Writing in a second language is a challenging skill that demands effective communication and the ability to express oneself clearly Scholarly writing, in particular, necessitates significant conscious effort and consistent practice in drafting, developing, and analyzing ideas.
The study utilizes the 3-stage writing process developed by Hayes and Flower (1980) to examine common issues encountered at each stage According to Hayes and Flower (1980, p 1107), skilled writers engage in three key cognitive processes during writing: planning, sentence generation, and revising, highlighting the importance of these stages in effective writing.
"heavily interwoven" and "maybe applied recursively"
In the planning stage of writing, authors gather essential information from both their long-term memory and external sources to establish clear goals and organize a structured outline Initially, students engage in various activities such as selecting a topic, acquiring foundational knowledge, and creating a detailed outline According to Jordan (1997), effective planning involves discussions, assignments, drafting, feedback, and revisions, which enable students to make informed decisions about their writing direction Collaborating with peers or instructors for feedback can enhance their ideas Additionally, brainstorming is a valuable pre-writing technique, as noted by Tomlinson (1998), where writers list all potential subjects without filtering their thoughts, later revising these ideas to identify useful patterns and information on the topic.
After finishing the planning stage, writers enter the sentence generation phase, where they utilize reflective questioning to craft complete sentences This approach helps them achieve a clear understanding of how to convey their intended meaning effectively.
According to Hayes and Flower (1980), information stored in long-term memory is organized as "propositions," which must be transformed into appropriate language during the writing process In the second stage of writing, authors develop initial ideas into coherent sentences and paragraphs, utilizing their experience, language skills, and writing techniques to convey the paper's objectives Initially, a draft is created without focusing on sentence structure, vocabulary, or coherence Following this, students can refine their drafts by adhering to Gibaldi's (1999) advice, which emphasizes using precise language, varying sentence structures, and improving word choices for clarity and conciseness.
"correct all technical errors by using the standard writing guide to check punctuation, grammar, and usage, and by consulting a standard dictionary of spelling and word meanings"
The review stage is the final phase of the three-stage writing process, where authors identify and correct issues related to writing conventions, meaning inaccuracies, and formatting, while assessing whether the work meets the initial goals set during planning Students are encouraged to seek feedback from peers and professors, as research indicates that teacher feedback is beneficial for improving writing skills Additionally, students should adopt the perspective of a reader to critically evaluate their work, focusing on spelling, punctuation, grammar, and adherence to standard formatting.
A descriptive essay, according to the Purdue University Online Writing Lab (2019),
Encouraging students to craft written narratives about specific events enhances their ability to describe characteristics of theories or outline historical occurrences While the style may appear basic for academic discourse, it effectively conveys essential information and fosters clarity in communication.
According to Meyers (2009), establishing a strong foundation in the writer's craft is essential for effective writing All writing styles incorporate elements of descriptive writing, which engage the reader's senses and emotions, prompting them to see, think, feel, and respond.
In 2009, it was noted that effective writing vividly represents a person, location, product, or concept through the use of strong and detailed imagery (Axelrod and Cooper, 2001) Consequently, different writing styles engage various cognitive processes in writers and adhere to unique methodologies.
Common Problems in English Academic Writing
Academic writing problems in the study are correlated to cases when students get troubles or make mistakes in the 3-stage writing process
Planning academic writing for the first time tends to be an intimidating venture for students just entering the field
Selecting an appropriate research topic poses a significant challenge for students, particularly those with limited research experience Many students tend to choose topics that are either too narrow or broad, overly complex, or too general Kallestinova (2011) highlights that first-time graduate students often struggle to select the right topic, lacking a comprehensive understanding of the issues involved She emphasizes that a student's research paper should address a specific problem that has not been previously explored in academic literature Consequently, identifying a suitable topic and recognizing the research problems to be addressed can be a daunting obstacle for students embarking on their first academic paper.
A second major problem in the stage is how to determine the appropriate references
Students often struggle to gather the necessary resources, such as books, academic journals, and online publications, for their articles due to limited accessibility According to research by Yugianingrum (2010), various barriers hinder students' access to these materials, including a lack of skills, financial constraints, time limitations, and inadequate facilities.
Students often struggle with outlining their work effectively, as highlighted by Morgan and Media (2012), who note that crafting a strong thesis statement and developing ideas are common challenges Many students find it difficult to select and critique their arguments, leading to outlines that may include irrelevant points or fail to deliver the essential arguments promised by their research Consequently, the arguments presented can be weak or inadequately explored, undermining the overall quality of their writing.
The second stage assesses students' skills in thesis development, coherent idea expression, and effective structure It emphasizes the importance of appropriate word choice, varied sentence structures, and adherence to language conventions Writers often encounter numerous challenges during this phase, which researchers have categorized in various ways.
One prevalent issue in academic writing is grammar and language use Research by Surina Nayan (2002) and Leele Susana Jamian et al (2006), as cited in Boon Yih Mah, Irfan Naufal Umar, and Voon Foo Thomas Chow (2013), highlights that instructors dedicate significant time and effort to addressing students' grammatical errors in their writing assignments Additionally, Robinett (1972), referenced in Walz (1982), created a comprehensive checklist outlining common challenges faced by English learners, detailing 18 specific areas and the frequent errors associated with each.
Prepositions Double negative Word order
Ferris and Roberts' (2001) study identifies five key categories of errors, building on Chaney's 1999 analysis of common learner mistakes.
Verb errors All errors in verb tense or form, including relevant subject- verb agreement errors
Noun ending errors Incorrect, missing, or unneeded plural or possessive ending; contains important subject-verb agreement errors Article errors Article or other determiner incorrect, omitted, or unnecessary
Lexical errors encompass all mistakes related to word choice and word form, including errors with prepositions and pronouns Spelling mistakes are only considered if they inadvertently create an actual English word.
Sentence structures Errors in sentence/clause boundaries (run-ons, fragments, comma splices), word order, missing words or phrases, and other idiomatic sentence building
Another problem that students frequently encounter is the use of citations
Citations enhance the persuasiveness of writing, serving purposes beyond merely avoiding plagiarism, as noted by Atta-Obeng and Lamptey (2012, p.69) By citing a writer's work, you demonstrate acknowledgment, comprehension, and respect for intellectual property rights.
Kendall (2005) and Newton (1995) highlight that many students struggle with citing and referencing bibliographic sources in their academic writing, primarily due to reliance on incorrect citation instructions In interviews, nearly half of the students admitted to recognizing their citation errors but preferred seeking help from the internet or outdated handbooks instead of consulting their tutors This failure to cite properly often results in academic papers being marked for plagiarism.
Organization is a prevalent challenge in students' academic writing, as highlighted by Creme and Lea (1997), who suggest various methods for structuring research articles effectively, including chronological, descriptive, analytical, summary, and evaluative writing Kellog (2008) emphasizes that a well-organized article requires adherence to principles that enhance accessibility and writing quality However, Ashraf et al (2020) found that students often struggle with organization and structure, lacking a coherent paragraph scheme and logical sequence in their ideas, typically jotting down thoughts as they come without prior arrangement.
Research shows that common writing errors are viewed differently based on various perspectives To identify the most prevalent academic writing issues faced by ATC students in their BA program, this study will concentrate on five key problems: illogical order, language use, grammar, citations, and plagiarism.
The revising stage encompasses two key activities: eliminating unnecessary repetition and bridging gaps between paragraphs, while also ensuring accurate content presentation and coherent paragraph development Additionally, it involves verifying that the work adheres to formal formatting standards.
According to Muhammad (2019), students often struggle to present their messages clearly in academic papers, facing challenges with proper organization, formatting, and language accuracy They find it difficult to adhere to general guidelines regarding font size, layout, and necessary headings Furthermore, inadequate planning results in inconsistent arguments, which diminishes the coherence of their work and ultimately undermines the overall quality of the paper.
Reasons for Problems in English Academic Writing Skills
From different approaches, the sources of problems in writing academic papers are classified into many categories
Language acquisition errors can often be attributed to several factors, including first language interference, overgeneralization, incomplete application of rules, carelessness, and translation (Norrish, 1992) A significant contributor to these mistakes is the influence of the learner's mother tongue, which has historically been viewed as a key factor in language learning (Norrish, 1983) Differences in how languages convey meaning can lead to challenges, as learners may inadvertently apply their native language structures to the foreign language For instance, Vietnamese students might say "I very much love my mother" instead of "I love my mother very much." Additionally, the tasks assigned to learners, such as translating text or describing images, can further reinforce reliance on their first language Consequently, these variances between L1 and L2 play a crucial role in the language acquisition process (Dulay et al., 1982).
Overgeneralization is a significant source of language learning errors, defined by Jacobovits (1969) as the application of known methods in new contexts Students often rely on their previous learning experiences, leading to incorrect forms such as "There are two wolfs in the zoo" or "She brushes her teeths." Richards (1971) describes this as structural mixing, where students apply rules incorrectly, exemplified by phrases like "He is runs" instead of "he is running." Additionally, overgeneralization can lead to reduced redundancy, where learners mistakenly use the simple present tense in descriptive writing, as seen in the sentence "Yesterday, we went to the zoo." Ultimately, overgeneralization is a primary cause of language mistakes, stemming from learners' attempts to understand and apply language rules.
Incomplete application of language rules significantly impacts academic writing, as both first-language (L1) and foreign-language (FL) learners navigate developmental stages in processing target language regulations This often leads to errors in their writing According to Richards (1974), two main factors contribute to these issues: the use of questions as elicitation strategies in the classroom, such as a teacher asking, "What did she tell you?" leading to a student's incorrect response, "She tell me about her boyfriend" instead of "She told me about her boyfriend." Additionally, students may prioritize communication over understanding L2 rules, focusing on expressing themselves rather than adhering to grammatical accuracy.
Carelessness significantly contributes to students' frequent writing errors, often stemming from a lack of motivation Educators acknowledge that students may lose interest due to unengaging content or presentation styles Norrish (1983) proposed a strategy to reduce careless mistakes by having students first review their own work and then each other’s This approach encourages active error detection, fostering meaningful discussions in English about the identified mistakes in class.
James (1998) identifies four primary causes of errors in language learning The first is mother-tongue influence, which leads to interlingual errors as native languages interfere with the acquisition of the target language The second cause is intralingual errors, arising from the complexities of the target language itself, including false analogies, misanalysis, incomplete rule application, and overgeneralization The third cause involves communication habits, where students often confuse spoken and written language during writing practice Lastly, teaching methods can induce errors when students are misled by unclear definitions, examples, and practice opportunities provided by instructors.
According to Al-Khsawneh (2010), students' writing weaknesses primarily stem from ineffective teaching methods and unsupportive learning environments These challenges are often linked to low student motivation and insufficient teacher engagement Additionally, students struggle to self-evaluate their writing, necessitating frequent corrections from teachers However, many students do not receive adequate feedback or dedicate enough time to practice their writing skills.
Motivation plays a crucial role in language learning, as highlighted by Bahous, Bacha, and Nabhani (2011) A study of Saudi students reveals that a lack of motivation significantly contributes to their writing difficulties in English Many students exhibit negative attitudes due to low confidence and motivation, often perceiving English as unimportant and primarily learning it to pass exams (Saadi, 2012) Consequently, Arabic students face challenges in actively participating in English courses (Sayidina, 2010).
The study categorizes writing problems into two main types: objective reasons, which encompass induced errors and the quality of teacher feedback, and subjective reasons, which include mother tongue interference, overgeneralization, rule ignorance, carelessness, reliance on translation methods, and negative attitudes towards learning English.
Previous Studies
The writing topic has been explored by many researchers In accomplishing the study, some previous researches were reviewed to deal with the topic
Ibtisam (2015) investigated the challenges faced by ESL learners in academic writing through questionnaires that captured students' perspectives on their writing obstacles and potential solutions The findings indicated that common issues included language use, coherence and cohesion, developing a personal voice, selecting relevant topics and sources, as well as prior experiences and institutional expectations However, the study's focus was limited to a small group of postgraduate international TESOL students in an English-speaking country, highlighting the need for a more comprehensive examination of academic writing difficulties among a broader range of English major learners.
In her 2016 study titled “Students' Difficulties in Writing English,” Kristy examined the challenges faced by third-semester students at the University of Bengkulu in their English writing skills Utilizing a composition test evaluated by Jacobs' ESL Composition Profile (1981), the research found that students' writing difficulties varied according to their grades Notably, linguistic difficulties, particularly related to language use and vocabulary, emerged as the most significant challenges, surpassing cognitive difficulties in organization and mechanics, as well as physiological difficulties concerning content While the study offered practical recommendations for both students and lecturers, it did not delve into the underlying reasons for these writing challenges.
Nguyen Thi Nga's (2016) research identified the challenges faced by English major students at Hung Yen University of Education and Technology in writing essays Utilizing questionnaires, interviews, and writing analysis, the study revealed issues related to essay structure, primarily stemming from insufficient understanding of essay organization and the influence of writing in their native language However, the author did not propose effective solutions to address these challenges, and the study's limited timeframe restricted the number of participants involved.
Nguyen Thi Lien (2013) conducted a linguistics-based study to explore the challenges faced by EQuest students in Hanoi while writing TOEFL IBT essays and to identify potential solutions Utilizing a survey questionnaire and semi-structured interviews, the research revealed various difficulties in writing tasks 1 and 2 In task 1, students struggled with paraphrasing, note-taking from listening and reading materials, academic vocabulary usage, and managing time constraints In task 2, common issues included word choice, idea generation, formality of language, and spelling To address these challenges, the study suggested solutions such as providing writing templates, offering in-class feedback, increasing homework assignments, supplying sample essays, and encouraging more listening and reading exercises While the study effectively highlighted the linguistic problems encountered by students, it did not investigate the underlying sources of these issues.
A study by Pham Thi Lan Phuong (2013) identified the most common writing errors made by second-year English major students at Ha Hoa Tien University, highlighting the underlying reasons for these mistakes Utilizing both qualitative and quantitative methods, including student writing analysis and personal interviews, the research revealed that grammatical errors, such as word choice, verb usage, article usage, and sentence structure, were prevalent The primary causes of these errors were found to be first language interference, carelessness, overgeneralization, insufficient application of rules, and ignorance of rule limitations, with first language interference being the most significant factor Although the author attempted to categorize errors distinctly, the complexity of error identification means that the findings may not fully encompass all types of errors and their causes that students encounter.
In conclusion, academic writing remains a captivating subject for many authors, highlighting significant insights from various studies However, these studies often fail to generalize the challenges writers encounter in crafting academic papers and the underlying causes of these issues This gap motivates the author to undertake research that synthesizes both the problems faced and their root causes.
RESEARCH METHODOLOGY
Research Setting
The research was conducted in the second semester of the school year of 2020 and
In 2021, the Faculty of Foreign Languages at Banking Academy focused on developing essential English writing skills over the first two years of study Students engage in four dedicated writing courses: Writing 1 emphasizes sentence construction, Writing 2 focuses on paragraph development, Writing 3 introduces academic writing, and the final course covers report writing Each course spans eight weeks, with students attending two writing sessions weekly However, the limited timeframe poses challenges for instructors in effectively teaching comprehensive writing skills and providing individualized feedback to all students.
Procedure of Data Collection
The research's data collection process was carried out in three main phases below:
The questionnaire was developed three weeks prior to distribution, beginning with a review of related surveys from previous studies A draft was created and submitted to the instructor for feedback, leading to the finalization of an official questionnaire.
The author utilized Google Forms to design a survey questionnaire due to its numerous advantages This free web application enables quick and efficient data collection, making it suitable for both small and large-scale surveys Its user-friendly interface simplifies form creation and allows for a preview before distribution Additionally, the ability to export collected data to Microsoft Excel significantly streamlined the author's data management process.
After that, the questionnaire was piloted with 5 respondents The final version of the questionnaire was constructed thanks to the great assistance and comments from the supervisor
Due to the pandemic, the questionnaire was primarily distributed online, with the author reaching out to students from the Faculty of Foreign Languages at the Banking Academy via Facebook and sending direct messages to encourage participation in the survey.
After four weeks of data collection, the author processed the information using Microsoft Excel, filtering out two invalid responses The data was then converted into numerical form through charts To meet the research objectives, both qualitative and quantitative methods were employed The qualitative approach focused on describing and analyzing the challenges students faced in academic writing, while the quantitative approach involved counting and calculating the percentage of these common issues.
Research Population and Sample Description
All students in the Faculty of Foreign Languages at Banking Academy in semester
In the academic year 2020-2021, the research focused on students who completed the Writing 3 course To determine the total number of classes and the average class size, the author conducted interviews with students across different school years It was estimated that approximately 450 pupils participated in the Writing 3 course during this period.
The investigation involved a sample of 62 students, with 60 valid responses after excluding 2 for incomplete answers The selection of participants was based on their subject of study, duration of English learning, and proficiency in English as a foreign language With a uniform age and training background, the participants exhibited similar knowledge and challenges, minimizing unexpected variances in the data All students had studied English as a compulsory subject for at least three years in high school, with their proficiency levels being approximately intermediate.
Research Instruments
For the study, two instruments are employed The questionnaire is used to gather primary data, and the Microsoft Excel 2019 program is applied to filter and encrypt the data
The writer chose questionnaires as the primary research tool due to their high efficiency, flexibility, and user-friendliness This method allowed for the rapid collection of extensive data, providing valuable insights into student perspectives Utilizing advanced survey software, the author could apply sophisticated statistical techniques to assess the validity, reliability, and significance of the data, while easily analyzing multiple variables This streamlined approach minimized the effort required for data summarization and observation Particularly during the challenging pandemic period, the online distribution of the survey questionnaire proved advantageous, saving time and reducing risks associated with in-person interactions.
The meticulously crafted questionnaire aimed to identify common challenges faced by students in writing academic papers and to gather their insights on the underlying reasons for these difficulties It included three key sections to ensure comprehensive feedback.
The first part (consisting of three questions) was constructed to collect the students' general attitudes towards academic writing skills and how often they met problems when practicing the skills
Part II, Question 4, analyzed 13 common issues encountered by students during the three-stage writing process This analysis aimed to determine the frequency of each problem, allowing the author to identify prevalent challenges in academic writing The identified issues were derived from previous research discussed in Chapter 2 (Literature Review) A five-point Likert scale was utilized to evaluate the students' experiences with these writing problems, ranging from "always" to "never."
The final section of the study identified 11 causes of academic writing issues, categorized into objective and subjective reasons, as discussed in Chapter 2 Utilizing a Likert scale, the assessment gauged students' attitudes towards these causes, offering five levels of agreement: strongly agree, agree, disagree, and strongly disagree This approach aimed to uncover students' perspectives on each issue, allowing for the formulation of targeted recommendations.
Last but not least, the questionnaire would be translated into Vietnamese to avoid misunderstandings
Microsoft Excel 2013 is a powerful electronic spreadsheet tool created by Microsoft, designed for data storage, organization, and manipulation The author utilized this software to effectively screen responses, encode information, and present data visually through charts.
CHAPTER IV: DATA ANALYSIS AND DISCUSSION
The chapter delves into statistical analysis and provides a thorough description of the goal of properly addressing the study questions.
Problems of Academic Writing
The graph illustrates the frequency of problems encountered by students during the planning stage of their projects Overall, a significant number of students reported facing challenges in this phase Notably, 56% of students indicated that idea-collection was the most common issue, while outline preparation followed closely with a rate of just under 50% Additionally, approximately 36% of students struggled with topic decision-making and unclear titles Conversely, the percentage of students who reported never encountering these problems was minimal.
Figure 4.1 Students' common problems in planningstage
Always Usually Sometimes Seldom Never
In the writing phase, students always encountered various problems related to language use and writing skills as can be seen from Figure 4.2
The analysis reveals that language use is the most significant issue faced by students, with over two-thirds admitting to frequent confusion or mistakes in this area Grammar issues follow closely, affecting more than half of the participants Additionally, approximately 53% of students struggle with illogical order in their writing, surpassing the challenges of citations and idea repetition, both of which impact around 41% of students Furthermore, plagiarism and manipulation of sentences and paragraphs are also prevalent, affecting over one-third of the sample, with both issues reported at 35%.
Idea repetition Language use Grammar Citations Plagiarism
Figure 4.2 Students' common problems in writing stage
Always Usually Sometimes Seldom Never
The chart reveals that only a small percentage of students felt confident about not facing issues during the writing stage, with the exception of idea repetition, which only 11.67% of students reported as non-problematic.
The final phase of student writing revealed a significant decrease in the percentage of participants facing issues compared to earlier stages Notably, over one-third of students reported frequently encountering problems such as inappropriate formatting and mismatched sections Specifically, 41.67% of students indicated that their papers sometimes had inappropriate formats, while 31.67% faced mismatched sections Additionally, 33.34% of students rarely considered mismatched sections problematic, slightly higher than the 28.33% who seldom encountered formatting issues.
Figure 4.3 Students' common problems in revising stage
Always Usually Sometimes Rarely Never
Reasons of the Problems in Academic Writing
The analysis of students' perspectives on the challenges in academic writing reveals that lack of experience is the most significant factor, identified by 83.33% of respondents In contrast, teaching-induced issues were noted as the least impactful, with only 41.67% acknowledging them as a cause Furthermore, 71.66% of students cited insufficient substantive resources as a contributing factor, while 58.33% pointed to a lack of quality feedback The number of participants disputing these reasons was minimal, underscoring a consensus on the primary challenges faced in academic writing.
A significant majority of participants, accounting for 80%, identified a lack of background knowledge as a primary reason for their challenges, with 30% fully agreeing and 50% expressing general agreement Notably, there were no strong disagreements regarding this perspective.
Strongly agree Agree Neutral Disagree Strongly disagree
A significant reason for language difficulties among students is the lack of proficiency in English, cited by approximately 68% of respondents This was slightly higher than the 66-67% of students who attributed their challenges to interference from their native language Notably, a greater percentage of students (16.66%) disagreed with the notion that lack of English proficiency was an issue compared to those (14%) who rejected the idea of mother tongue interference.
A significant 26.67% of students strongly agreed that there is a shortage of linear thinking and carelessness When examining the agreed responses, 35% identified a lack of linear thinking, compared to 31.67% who noted carelessness This trend continued with disagreement, where 16.33% disagreed about linear thinking and 13.33% disagreed regarding carelessness.
A significant 51.67% of students expressed agreement regarding two key factors affecting academic writing: translation methods and negative attitudes toward the subject Conversely, both reasons were entirely rejected by a portion of the respondents.
Lack of English Language Proficiency
Wrong attitudes toward academic writing
FIGURE 4.4 THE SUBJECTIVE REASONS OF PROBLEMS IN
Strongly agree Agree Neutral Disagree Strongly disagree
Discussion
From the analysis of data collected from the survey questionnaires, remarkably, students encountered many problems in writing with high frequency
During the planning phase, students frequently faced challenges with outline preparation, idea collection, and topic selection, primarily due to a lack of knowledge and inadequate resources Many students passively acquired practical knowledge, lacking the passion necessary for effective topic choice and academic writing Additionally, accessing official references proved difficult, as students often encountered an overwhelming amount of low-quality or irrelevant material Furthermore, the search for and use of foreign resources were both restricted and costly, complicating the learning process.
During the writing process, students frequently encountered grammar and language usage issues, primarily due to the influence of their mother tongue and carelessness The interference from native languages negatively impacted their writing skills, leading to common mistakes, such as confusing active and passive voice For instance, while English incorporates passive voice within its verb system, Vietnamese uses specific particles like "bị" and "được." Additionally, carelessness often resulted in spelling errors, even with familiar words, as students tended to write phonetically, reflecting the Vietnamese morphological and phonological systems Furthermore, translation issues, particularly word-by-word translation, contributed to incorrect word usage, improper word order, and mistakes in verb forms, prepositions, and conjunctions Learners often used familiar vocabulary in academic contexts without assessing their appropriateness or considering fixed collocations.
In the editing phase, participants frequently encountered formatting issues due to their inexperience Many students struggled to apply a standard format to their work, leading to confusion over font selection, size, margins, and line spacing As a result, their papers were often undervalued.
CONCLUSION AND RECOMMENDATION
Summary of the Research Results
The study aims to identify common challenges faced by ATC students in academic writing and the underlying reasons for these issues Through survey questionnaires, two key research questions were addressed, and the findings are summarized as follows.
Academic writing challenges can be categorized into three stages: planning, writing, and revising During the planning phase, students often struggle with creating outlines and generating ideas In the writing stage, grammar and language use frequently present difficulties for learners Interestingly, a significant number of students report rarely encountering issues with citations and plagiarism, indicating that ATC students are aware of the importance of proper citation practices and actively avoid plagiarism Finally, in the editing phase, many students face challenges related to inappropriate formatting.
The survey results identified both objective and subjective reasons for the problems encountered Among the objective reasons, the most common are a lack of experience and insufficient substantive resources Subjective causes include inadequate background knowledge, limited English language proficiency, interference from the mother tongue, poor linear thinking, and carelessness, with a lack of background knowledge being the most prevalent issue.
Learners face numerous challenges when acquiring a second language, particularly in developing academic writing skills These difficulties arise from a variety of complex factors that warrant further exploration.
Recommendations of the Research
Drawing from the theoretical insights and key findings outlined in the literature review, we propose several recommendations aimed at supporting both teachers and students effectively.
A study reveals that ATC students frequently encounter challenges in writing To enhance their writing skills, students should utilize brainstorming techniques during the preparation phase to generate key ideas and develop a comprehensive outline This approach not only minimizes idea repetition and clarifies structure but also facilitates a smoother progression through subsequent writing stages.
Students are encouraged to collaborate with classmates and instructors when selecting ideas and structuring academic papers A primary issue faced by learners is the lack of background knowledge, which can be mitigated by developing a habit of reading books and newspapers during their free time By summarizing the information they gather, students can enhance their retention of essential background knowledge.
To enhance writing skills, students must focus on improving their mastery of English grammar, as a lack of understanding of grammatical elements can hinder effective sentence composition Familiarity with different types of sentences is crucial, as it helps learners avoid common errors by knowing how to properly use linking words and structure sentences Raising awareness about the importance of grammar in writing is essential, and students should receive thorough instruction on basic grammar before they begin writing Additionally, interference from their native language and carelessness are significant challenges; thus, students need to learn to differentiate between thinking in their mother tongue and writing in English Teachers can assist by explaining the specific differences between the two languages To combat carelessness, students should develop a habit of reviewing and revising their work Furthermore, intensive reading can address language use issues, helping students learn vocabulary, sentence structures, and writing styles while deepening their understanding of English culture, which ultimately aids in expressing ideas more effectively and reduces the tendency to translate literally.
During the revision phase, students should focus on enhancing their office skills to efficiently edit their papers in the correct format Additionally, by exploring previous academic writing and writing resources available in school libraries or online, students can gain a better understanding of the standard structure of academic papers.
Peer correction and teacher correction are essential techniques for improving student writing Peer correction, whether through pair work, group activities, or whole-class sessions, encourages critical thinking and helps students recognize common writing pitfalls This collaborative approach allows teachers to manage their time effectively while addressing key issues that exceed students' current abilities On the other hand, teacher correction requires strategic planning, especially when dealing with a large volume of student work Teachers should prioritize specific error types, provide thorough analyses, and offer constructive feedback Additionally, recognizing that different errors necessitate varied correction strategies is crucial After corrections, it is important for teachers to ask students to rewrite their work, fostering self-awareness of their strengths and weaknesses while providing further writing practice.
Teachers can employ two effective methods for teaching academic writing: the deductive and inductive approaches The deductive method emphasizes instruction before practice, where teachers provide detailed explanations of academic paper structures, such as descriptive writing characteristics, tone, and tenses Students engage in mechanical practice through exercises after the lesson, allowing them to apply the knowledge gained In contrast, the inductive method introduces several examples without prior explanation, encouraging students to recognize writing structures naturally through their reading and writing experiences This approach aims to enhance the retention of academic writing concepts by leveraging cognitive techniques that positively impact students' contextual memory.
Conclusion
The study aims to identify common challenges faced by ATC students in academic writing and the underlying reasons for these difficulties Utilizing survey questionnaires, two research questions were addressed, and the findings have been summarized accordingly.
Academic writing challenges can be categorized into three stages: planning, writing, and revising During the planning phase, students often struggle with creating outlines and generating ideas In the writing stage, common issues include grammar and language usage, while a significant number of students report rarely facing difficulties with citations and plagiarism, indicating a strong awareness of academic integrity among ATC students Finally, in the revising phase, many learners find it challenging to structure their academic papers effectively.
The survey results reveal that the issues identified stem from both objective and subjective reasons The most common objective reasons include a lack of experience and difficulties in finding substantial references Subjective causes encompass a lack of background knowledge, inadequate English language proficiency, interference from the mother tongue, non-linear thinking, and carelessness, with the lack of background knowledge being the most prevalent factor.
Learners often face various challenges when acquiring a second language, making it crucial for both teachers and students to understand these common issues and their underlying causes By recognizing frequent problems, students can adopt more effective learning strategies, while teachers can anticipate potential difficulties in specific contexts This proactive approach enables educators to select suitable teaching methods that enhance students' writing skills, ultimately leading to fewer mistakes and improved writing proficiency.
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APPENDIX Questionnaire about the common problems of ATC students in academic writing and reasons to these problems
The Banking Academy research team is conducting a project to identify common academic writing challenges faced by ATC students, particularly in essay writing among foreign language learners The survey aims to uncover prevalent mistakes and their underlying causes, ultimately enhancing awareness among English language department students and providing actionable recommendations for improvement Your participation in the survey questionnaire is crucial, and rest assured that all information collected will be used solely for academic research purposes.
1 In your opinion, writing skill is…
2 In your opinion, writing skill is…
3 How often do you make errors in writing?
5 What types of errors do you often make?? Put a tick in the suitable column Problems Always Usually Sometimes Rarely Never
In percolating and drafting stage:
6 In your opinion, what are the main causes of those problems? Put a tick in the suitable column
Agree Neutral Disagree Strongly disagree
Wrong attitudes toward academic writing