INTRODUCTION
Background of the study
In today's world, proficiency in English requires mastery of four key skills: reading, speaking, listening, and writing Among these, writing is often regarded as the most crucial skill due to its significance in various contexts (Gautam).
Proficiency in writing skills is essential for effective communication and idea expression, serving as a crucial method for articulating thoughts Moreover, strong writing abilities are increasingly important for future careers, as many job opportunities require fundamental writing competencies According to Monica-Ariana (2010), writing is often viewed as one of the most challenging skills for students to master, demanding dedication, concentration, and a high level of proficiency The journey to mastering writing skills is lengthy and requires significant time and effort to achieve effectiveness.
To educate and prepare the students, the Banking Academy of Vietnam provides the essay writing (EW) courses as a mandatory course after the Writing I and Writing
In the II courses module, students are trained to compose academic essays, focusing on three main types: Argumentative, Cause and Effect, and Problem and Solution essays The curriculum covers essential aspects such as essay structures, organization, and formal writing techniques Although students are expected to master the skills necessary to write complete academic essays, many have reported difficulties in this area Despite these challenges, there has been limited research exploring the writing issues faced by students This study aims to be one of the first to investigate the academic essay writing problems within this student demographic.
In conclusion, it is essential to conduct the study to discover what kinds of obstacles an English-majored student might experience, the reasons, and possible solutions
Objectives of the study
This study focuses on three key objectives: identifying the challenges faced by English-majored students in their coursework, analyzing the primary causes of these difficulties, and proposing effective solutions The goal is to enhance students' writing skills and academic performance while offering lecturers valuable insights into the obstacles students encounter in English writing courses This understanding will enable educators to provide better support for their students.
Significance of the study
This study is pioneering in exploring the challenges faced by students in English writing (EW) courses at the Banking Academy, a prominent public university in Vietnam While numerous studies have examined the difficulties encountered by EFL learners in academic writing, this research uniquely highlights the specific obstacles faced by students at the Banking Academy.
The findings from this study aim to offer valuable insights for both students and lecturers regarding the challenges faced in the learning process English-majored students will gain a deeper understanding of their coursework and identify their preferred learning styles Meanwhile, lecturers will be able to develop more tailored curricula that enhance student adaptability and improve writing skills.
Research questions
This study is to answer the following questions:
1 What types of difficulties do English-majored students have in EW courses?
2 Why do English-majored students have these difficulties in EW courses?
3 How can English-majored students overcome these difficulties in EW courses?
Scope of the study
A focused study was carried out at Banking Academy, a prominent public university in Hanoi, Vietnam, involving English-majored students who were either enrolled in or had completed an essay writing course Data for this research was gathered through an online survey of 96 students, complemented by follow-up interviews with five selected participants The research took place between March 13 and May 7.
Structure of the thesis
This thesis is organized into six chapters, beginning with Chapter 1, which outlines the study's background, purpose, research question, and scope Chapter 2 reviews existing literature on the challenges of essay writing and justifies the need for this research In Chapter 3, the research site, participant details, instruments utilized, and data collection and processing methods are described Chapter 4 presents the data and statistical findings, while Chapter 5 analyzes these findings and discusses their implications Finally, Chapter 6 summarizes the study's conclusions and key insights.
LITERATURE REVIEW
Writing and Academic writing
Writing is a multifaceted skill defined variably by scholars, with the Cambridge Dictionary describing it as "the skill or activity of producing words on a surface" and Oxford Learner’s Dictionaries emphasizing the unique formation of letters Hounsel (1984) characterizes writing as a demanding skill that involves comprehending topics and organizing thoughts academically, serving both as an assessment tool and a means of personal expression Olson (2020) views writing as a "conventional system of marks" that is both concrete and permanent, while Coulmas (1999) notes it as a systematic collection of tactile signs representing language Daniels and Bright (1996) further define writing as a system of enduring marks that convey meaning without the speaker's immediate presence Ultimately, writing transforms thoughts and ideas into a legible format using letters, punctuation, and grammar, allowing individuals to express their perspectives and emotions effectively.
Academic writing is often regarded as one of the most challenging writing styles due to its perceived complexity and formality Hartley (2008) described it as "pompous," "unnecessarily complicated," and "impersonal," yet acknowledged its appropriateness in certain contexts and its potential simplicity for non-native speakers Burke (2010) emphasized that academic writing is recognized primarily from a societal perspective rather than an individual one Meanwhile, Irvin (2010) highlighted the unique characteristics that define academic writing.
Academic writing is a rigorous form of evaluation that requires writers to showcase their knowledge and demonstrate their competence in disciplinary thinking, interpretation, and presentation Unlike other writing styles, academic writing emphasizes clarity and conciseness, relying on verified information rather than complex sentences It adheres to a formal and coherent style, necessitating the use of appropriate vocabulary and sentence structures An effective academic essay reflects the writer's ability to analyze information critically and organize ideas logically.
Challenges in academic writing
Academic writing poses significant challenges for EFL students, primarily due to difficulties in grammar, cohesion and coherence, and diction (Ariyanti & Fitriana, 2017) Additional obstacles include a lack of background knowledge and interference from their mother tongue Ariyanti and Fitriana (2017) found that grammar was the most substantial issue, as students struggled to grasp its concepts, compounded by insufficient detailed explanations and practice exercises from their lecturers Similarly, Ibnian (2017) highlighted "grammar difficulties" and a "lack of teacher's help" as critical problems faced by students The complexity of English grammar often leads to confusion in its application.
Research conducted in 2011 revealed that students struggle to apply grammar rules flexibly, despite having a complete understanding of them Many tend to oversimplify their grammar usage due to confusion about which rules to follow, while others attempt to incorporate numerous grammatical structures without considering their contextual appropriateness This often results in writing that is either unclear or filled with ambiguities.
Cohesion and coherence present significant challenges for EFL students in academic writing According to Faradhibah (2017), many learners tend to neglect the words or phrases that link sentences, resulting in a disjointed flow of ideas.
In essay writing, students often struggle with cohesion and coherence, leading to disorganized and confusing texts Many attempt to cover too many ideas instead of focusing on a single main idea, which can leave readers bewildered (p.185) This issue arises from an inability to distinguish between main and supporting ideas, resulting in sentences that lack connection It is possible for students to write cohesively without coherence, or vice versa, which is a significant error Enkvist (1990) emphasized the necessity of both cohesion and coherence in effective essay writing Badi (2015) identified a lack of knowledge regarding cohesive devices, academic vocabulary, and the organization of academic writing as contributing factors to these difficulties (p.69).
Academic writing challenges often arise from the influence of a student's first language on their English writing As noted by Raimes (1983), difficulties extend beyond grammar and vocabulary to encompass the expression of ideas in a new language The academic style differs significantly from the casual language students typically use, making the transition even more complex Many students inadvertently mix their native language with English, as highlighted by Belkhir and Benyelles (2017), who noted that learners frequently think in their first language Blanchard and Root (2004) emphasized that writing is a challenging skill that requires learners to write without relying on their native language Conversely, Fadda (2012) argued that proficiency in writing a first language is crucial for mastering a second language, suggesting that skills in one language can transfer to another However, the structural differences between languages can complicate this process, leading to restricted grammar usage and misunderstandings Additionally, Khadijah (2020) found that students struggle with vocabulary selection, often taking excessive time to use new terms and sometimes casually translating words from their first language into English.
7 when they are required to write in a more academic setting, they have problems choosing more appropriate terms for their essays
Background knowledge poses a significant challenge for learners in academic writing According to Badi's research (2015), participants often lacked relevant background information on their writing topics Similarly, Alharbi's study (2017) highlighted that students struggled to generate ideas due to insufficient reading of required materials and limited vocabulary This deficiency in background knowledge hindered their ability to find appropriate information and vocabulary for their writing For EFL students, unfamiliar essay topics, coupled with a lack of academic vocabulary, further obstructed their ability to generate ideas and locate reliable sources Ultimately, inadequate background knowledge not only affects students' writing but also contributes to poor comprehension, vocabulary shortages, and diminished confidence.
Possible solutions to the difficulties facing students in academic
Lecturers' support plays a crucial role in addressing academic writing challenges faced by students, as highlighted by various studies Ahmed (2010) emphasized the importance of diverse teaching methods to cater to the unique difficulties of each student, enhancing their assessment and evaluation process Students reported that engaging teaching techniques could boost their interest, motivation, and confidence in the course According to Al-Khasawneh’s survey (2010), incorporating fun activities like games and discussions can further motivate students in their academic writing endeavors Dema (2020) recommended that lecturers provide more assignments with timely feedback and offer responses to drafts prior to final submission Al-Khasawneh’s research also indicated that students believe increasing writing assignments would significantly improve their skills, as constructive feedback from lecturers is essential for their development.
Students often recognize their mistakes and strive to correct them According to Ariyanti and Fitriana (2017), guidance from lecturers is essential during the drafting process, as it helps students utilize recommendations to enhance their final writing This support significantly reduces the likelihood of errors in grammar, coherence, and cohesion.
Another solution is for students to be exposed to the academic material Olness
In order to enhance their writing skills, learners should select appropriate reading materials, as noted by 2005, which allows them to familiarize themselves with diverse writing styles and techniques Abdul-Rahman (2011) emphasized that engaging with academic texts is crucial for expanding vocabulary and acquiring varied expressions Badi (2015) supported the idea that instructors play a vital role in guiding students to choose suitable reading materials and facilitating discussions and analyses This guidance is essential as students often struggle to find reliable academic information, and instructor support can streamline their research process Additionally, students expressed a desire to engage in debates and examine their peers' work to gain valuable insights.
Previous research on academic writing
2.4.1 Research on academic writing in ESL and EFL contexts
Various studies have been conducted about EFL and ESL students' problems and difficulties in academic writing in other countries This author would introduce some of the representing studies below
Ariyanti and Fitriana (2017) conducted a study at Widya Gama Mahakam University, Indonesia, involving thirty-three English Department students and interviews with writing lecturers Their analysis revealed that students primarily faced challenges with grammar, cohesion, and coherence in their writing Additionally, the authors identified minor difficulties related to paragraph organization, vocabulary, and diction.
An interview with the lecturer highlighted that students struggle with academic writing due to insufficient vocabulary and foundational knowledge The lecturer acknowledged his own lack of creativity in teaching, which contributed to students' low motivation Additionally, time constraints within the course and a large class size hindered the lecturer's ability to provide personalized feedback to each student.
Belkhir and Benyelles (2017) conducted a study focusing on the challenges faced by second-year EFL learners in essay writing at Tlemcen University in Algeria The research utilized questionnaires, semi-structured interviews, and an analysis of students' essays as instruments The study involved thirty second-year students and five lecturers, providing insights into the difficulties encountered in academic writing.
Students reported difficulties with cohesion and coherence in their writing, attributed to insufficient reading, influence from their first language, and limited writing practice To address these challenges, the authors recommend that instructors create supportive environments that encourage students to express their ideas and attitudes, along with providing extra exercises and activities to enhance essay writing skills.
Badi (2015) conducted a thesis examining the challenges faced by ESL learners in academic writing, focusing on twenty postgraduate international students at an Australian university Utilizing two questionnaires for data collection, the research identified four primary issues: language, cohesion and coherence, expression of viewpoints, and difficulties with paraphrasing and citations The author suggested several solutions, including enhanced instructor guidance, exposure to academic materials, entrance assessments to identify student challenges, and improved teaching methods for struggling students However, the limited sample size may affect the reliability of the findings, as some participants had a strong foundation in English.
In summary, research indicates that both EFL and ESL students frequently encounter challenges related to grammar, vocabulary, and background knowledge These obstacles can be significant, highlighting the necessity for effective solutions to support their learning.
2.4.2 Research on academic writing in Vietnam
In Vietnam, there are few studies on the challenges in academic writing faced by Vietnamese students The following three studies have provided important insights for this thesis
Nguyen (2021) explored enhancing students' essay writing skills through a progression-based approach at the University of Languages and International Studies (ULIS), Vietnam National University Utilizing exams, interviews, and questionnaires, the study involved twenty-five students who shared their perspectives on the course and the effectiveness of the progression-based method The research highlighted both the benefits, such as improved creativity, increased interest, and enhanced writing quality, and the drawbacks of the approach, emphasizing the necessity of lecturer support for optimal outcomes However, it noted that the study focused on a single solution without comparative analysis of other methods and was limited by its small sample size from just one class at ULIS.
In their 2019 study, Dang, Tran, and Nguyen examined ways to enhance the writing skills of advanced program students at Thai Nguyen University of Economics and Business Administration (TUEBA) The research involved 22 students who participated in questionnaires, utilizing both primary data from surveys and observations, as well as secondary data from school documents and reports The findings revealed that students faced challenges in areas such as grammar, vocabulary, and writing strategies To address these issues, the authors proposed three key solutions aimed at students, teachers, and the institution, although the study acknowledged that the difficulties identified remained prevalent.
11 inadequate as the number of participants was small, so the result was not diverse enough to show other different aspects
In a study conducted by Wa (2021) at a Vietnamese university, the challenges faced by English-majored sophomores were investigated using questionnaires and interviews Fifty students completed questionnaires, and ten participated in individual interviews The analysis revealed key issues including time management, vocabulary limitations, grammar difficulties, the influence of their first language, feedback from lecturers, prior knowledge, and organization of ideas Wa also provided several recommendations and solutions aimed at both teachers and students to address these challenges effectively.
EFL and ESL students face significant challenges in academic writing, primarily due to issues with grammar, vocabulary, cohesion, and coherence Additional obstacles include insufficient teacher support, the influence of their first language on English writing, a lack of adequate learning materials, and limited background knowledge To address these challenges effectively, further research is essential.
RESEARCH METHODS
Research questions
The research conducted at the Banking Academy focused on students from the Faculty of English for Finance and Banking The primary objective of the study was to address specific questions related to the educational needs and challenges faced by these students in the context of finance and banking.
1 What types of difficulties do English-majored students have in EW courses?
2 Why do English-majored students have these difficulties in EW courses?
3 How can English-majored students overcome these difficulties in EW courses?
Data collection instruments
This mixed-methods study utilized an online survey and follow-up interviews to gather data The online survey, designed using Google Forms, was selected for its ease of use and popularity, allowing researchers to create multiple-choice questions and open-ended responses This method was particularly convenient during the Covid-19 pandemic, as it enabled participants to complete the survey remotely Participants' identities were kept confidential, and the collected data was efficiently organized into charts and lists for analysis The survey comprised four main sections, including background information, attitudes towards essay writing courses, and the difficulties students faced.
In an analysis of essay writing courses, 13 participants provided insights, leading to 15 distinct responses The study identified 20 reasons behind the difficulties faced by students in essay writing Additionally, it proposed 7 potential solutions to address these challenges Responses were measured on a scale from "Strongly Disagree" to "Disagree."
The survey included response options of "Neutral," "Agree," and "Strongly Agree," allowing students to express their opinions Additionally, an open-ended question at the end of each table invited participants to share their thoughts further The final question requested participants to provide their contact information for potential interviews.
Table 3.1 Sample question in the survey
The second method involves conducting online interviews using platforms like Messenger, Zalo, and Zoom These tools enable authors and participants to conveniently schedule video chats or calls at mutually suitable times The conversations are recorded using the platforms' built-in recording features, allowing for easy transcription later Engaging with participants through interviews provides valuable insights.
The author gains valuable insights into participants' opinions and perspectives through a structured interview comprising four key questions The first question explores participants' thoughts on the course, while the second addresses the difficulties they faced The third question delves into the reasons behind these challenges, and the final question invites recommendations to overcome them This comprehensive approach allows for a thorough analysis and accurate conclusions regarding the participants' experiences.
Table 3.2 Sample question in the interview
1 How difficult do you rate the essay writing course?
2 What difficulties do you have when you study the essay writing course?
3 Why do you have difficulties in the essay writing course?
4 Do you have any recommendations to improve the difficulties in the course?
Data collection
An online survey targeting third and fourth-year English majors was conducted, with responses collected until May 5th Over a span of 10 days, 96 completed surveys were gathered The collected data was then analyzed and organized into charts and tables, while responses to open-ended questions were compiled in Microsoft Word for further evaluation and analysis.
In a week-long study, five students were interviewed over a 30-minute period, with their contacts sourced from the final survey question The interviews were recorded and transcribed for thorough analysis.
Participants
The study involved 96 third-year students from the Faculty of English for Finance and Banking at the Banking Academy of Vietnam, all of whom were enrolled in an essay writing course.
In the interview, five students were selected for their relevant experience, as most had completed their English Writing (EW) courses in their third or fourth year, enabling them to provide insightful and accurate responses.
Data analysis
The information gathered from the questionnaire will be categorized with the help of Google Form.The processed information was presented with tables and columns, and pie charts
Figure 3.1 Data collected from Google Form
The data gathered from the online interviews were manually processed, with each interview transcribed and key details recorded using Microsoft Word Selected dialogues from the interviews are quoted for in-depth analysis and clarification.
Table 3.3 Data analyzed in Microsoft Word
The study employed an online survey to gather data from 96 students, supplemented by interviews with 5 additional students for clarification The survey was conducted using Google Forms, while interviews were facilitated through Facebook Messenger, Zalo, and Zoom Data from the online survey was processed directly via Google Forms, and interview responses were recorded and transcribed into Microsoft Word.
FINDINGS
Difficulties in EW courses
The table below presented the results of students’ evaluations on the difficulties in Essay writing courses
Very Easy Easy Medium Hard Very Hard
Table 4.1 Difficulties in Essay writing courses
Strongly disagree Disagree Neutral Agree Strongly
2 I did not write enough words as requested 5 5 19 20 33 34 27 28 12 12
3 I often wrote over the word count limit 4 4 26 27 30 31 34 35 2 2
4 I often mixed up the academic style and the informal style
5 I was unable to write under time pressure 7 7 29 30 48 50 12 13 - -
6 I did not know how to use the grammar structures
7 I did not know how to arrange my ideas logically
8 I did not know how to connect the ideas 3 3 27 28 25 26 34 35 7 7
10 I could not generate enough ideas - - 17 18 31 32 48 50 - -
11 I lacked background knowledge relating to the topic
12 I did not know which information sources to cite
14 I did not have enough learning materials
The challenges faced in essay writing courses include issues with vocabulary, adherence to word limits, maintaining an academic style, managing time effectively, and ensuring proper grammar Additionally, students struggle with achieving cohesion and coherence in their writing, conceptualizing and developing ideas, as well as acquiring sufficient background knowledge and reliable information sources Lastly, the availability and effectiveness of learning materials also play a crucial role in these difficulties.
A significant challenge faced by students was a deficiency in vocabulary, with 86% indicating they lacked sufficient topic-related terms for effective writing Many participants echoed this sentiment during interviews, highlighting their struggles For instance, Student S1 noted, “I struggled with thinking what vocabulary to use,” particularly when addressing unfamiliar subjects like the medical field Similarly, Student S2 shared, “I had difficulties with vocabulary,” explaining that while brainstorming in Vietnamese was easier, translating those ideas into English proved challenging, leading to the use of inadequate phrases Despite these vocabulary challenges, 44% of participants disagreed with the notion that they misunderstood the writing prompts.
Students lacked topic-related vocabulary Students misunderstand the prompt
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant challenge faced by students in EW courses is adhering to word limits, as indicated by a survey where 41% of participants reported difficulty in meeting the required word count, while 38% admitted to exceeding it Interviews further highlighted this issue, with student S3 expressing a struggle to balance the quantity of writing, stating, “Sometimes I wrote too much, sometimes too little I just wrote whatever I had in my mind, not caring about the word count required.” Similarly, student S4 noted, “I often wrote over the count I had many ideas and since I could not filter any of them, I chose to write down all in my essay.”
Students do not write enough word as requested Students write over the word count limit
Strongly Disagree Disagree Neutral Agree Strongly Agree
English-majored students in EW courses faced significant challenges with academic writing styles Many participants reported confusion between academic and informal styles, with half of them acknowledging this struggle.
Participants in the interview expressed a consensus regarding the use of language in academic writing Student S5 noted, “My essays were often considered too casual as I frequently used spoken language instead of written language, and my lecturer indicated that my essays lacked the necessary formality.”
Students mix up the academic style and the informal style
Strongly Disagree Disagree Neutral Agree Strongly Agree
Time-related challenges do not appear to be a significant issue for students, as indicated by Figure 4.5, where most participants responded neutrally, with more disagreement than agreement on related statements However, during interviews, students highlighted difficulties stemming from insufficient time to practice writing For instance, Student S4 remarked, “I think that the time studying in class was too short, so it was easy to forget the knowledge taught to us.”
Students can not write under time pressure Students lack time to practice
Strongly Disagree Disagree Neutral Agree Strongly Agree
Students do not know how to use the grammar structures
Disagree Neutral Agree Strongly Agree
According to Figure 4.6, a significant 42% of students disagreed with the notion that they faced grammar difficulties, indicating that grammar is not a primary challenge for students in the Faculty of English for Finance and Banking.
Figure 4.7 Cohesion and coherence difficulties
Cohesion and coherence pose significant challenges for students writing academic essays A survey revealed that 42% of participants struggled with logically arranging their ideas, indicating issues with coherence Similarly, 43% of respondents acknowledged difficulties with cohesion, while only 31% disagreed In interviews, students highlighted their concerns, with one participant noting that their lecturer deemed their essays incoherent and lacking structure.
Students do not know how to arrange the ideas logically Students do not know how to connect the ideas
Strongly Disagree Disagree Neutral Agree Strongly Agree
Figure 4.8 Idea conceptualization and development difficulties
Figure 4.8 highlights that idea conceptualization and development were significant challenges for students in EW courses, with 47% of participants unable to develop ideas and 50% struggling to generate sufficient concepts This high percentage indicates that these issues are critical for a majority of students.
Figure 4.9 Background knowledge and information sources difficulties
Students can not develop ideas Students can not generate enough ideas
Idea Conceptualization and Development Difficulties
Strongly Disagree Disagree Neutral Agree Strongly Agree
Students lack background knowledge relating to the topic Students do not know which information sources to cite
Background Knowledge and Information Sources Difficulties
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant 55% of participants reported a lack of background knowledge on the problems encountered in their studies, while 41% were uncertain about which information sources to cite This highlights the common struggles students face in EW courses regarding these two issues In interviews, students expressed their frustrations, with one participant noting, “Sometimes when I was assigned new work in class, I often stumbled as I did not know any information regarding the subject I did not know what to write at all!”
Figure 4.10 Insufficient learning material difficulties
A significant majority of participants, 59%, disagreed with the notion that insufficient learning materials posed a challenge, indicating that a lack of resources is not a primary difficulty faced by students Figure 4.10 further illustrates that the majority strongly disagreed with the statement, reinforcing the idea that learning material availability is not a major concern for students.
Reasons for the difficulties in EW courses
Students do not have enough learning materials
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 4.2 Reasons for the difficulties in the Essay writing courses
Strongly disagree Disagree Neutral Agree Strongly
1 I did not brainstorm well before writing
2 I did not prepare the outline before writing - - 36 38 3 3 53 55 4 4
3 I had no clear organization for my essay
4 I could not organize the idea 1 1 29 30 25 26 41 43 - -
5 I had difficulties understanding coherence and cohesion
6 I did not know many grammar structures
7 I did not know any relevant vocabulary for the essay
8 I could not distinguish between informal writing and academic writing
9 I did not manage the time - - 11 11 27 28 45 47 13 14
10.I was impatient to finish the essay and I did not review the essay again
11.I could not understand what my lecturer says
12.I felt insecure and shy when lecturers read my essay
13.I was nervous when I read bad reviews
14.My lecturers did not give me detailed reviews
15.My lecturers did not give me enough learning material
16.The coursebook was missing much information
17.I did not actively participate in-class activities
18.I did not study enough by myself - - 24 25 30 21 41 43 1 1
19.I did not often read academic documents
20.I did not like the courses 3 3 17 18 38 40 25 26 13 14
The table presents data on participants' choices regarding the "Reasons for Difficulties in Essay Writing Courses," categorized into three main areas: student-related reasons, lecturer-related reasons, and learning material-related reasons.
Figure 4.11 Reasons relating to the lack of writing skill
A significant challenge faced by students in English writing (EW) courses is the lack of relevant vocabulary, with approximately 77% of students indicating they struggled to find appropriate words for their essays One student highlighted this issue, stating that their essays were often short due to limited vocabulary Additionally, 63% of participants noted poor organization as another major difficulty, while 59% admitted they did not prepare outlines before writing A student confirmed that their disorganized essays stemmed from neglecting to create an outline, despite reminders from their lecturer Furthermore, around 47% of students identified a misunderstanding between academic and informal writing as a contributing factor to their struggles in EW courses.
Students do not brainstorm well before writing
Students do not prepare the outline before writing
Students do not have clear organization for essay
Students can not organize the idea
Students do not understand coherence and cohesion
Students do not know many grammar structure
Students do not know any relevant vocabulary for the essay
Students can not distinguish between informal writing and academic writing
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant 45% of students reported a lack of knowledge regarding grammar structures, with one student noting that their preference for simple grammar led to uninteresting essays Additionally, 43% of participants identified idea organization as a challenge in English writing courses Around 32% of students acknowledged difficulties with cohesion and coherence, while 32% disagreed with the notion that brainstorming before writing was necessary, indicating a notable lack of preparation.
Figure 4.12 Students’ attitudes and approaches
According to the survey results illustrated in figure 4.12, the primary reason for students' challenges was the lack of reading academic documents, with 63% of participants agreeing with this statement The second significant reason identified was related to students' engagement levels.
Students can not manage the time
Students are impatient and do not review after writing
Students can not understand the lecturers
Students feel nervous and insecure when lecturers read their essay
Students feel nervous reading bad reviews
Students do not actively participate in-class activities
Students do not study enough by themselves
Students do not often read academic documents
Students do not like the courses
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant 65% of participants expressed impatience and a lack of review after writing, indicating a tendency to agree or strongly agree with this statement Additionally, the inability to manage time emerged as the third primary reason contributing to their writing challenges.
A significant 60% of participants in the EW courses reported challenges with time management during tests, as highlighted by student S4, who struggled to generate ideas quickly and often rushed to complete essays Additionally, 45% of students expressed anxiety about receiving negative feedback, with student S2 admitting to avoiding reviews due to fear of harsh criticism, which hindered their writing improvement Furthermore, a lack of self-study was noted, with 44% of participants acknowledging this issue; student S3 confessed to not dedicating enough time to studying and often skipping homework unless it was mandatory.
Many students struggle with writing courses due to a lack of interest, which significantly impacts their motivation to study and practice According to recent findings, 40% of students reported that they did not enjoy the course material One student, S4, articulated this sentiment, stating that their disinterest in writing makes it challenging to find inspiration, leading to increased reluctance when faced with difficult coursework.
I want to learn.” The next reason for students’ difficulties in the courses was the lack of active approaches to class activities The number of agreements and the number of
A recent survey revealed that opinions among participants were evenly split, with 33% agreeing and 33% disagreeing on a particular statement Additionally, a significant factor influencing students' attitudes was their feelings of nervousness and insecurity when lecturers reviewed their essays, with 27% of students expressing agreement with this sentiment.
Participants expressed varied opinions about their inability to understand lecturers, with 57% indicating disagreement, as illustrated in Figure 4.12 Specifically, 42 respondents chose "Disagree," while 13 others also contributed to the negative responses.
The findings from figure 4.13 indicate that lecturer-related factors were not a significant cause of difficulties faced by students in English for Academic Purposes (EAP) courses Specifically, 82% of participants disagreed that lecturers provided insufficient learning materials, while 60% opposed the notion that lecturers failed to offer detailed reviews.
Lecturers do not give detailed review
Lecturers do not give enough learning material
Strongly Agree Agree Neutral Disagree Strongly Disagree
Figure 4.14 Learning material-related reasons
A significant majority of participants, 65%, disagreed that insufficient information in the coursebook contributed to the challenges faced in the EW courses, while only 11% felt that it was a relevant issue.
Coursebook is missing much information
Strongly Dissagree Disagree Neutral Agree Strongly Agree
Possible solutions to the difficulties in the Essay writing courses
Table 4.3 Solutions to the difficulties in the Essay writing courses
Strongly disagree Disagree Neutral Agree Strongly
1 The lecturers gave me more homework to practice
2 The lectures gave me more understandable feedback
3 The lecturers should have given more interesting topics
4 The coursebook should have been more detailed
5 I should have read more academic materials
6 I should have practiced writing more under time pressure
7 I should have had more partners practicing with me
The table above presents the potential solutions selected by participants, displayed in both numerical and percentage formats These solutions are categorized into three distinct sections: those pertaining to lecturers, those concerning students, and those related to learning materials.
Figure 4.15 Solutions relating to lecturers
A significant 88% of students believe that lecturers should provide more engaging topics for their lessons, with 19 students expressing "Strongly agree" and 66 students selecting "Agree."
In a recent interview, student S4 expressed a desire for more engaging topics in class, stating that this would help them familiarize themselves with new ideas and various essay types.
According to figure 4.15, the majority also agreed with the second solution:
“Lecturers should give more understandable feedback” 87% of the participants agreed with the statement, with 19 choosing “Strongly agree” and 64 choosing
A significant 64% of students expressed agreement regarding the clarity of feedback received from lecturers Student S1 highlighted a common concern, stating that feedback often lacked detail and was too vague, making it difficult to understand Additionally, S1 mentioned feeling too shy to approach lecturers for clarification, emphasizing the need for more comprehensive and detailed feedback to help students identify areas for improvement.
In the third solution regarding the fact that lecturers should give more homework to practice, the percentage of students agreeing with the statement was 65% Only 7%
Lecturers give more homework to practice
Lecturers give more understandable feedback
Lecturers give more interesting topics
Strongly Agree Agree Neutral Disagree Strongly Disagree
In a recent interview, 35 participants chose the “Disagree” option regarding increased workloads, highlighting concerns about time management Student S5 expressed that their busy schedule, balancing another degree and a part-time job, would make additional homework unmanageable They emphasized a preference for the existing amount of assignments, stating that an increase would hinder their ability to complete coursework on time.
Excessive homework can lead to boredom and fatigue, diminishing motivation to complete assignments I believe that prioritizing quality over quantity is essential; educators should tailor tasks to match students' skill levels rather than simply increasing the volume of homework.
Figure 4.16 Solutions relating to students
The data presented in Figure 4.16 indicates strong support for three solutions aimed at enhancing student collaboration Notably, 66% of participants endorsed the idea of increasing the number of practice partners In interviews, students underscored the advantages of collaborative work; for instance, Student S1 highlighted the effectiveness of group assignments in their Essay writing class, where peers collectively developed essays and provided constructive feedback Similarly, Student S4 expressed that working in groups alleviated stress, reinforcing the notion that collaboration is a beneficial approach to learning.
Students read more academic materials
Students practice more under time pressure
Students have more partners practicing with them
Strongly Agree Agree Neutral Disagree Strongly Disagree
36 and less pressure when I received criticism from my friends rather than my lecturers
I felt comfortable providing constructive advice, and my partner and I often shared a common goal in our courses, leading to insightful discussions A significant 96% of participants agreed on the need for students to practice more under time pressure Additionally, the suggestion for students to read more academic materials received the highest agreement, with 67% of students in favor One student, S3, mentioned their approach to this solution, stating, "I searched for essays online related to my topic, taking notes on vocabulary, grammar, and structure, and I read recommended essays to understand the academic style and apply it to my own writing."
Figure 4.17 Solutions relating to learning material
The solution relating to learning material was also agreed upon According to figure 4.17, 40% of participants coincided with the statement that coursebooks should be more detailed
This article highlights the challenges faced in English Writing (EW) courses, identifying key factors contributing to these difficulties and proposing potential solutions An analysis of survey participants' feedback was conducted, with the results organized into tables and figures for clarity.
The coursebook is more detailed
Solutions Relating to Learning Material
Strongly Agree Agree Neutral Disagree Strongly Disagree
37 tables and figures showed the number and percentage of participants' choices regarding the difficulties, reasons, and possible solutions
DISCUSSION
Difficulties in the Essay writing courses
English-majored students face significant challenges when studying English for Academic Purposes (EAP) courses Key difficulties include vocabulary acquisition, adherence to word limits, mastery of academic writing style, and ensuring cohesion and coherence in their work Additionally, students struggle with conceptualizing and developing ideas, as well as lacking sufficient background knowledge necessary for success in these courses.
Vocabulary presents a significant challenge for students enrolled in English for Specific Purposes (ESP) courses, as highlighted by recent studies (Dang, Tran, and Nguyen, 2019; Wa, 2021) In contrast, Ariyanti and Fitriana (2017) argue that vocabulary issues are relatively minor This difficulty may stem from the influence of students' first language, as noted by Khadijah (2020), who pointed out that converting thoughts from their native language to English can complicate vocabulary acquisition Ultimately, it is evident that a lack of vocabulary proficiency poses a serious obstacle for English majors.
English-majored students often face challenges related to word limits when writing essays, struggling with both insufficient and excessive word counts Many admitted to writing freely without regard for the specified limits, while others found themselves overwhelmed by ideas, leading them to include everything in their essays Despite these common difficulties, previous studies have overlooked these specific challenges faced by English-majored students.
English-major students frequently struggle with blending academic and informal writing styles, as highlighted by Hyland and Jiang (2017), who noted a trend towards less formality in academic writing due to increasing informality Praminatih, Kwary, and Ardaniah (2018) also identified informal writing as a significant challenge for EFL students, although they observed a gradual decrease in the use of informal voice over time.
Students in the Faculty of English for Finance and Banking often struggle with academic writing due to the informal style emphasized in previous courses This difficulty becomes particularly evident during Essay writing courses, where distinguishing between academic and informal styles presents a significant challenge.
Coherence and cohesion are essential for ensuring that essays flow smoothly and continuously Enkvist (1990) emphasized the importance of both elements, stating that without them, students struggle to process essays seamlessly However, many students face challenges in these areas, as highlighted by Faradhibah (2017), who noted that learners often neglect to connect ideas or sentences with appropriate devices Further supporting this, research by Belkhir and Benyelles (2017) also revealed that students experience difficulties with both cohesion and coherence in their writing.
English-majored students face significant challenges in idea conceptualization and development during essay writing courses Research indicates that these students often struggle with generating and developing ideas, as highlighted by Bulqiya, Mahbub, and Nugraheni (2021), who found that many students reported difficulties in these areas during interviews.
Lacking background knowledge is also a challenge students encounter while studying Essay writing courses In addition, the research of Badi (2015), Alharbi
In 2017, research by Maznun, Monsefi, and Nimehchisalem highlighted significant challenges faced by EFL and ESL students, particularly regarding their background knowledge and the use of information sources in English writing (EW) courses Wa (2021) further confirmed that difficulties in navigating these information sources were prevalent among students, indicating a lack of understanding on how to effectively utilize them.
Grammar is essential for structuring and clarifying the meaning of words in an essay For students majoring in English, grammar typically poses less of a challenge, as nearly half of the participants expressed disagreement with the notion that they struggle with grammar usage.
A majority of respondents remained neutral regarding the statement about grammar knowledge, with only a small minority identifying it as a struggle This finding contrasts with Ariyanti and Fitriana’s 2017 research, which identified grammar as the most significant issue in their questionnaires Additionally, it contradicts the 2011 study by Al-Mekhlafi and Nagaratnam, which revealed that students faced challenges in applying grammar flexibly.
Reason for the difficulties in the Essay writing courses
The difficulties faced in EW courses stem from several key factors, including insufficient vocabulary, poor organization, inadequate outline preparation, ineffective time management, limited exposure to academic reading, and negative student attitudes.
One of the primary challenges faced by English majors is a significant lack of relevant vocabulary, as nearly 80% of survey participants acknowledged this issue This vocabulary insufficiency poses serious obstacles for students in their studies, a finding supported by various research studies For instance, Ariyanti and Fitriana (2017) noted that inadequate vocabulary and foundational knowledge hinder students' writing abilities.
The lack of clear organization in essays presents significant challenges for English majors, as evidenced by survey results showing a strong correlation between organizational difficulties and academic struggles Many students reported difficulties in organizing their ideas, which aligns with findings from Badi’s research (2015) that identified this issue alongside a deficiency in cohesive devices and academic vocabulary Furthermore, students often struggle to grasp the concepts of cohesion and coherence, as noted by Faradhibah (2017), who attributed this to their inability to differentiate between main ideas and supporting details Ultimately, a poor understanding of coherence and cohesion contributes to the academic challenges faced by English majors.
The absence of a prepared outline before writing significantly contributes to the challenges faced by English-majored students Many students agree that neglecting the outlining process is a common issue Ultimately, this lack of outline preparation emerges as a primary factor behind the difficulties encountered by these students at Banking Academy, a point not highlighted in previous studies.
Time management challenges significantly impact students' performance in Essay writing courses English majors have expressed difficulties in effectively managing their time, which has not been extensively addressed in existing research This lack of focus on time management issues suggests it plays a crucial role in the struggles faced by students in these courses.
Students' attitudes significantly impact their performance in essay writing courses, with many not revisiting their essays after completion and feeling anxious when their work is reviewed by lecturers This anxiety is exacerbated by negative feedback, contributing to a lack of confidence Additionally, insufficient participation in class activities and a lack of self-directed study further hinder their progress A notable factor is the students' disinterest in the courses, which has not been widely addressed in previous research These attitudes represent key challenges faced by students in the English faculty.
In the study of English Writing (EW) courses, students faced challenges primarily due to inadequate learning materials provided by lecturers and vague feedback While English majors reported that lecturer-related factors had a minimal impact on their difficulties, participants in Wa's research (2021) identified feedback as a significant issue Additionally, Ariyanti and Fitriana (2017) highlighted that a lack of creativity in teaching and limited classroom time further exacerbated these challenges for students.
Possible solutions to the difficulties in the Essay writing courses
To enhance student engagement, lecturers should consider introducing more interesting topics, a suggestion not previously explored in earlier studies but anticipated to benefit English-majored students in the future Additionally, providing clear and constructive feedback emerged as a key solution to the challenges faced in courses This aligns with Dema’s research (2020), where students expressed a desire for specific feedback to help them refine their final drafts Dema also emphasized that regular feedback plays a crucial role in developing students’ writing skills Furthermore, guidance and support throughout the writing process were highlighted in the study by Ariyanti and Fitriana.
In 2017, students indicated that constructive criticism could enhance their drafts, and there was strong support for increasing homework However, some students expressed concerns about managing large volumes of homework alongside other course assignments, fearing they wouldn't have enough time to complete everything A student suggested that instead of overwhelming students with excessive homework, lecturers should assess each student's capabilities and assign tasks accordingly This feedback contrasted with the findings of Dema (2020) and Al-Khasawneh (2010), whose research showed that students believed more assignments would lead to improvement, provided that lecturers also offered clear feedback.
The survey identified three key solutions to support students: increasing opportunities for practice with partners, enhancing practice under time pressure, and encouraging more reading of academic materials The first two solutions are unique to this study and could significantly aid struggling students Additionally, the importance of reading was emphasized by Olness (2005), who asserted that exposure to appropriate academic material greatly enhances learners' writing skills, a sentiment echoed by Abdul-Rahman (2011).
Reading proper academic material can significantly enhance learners' vocabulary and expression However, students often require guidance from lecturers to identify suitable resources, as they may struggle to choose the right types of academic materials This aligns with Badi's (2015) findings, which suggest that lecturers' assistance can help students save time and receive valuable direction in their academic pursuits.
The author suggested that the course book should be more detailed to enhance learning materials While the survey indicated that students generally supported this idea, interviewees revealed in interviews that they found the faculty's coursebooks to be thorough and sufficiently extensive However, Badi's study adds further insights into this discussion.
(2015) also contributed to the solution that lecturer should improve their teaching methods and curriculum, which was related to learning material
This study corroborates previous research on the challenges faced by students in English Writing (EW) courses while introducing unique findings Participants identified difficulties with vocabulary, word limits, academic style, cohesion, coherence, idea development, and background knowledge Contributing factors include insufficient vocabulary, poor organization, lack of outlines, time management issues, limited exposure to academic reading, and negative attitudes To address these challenges, students should engage in more collaborative practice under time constraints, while lecturers can enhance learning by providing more engaging topics and clearer feedback.
CONCLUSION
Summary of findings
This thesis investigates the challenges faced by English-majored students in essay writing courses, identifying difficulties, underlying reasons, and potential solutions Data was collected from 96 students through surveys and transcripts from 5 students, leading to key findings Students encounter issues such as vocabulary limitations, adherence to word counts, academic style, time management, grammar, cohesion and coherence, idea development, background knowledge, and resource availability The difficulties stem from three main areas: student-related factors, lecturer-related factors, and learning material-related factors Student-related challenges include inadequate writing skills and negative attitudes, with specific issues such as poor brainstorming, lack of outlines, disorganized essays, misunderstandings of coherence, insufficient grammar knowledge, limited vocabulary, and confusion between academic and formal writing styles Attitudinal challenges encompass poor time management, impatience, lack of revision, misunderstanding of lecturer expectations, anxiety over feedback, minimal class participation, insufficient reading of academic texts, and disinterest in the course Lecturer-related issues involve inadequate learning materials and unclear feedback, while learning material-related challenges highlight the shortcomings of the coursebook Proposed solutions are categorized into lecturer-related improvements, such as providing more engaging topics and clearer feedback, and student-related strategies, including increased collaboration with peers.
45 to practice with, practicing under time pressure, and reading more academic material Lastly, the reason relating to learning material is complementing more details in the coursebook.
Conclusion
The study successfully addressed the initial research questions, drawing significant insights from statistics and transcripts of English-major students However, it faced several limitations, including a brief data collection period that hindered the inclusion of all English faculty students, vague and neutral responses from participants that complicated the analysis of agreement levels, and a lack of lecturers’ opinions, which may have left out important factors For future research, a broader scope and scale are recommended to enhance the findings.
Abdul-Rahman (2011) conducted a doctoral dissertation at the University of Sunderland, exploring the English academic writing strategies utilized by higher education students in Northeast England The study specifically examined the influence of students' nationalities and gender on their writing approaches This research contributes valuable insights into the academic practices of diverse student populations in the region For further details, the dissertation is available online at Research Online.
Ahmed, A H (2010) Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives In Literacy Information and
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International Academic Conference Proceedings, January, 63–76 https://www.westeastinstitute.com/wp-content/uploads/2015/02/Ibtisam-Ali-
Hassan-Al-Badi-full-Paper.pdf
Al-Khasawneh, F (2010) Writing for academic purposes: Problems faced by Arab postgraduate students of the College of Business, UMM ESP World, 9(2), 1-23
In a doctoral dissertation by Alharbi (2017), an in-depth investigation was conducted into the academic writing challenges faced by Saudi postgraduate students The study, published by The University of Exeter, highlights various difficulties that these students encounter in their writing processes The findings provide valuable insights into the specific barriers affecting their academic performance, emphasizing the need for targeted support and resources For further details, the full dissertation can be accessed on Research Online.
Ariyanti, A & Fitriana, R (2017) EFL Students' Difficulties and Needs in Essay Writing In Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017) (pp 111-121) Atlantis Press
Almekhlaf, A & Nagaratnam, R P (2011) Difficulties in Teaching and Learning Grammar in an EFL Context In Journal of International Instruction, 4(2) 69-92 Belkhir, A & Benyelles, R (2017) Identifying EFL Learners Essay Writing
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The doctoral dissertation by Burke (2010) explores the development of writer identity among Korean students engaged in academic writing while studying in the United States This qualitative study examines the experiences of six Korean students, shedding light on how cultural and educational backgrounds influence their writing practices The findings provide valuable insights into the challenges and strategies these students employ to navigate their academic environments, contributing to a deeper understanding of cross-cultural academic writing dynamics.
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Title: Difficulties facing English-majored students during their essay writing courses Dear participants
I am Vi, a fourth-year student at the English faculty of Banking Academy At present,
I am conducting a research for my Bachelor's thesis And I am writing this to call for your support by completing the survey below
This survey aims to gather insights into the challenges faced in essay writing courses, identifying the underlying reasons for these difficulties and suggesting potential solutions Completing the survey will take approximately 10 to 15 minutes.
All the information collected in the survey will be kept confidential and used only for research purposes
Thank you so much in advance for your time and participation
1/ What is your gender? a Male b Female c Other
2/Which year are you? a Year 1 b Year 2 c Year 3 d Year 4 e Other
3/ Have you ever attended any Essay writing courses at Banking Academy? a Yes b No
4/How do you rate the difficulty level of your Essay writing courses? a Very easy b Easy c Medium d Hard e Very hard
5 What type of difficulties did you usually have in the Essay writing courses?
Disagree Neutral Agree Strongly agree
I didn't write enough words as requested
I often wrote over the word count limit
I often mixed up the academic style and the informal style
I was unable to write under time pressure
I didn't know how to use the grammar structures
I didn't know how to arrange my ideas logically
I didn’t know how to connect the ideas
I lacked background knowledge relating to the topic
I didn't know which information sources to cite
I didn’t have enough learning materials
6/ What other difficulties did you encounter in the Essay writing courses?
7/ Why did you have these difficulties?
Disagree Neutral Agree Strongly agree
I didn't brainstorm well before writing
I didn’t prepare the outline before writing
I had no clear organization for my essay
I had difficulties understanding coherence and cohesion
I didn't know many grammar structures
I didn't know any relevant vocabulary for the essay
I couldn’t distinguish between informal writing and academic writing
I was impatient to finish the essay and I don’t review the essay again
I couldn’t understand what my lecturer says
I felt insecure and shy when lecturers read my essay
I was nervous when I read bad reviews
My lecturers didn’t give me detailed reviews
My lecturers didn’t give me enough learning material
The coursebook was missing much information
I didn’t actively participate in-class activities
I didn’t study enough by myself
I didn’t often read academic documents
8/ Were there any more reasons for your difficulties in Essay writing courses?
9/ If you could turn back time, what do you think would be done to improve your Essay writing courses?
Disagree Neutral Agree Strongly agree
The lecturers gave me more homework to practice
The lectures gave me more understandable feedback
The lecturers should have given more interesting topics
The coursebook should have been more detailed
I should have read more academic materials
I should have practiced writing more under time pressure
I should have had more partners practicing with me
10/ Are there any other solutions for the difficulties you encounter?
1/ How difficult do you rate the essay writing course? Why?
2/ What difficulties do you have when you study the essay writing course? 3/ Why do you have difficulties in the essay writing course?
4/ Do you have any recommendations to improve the difficulties in the course?
HỌC VIỆN NGÂN HÀNG CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM KHOA NGOẠI NGỮ Độc lập – Tự do – Hạnh Phúc
BIÊN BẢN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP
Sinh viên: Nguyễn Khánh Vi MSSV: 21A7510145
Thuộc chuyên ngành: Ngôn ngữ Anh Khoá: 21
Thực hiện đề tài: Difficulties facing English-majored students during Essay writing courses in Banking Academy
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Chỉnh sửa “findings” thành “results”
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