Rationale
Over the past two decades, foreign language education policy, along with student attitudes and motivation, has become pivotal for Vietnam's national development and individual growth Social transformations have driven changes in foreign language preferences, particularly in English, which has significantly impacted the education sector, especially higher education English is now integrated into the lower secondary curriculum starting from grade 3 and is a mandatory component of the national examination for the general education diploma.
The widespread use of foreign languages, particularly English, in education and daily life was reinforced by a Prime Ministerial Order on August 15, 1994, mandating government officials to study foreign languages, especially English While new textbooks aim to enhance the four language skills, many Vietnamese students face significant challenges in written expression, often feeling anxious about essay assignments due to their limited writing experience This lack of enthusiasm for essay writing among English language specialization students leads to unsatisfactory performance in writing tests, prompting a need for research to understand the underlying reasons for this situation.
State of the problem
Nurturing and training talented students in specialized schools is a crucial mission for the education system nationwide To effectively educate language-specializing students, the Ministry of Education and Training (MOET) has implemented significant textbook renovations since 2006, introducing "Tieng Anh 10, 11, 12 nang cao" for these pupils Rather than enforcing a rigid curriculum, MOET provides a flexible framework of content and skills, allowing teachers, particularly at Le Hong Phong specialized secondary school, to gather suitable teaching materials Additionally, since 2000, national tests for language-specializing students have been designed to align with the required curriculum, with essay writing as a compulsory component, posing challenges for students due to its complexity Writing essays is often perceived as difficult and tedious, requiring substantial time and effort to improve Effective teaching approaches for essay writing have been explored by researchers, emphasizing three key factors for Vietnamese learners: Motivation, Rhetorical patterns, and Coherence, with a focus on guiding students to develop their ideas independently and persuasively.
The researcher aims to investigate the essay writing process and the role of teachers during writing lessons to understand students' opinions and attitudes toward essay writing This research intends to assist writing teachers and students by identifying effective methods and techniques for improving essay composition skills.
Aims of the study
This study is aimed to:
(1) Examine kinds of approach of the teaching of essay writing used by teachers of writing at Le Hong Phong specialized secondary school
(2) Explore common activities used by teachers at Le Hong Phong specialized secondary school to develop students’ essay writing skill and students’ attitudes towards those activities.
Research questions
The study was carried out in order to find out the answers to 3 research questions
(1) What are the common activities do teachers use to develop students’ essay writing skills?
(2) What are the students’ perceptions of the usefulness of those activities to their writing proficiency?
(3) To what extent do those activities satisfy the students’ expectations?
Scope of the study
This study exclusively examines 11th-grade students in an English language specialization class at Le Hong Phong Specialized Secondary School, marking their initial experience with formal essay writing instruction However, the findings may not be representative of all Vietnamese students Consequently, the proposed strategies for teaching and learning essay writing are likely to be most effective for groups of language-specialized students in secondary education.
Method of the study
This study employs a mixed-methods approach, integrating both quantitative and qualitative techniques for data collection, including surveys, classroom observations, and interviews The researcher posits that utilizing diverse methods enhances the reliability and validity of the analysis Questionnaires targeting small groups of English language students and semi-structured interviews aim to uncover their perceptions of classroom activities, focusing on their usefulness and the students' learning needs and expectations from teachers Additionally, questionnaires and post-classroom observation interviews with writing instructors are conducted to investigate the common activities they implement to support students in developing essay writing skills, as well as their perceived effectiveness of these activities.
Design of the study
Academic writing and essay writing
Academic writing, as defined by Oshima and Hogue (1991), is a specific type of writing required in college or university settings It is distinct from other writing forms—such as personal, literary, journalistic, and business writing—due to its unique audience, tone, and purpose.
Oshima and Hogue clarify the definition of academic writing by highlighting key differences They emphasize that understanding the audience is essential for effective communication, as it shapes the writer's approach Additionally, the tone of academic writing, which reflects the writer's attitude, is influenced more by the audience than by the topic itself The primary purpose of academic writing is typically to explain, although it can also aim to persuade or convince readers of the writer's viewpoint Furthermore, the chosen organizational form and style are guided by the writing's intended purpose.
Writing transforms thoughts into visible expressions, allowing insights from the natural and cultural worlds to be organized for effective communication This exchange is fundamental to scholarly discourse and the broader conversation of civilization While essay writing shares similarities with academic writing, it requires a unique skill set that goes beyond mere language proficiency An essay writer must convey precise and accurate information, demonstrating a developing thesis supported by evidence, while anticipating counter-arguments and fostering a sense of discovery throughout the narrative.
Place of writing in foreign language programs
Writing is a vital communication skill for students, particularly those preparing for university, as it forms a key component of academic literacy For English as a Foreign Language (EFL) students, academic writing presents unique challenges due to complex skills and differing cultural norms that may conflict with conventional academic English As noted by Casanave (2002), academic writing can feel like a "clueless" challenge, with many rules being implicit Among these, textual competence, defined by Bachman (1990) as the ability to organize and present ideas persuasively, is the most significant hurdle for students.
(2005) observation that EFL students’ writings more often than not end up lacking a clear logical flow and unity, not to mention a persuasive linear argument
Teaching academic writing poses significant challenges for educators, particularly when addressing students with diverse English proficiency levels and cultural backgrounds While some students may find certain writing tasks engaging and achievable, others may perceive the same tasks as overwhelming or unmanageable This disparity in linguistic abilities often leads to frustration, as many high school teachers express that writing is the most difficult skill to teach (Hess, 2001, p 77) Therefore, it is essential for educators to develop flexible writing strategies that cater to the varied needs of their students.
It is obvious that writing is a difficult skill because it requires many characteristics which are not necessary for speaking such as formality, well- planned, accuracy and time
Writing involves complex strategies that are deeply connected to various communicative purposes within social and occupational contexts According to Candlin and Hyland (1999), each writing act shapes the reality it describes, reflecting a specific mode of communication and preserving the social relationships it entails Consequently, writing serves as both a personal and socio-cultural expression of identity, allowing writers to demonstrate their affiliation with diverse communities of practice while also showcasing their unique creative individuality.
Writing plays a crucial role in enhancing student learning by reinforcing grammatical structures, idioms, and vocabulary (Raimes, 1983) It encourages students to explore the language creatively, allowing them to take risks beyond their current knowledge This active engagement in writing fosters a deep connection with the new language, as students invest effort in expressing their ideas, which uniquely reinforces their learning experience.
Teaching academic writing is essential for students learning English as a foreign language (EFL) because it typically necessitates structured instruction and cannot be easily acquired through mere exposure (Tribble, 1996:11).
Major approaches to teaching writing
The product approach
The product approach to writing focuses on analyzing a model text, which serves as a foundation for creating a similar or parallel text This method emphasizes the characteristics of the final written product, guiding writers through a structured process to achieve the desired outcome.
Model text -> Comprehension / analysis/ manipulation -> new input -> Parallel text (Robinson, 1991 cited in Evan and St John, 1998)
The product approach to writing emphasizes linguistic knowledge, focusing on the correct use of vocabulary, syntax, and cohesive devices In English as a Foreign Language (EFL) contexts, this approach is based on Behaviourist theory, where learners imitate fixed patterns Advocates of the product approach view the composing process as linear, comprising four stages that align with the Present, Practice, and Produce teaching structure developed during the same period.
Stage 1: Familiarization-this makes students aware of certain features of a particular text
Stages 2 and 3: Controlled and Guided writing- these stages aim at giving learners guided practice with increasing freedom to help them practice
Stage 4: Free writing-This is where the learners are finally given a free reign and can produce a piece of writing by imitating the sample text
This method is effective for teaching writing to beginners, as it allows learners to improve gradually through imitation and repetition of model texts provided by their instructors While not all students will write proficiently at the start, they can develop their skills over time Additionally, teachers can enhance students' understanding of writing by covering essential theories, including grammar, vocabulary selection, the use of cohesive devices, content variation, and essay organization.
While this approach has its merits, it also presents several drawbacks Students tend to be passive and lack creativity, relying heavily on their teachers, textbooks, and model texts for writing skills This often results in a simplistic imitation of model texts, where learners merely substitute a few words, stifling their creativity and motivation Additionally, the focus on correcting mistakes during the writing process can discourage students from expressing themselves, as many are anxious about making common beginner errors.
The product approach is beneficial for beginner writers as it offers a solid foundation for their writing practice However, relying too heavily on teachers and model texts can lead to passivity in students, leaving them unprepared for official writing tests that present unfamiliar topics or essay types.
The process approach
The Process approach to writing emphasizes the cyclical nature of the writing process rather than a fixed linear method like the Product approach This approach aligns closely with communicative-task based instruction, which is favored in modern communicative pedagogy While the Product approach prioritizes the final written outcome, the Process approach concentrates on the cognitive processes involved in writing According to Flower (1985), the thinking stage is crucial as it enables students to identify rhetorical problems, devise potential solutions, and draw appropriate conclusions.
Generate ideas -> select ideas -> Group ideas - -> Order ideas
According to Hedge (1990), the writing process involves several stages, including motivation, idea generation, planning, note-taking, drafting, revising, and final editing for publication Similarly, Oshima and Hogue (1991) outline the writing process as comprising three key steps: pre-writing, planning (or outlining), and drafting, followed by revising the drafts, which can be done individually, with peers, or with a teacher.
The process approach itself helps organize the writer’s thoughts White and Arndt
(1991, p.12) argue this is because there is a close link between writing and thinking
The process approach to writing emphasizes the journey of creating a text, valuing the methods used as much as the final product Often, writers begin with only a faint idea, which evolves and becomes more refined through the stages of writing and rewriting.
Main features of the process approach
The process approach emphasizes individual fluency and expression in writing, shifting away from the previous view that regarded written language as secondary to spoken language This approach focuses on empowering learners, allowing them to make informed decisions about their writing direction (Jordan, 1997) Clenton (2003) highlights that teachers now act as facilitators, providing formative feedback during the writing process rather than presenting a perfect model Consequently, students are encouraged to take greater responsibility for their improvements instead of merely imitating a predetermined example.
The process approach to writing instruction presents several challenges Many learners struggle with writing in their native language, often lacking experience and proficiency, which complicates the teaching process Peer teaching can aid students in recognizing effective writing techniques used by their peers Additionally, students may find it difficult to generate relevant ideas based on assigned topics, highlighting the importance of considering their diverse life experiences, personalities, and interests Furthermore, assessing the applicability of the process approach across different writing contexts remains a concern As noted by Johns (1990), this approach emphasizes the writer's role in creating text, with the writing process being a crucial element of the theory.
The process approach to writing fosters student engagement and motivation by promoting a learner-centered environment where students actively participate, while teachers take on an observational role Although this method is effective for classroom practice, beginners require guidance and support from teachers Students are encouraged to write independently and seek feedback for correcting mistakes, enhancing their writing skills in the process.
Essay writing as a form of Academic writing
Academic essays are essential in any subject, requiring a discussion of issues rooted in our knowledge A coherent argument is crucial, as writing serves to make our thoughts visible Whether addressing natural phenomena, such as genetic behavior, or cultural artifacts like texts and photographs, ideas must be organized for effective communication The conventions of academic essays blend logic and creativity, differing across disciplines A strong essay demonstrates a well-developed thesis, supported by evidence, while anticipating counter-arguments and fostering a sense of ongoing discovery.
Essays are formal compositions that require a consistent and appropriate academic style, distinguishing them from informal writing Each essay must have a clear purpose beyond merely fulfilling an assignment or deadline Rather than just transferring information, writers should strive to present a compelling case for an original idea developed through thorough research This research can involve various methods, such as analyzing texts, conducting experiments, or observing behaviors, all aimed at contributing meaningful insights rather than adding to the abundance of trivial content.
Challenges of teaching and learning essay writing
Writing is a vital communication skill for students, especially those preparing for university, and poses unique challenges for English as a Foreign Language (EFL) learners The complexity of academic writing is heightened by differing cultural norms in structure and rhetoric, which may conflict with the conventions of academic English Textual competence, defined as the ability to develop and organize ideas persuasively while adhering to cohesion and rhetorical organization, is a significant hurdle for these students Based on our experiences as teachers in Vietnam, we concur with Hayashi (2005) that EFL students often struggle with maintaining logical flow and unity in their writing, resulting in weak linear arguments.
Addressing the challenge of teaching academic writing in EFL contexts involves understanding the diverse English proficiencies and cultural backgrounds of students Teachers must create engaging writing tasks that accommodate varying skill levels, ensuring that while stronger students remain motivated, weaker students receive the support needed to succeed By fostering a collaborative classroom environment, educators can enhance student involvement and facilitate progress for all learners, ultimately helping them navigate academic writing tasks effectively.
Conclusions
In this chapter, the author examines key issues related to the study topic, focusing on academic writing, essay writing techniques, and teaching approaches in the EFL context Additionally, the challenges faced in teaching and learning essay writing are discussed The next chapter will outline the study's context, methodology, data collection procedures, and data analysis.
3.1 The context of the study
Le Hong Phong Specialized Secondary School, established in 1920 and officially named in 1993, is a prestigious institution in Nam Dinh province, recognized for its significant contributions to education With a remarkable record of 166 national and 24 international awards from 1994 to 2009, it stands out as one of the top-performing schools in Vietnam The dedicated and experienced faculty fosters an engaging learning environment, supported by modern teaching facilities, including OHPs, whiteboards, and computers Each division features well-equipped resource rooms with a variety of books and internet access, while classrooms are enhanced with advanced teaching aids Additionally, the school boasts two informatics technology rooms filled with internet-connected computers, ensuring students have ample access to digital resources.
The Department of Upper School Education Regulations for Specialized Schools allows each province to establish specialized schools to nurture national talent Le Hong Phong Specialized School forms 33 classes across 11 specialized groups, including mathematics, informatics, and languages The school has the privilege of selecting students based on a minimum standard of fairly good academic performance and an 8.0 score in the language specialization from ninth grade Entrance candidates must take compulsory subjects—Math, Literature, and English—along with a specialized subject, where the specialized score is weighted Those applying for the language specialization must also take an additional English subject These stringent requirements enable Le Hong Phong to attract high-achieving students, resulting in a strong foundation in English for language specialization students, which facilitates effective talent development by the teachers.
Target training significantly enhances the learning experience for English language students, particularly among the predominantly female student body who exhibit a strong dedication to their studies Their exposure to various foreign cultures fosters greater confidence and active participation, which greatly benefits both teaching and learning outcomes.
Methodology
Participants
The subject of this study was drawn from two sources divided into two groups:
A study was conducted with 30 eleventh-grade English language specialization students at Le Hong Phong Specialized Secondary School in Nam Dinh, where the gender ratio was 3 boys to 27 girls, representing 10% male students These learners, who have studied English for at least five years, possess an intermediate level of proficiency and are enthusiastic about using English for communication in class They utilize secondary textbooks designed for social sciences and humanities, specifically the advanced English series (Tieng Anh 10, 11, 12), as their primary learning materials.
The reason for selecting eleventh English language specializing students but 10 th or
In 12th grade, students only began learning essay writing in 11th grade, which provided them the opportunity to be selected for the national combined group consisting of both 11th and 12th graders.
The second group consists of six experienced English teachers, all specializing in writing skills for English language students, with a minimum of two years of teaching experience The ages of these educators range from their mid-twenties to over fifty Notably, the group has a significant gender disparity, featuring one male teacher and five female teachers.
The reason for choosing these six teachers was that they had experience in teaching English language specializing students, especially teaching essay-writing skills.
Instruments
Four main instruments were used to obtain the information for the study will be mentioned as follows:
Instrument one: A survey questionnaire completed by 30 eleventh English language specializing students
The questionnaire comprised two main sections: the first section gathered general information about the students, including their gender, age, duration of English study, and essay writing frequency in class The second section featured six questions—three closed and three open-ended—aimed at assessing students' perceptions of the usefulness of classroom activities and their alignment with students' expectations Adapted from Kanji Kumar's Research Methodology (1996), the questionnaire was administered in English, with students encouraged to respond to open-ended questions in either Vietnamese or English For further details, see Appendix A.
Instrument two: A questionnaire with 2 sections completed by teachers of English at school where the study was conducted Refer to Appendix B
The initial section of the article presents essential demographic information about teachers, including their gender, age, and years of experience in teaching English and writing skills The following section explores the frequency of classroom activities undertaken by teachers, their perceived effectiveness, the challenges encountered in teaching essay writing, and the strategies they employ to overcome these obstacles.
Instrument three: Semi- structured interview to students
An informal one-on-one interview was conducted with 11 randomly selected eleventh-grade English language specialization students following classroom observations The interviews, which lasted approximately 10 minutes each, were conducted in Vietnamese and included a combination of 13 structured and additional non-structured questions The interview protocol was adapted from John W Creswell's "Qualitative Inquiry and Research Design: Choosing Among Five Approaches."
The study employed a non-participant observation method, allowing the researcher to observe and document activities in authentic classroom environments This observation spanned three sessions, totaling 135 minutes, within an eleventh-grade specialized English class.
The observation protocol was adapted from Qualitative Inquiry and research Design Choosing among Five Traditions which was written by John W Cressell (1997) (Refer to Appendix D)
Data collection procedures
In the initial two weeks, we conducted a detailed observation of two teachers in an eleventh-grade English language specialization class Prior to the observation, we secured the necessary permissions from the headmaster, the head of the English department, and the teachers involved The observations were meticulously recorded and analyzed, leading to insightful findings and conclusions.
The questionnaire was distributed to 30 eleventh-grade English language students, who were given 15-20 minutes to complete it in either Vietnamese or English The researcher obtained permission from the teacher to personally engage with the students, explaining the study's purpose, relevance, and importance while addressing any questions Simultaneously, a survey was provided to six English teachers, allowing them three days to complete it.
Ten students from the 11th-grade English language specialization class were randomly selected for one-on-one interviews held in a quiet room during the fifth period on the second and third Saturdays of May Prior to the interviews, the researcher outlined the research's purpose, the interview's structure, and the expected duration, ensuring that students could ask any questions The interviewees were also informed about the recording of data and its intended use in the study.
The study analyzed data to assess students' perceptions of teachers' classroom activities, focusing on their usefulness and how well these activities meet students' expectations Additionally, it compared the opinions of two distinct groups regarding these classroom experiences.
The collected data was thoroughly reviewed to gain an understanding of the overall information Observation notes were meticulously rewritten, and interview transcriptions were recorded The findings were then presented using tables, figures, and charts for clarity.
This section will outline the methodology, participants, instruments, and procedures used in the study, followed by a comprehensive analysis of the data collected Initially, we will present general information about the 30 students and 6 teachers involved in the research.
The study involved 30 students, predominantly female (27), all of whom were 11th-grade English language majors Approximately 93% had over 5 years of English learning experience, while 7% had less Among the 6 participating teachers, only one was male, with ages ranging from 27 to 54 and teaching experience spanning from 3 to 30 years During the 2009-2010 school year, these teachers focused on specialized English classes, including writing and essay skills for English language majors.
Chart 1 below shows the frequency of writing essay by students
10% very often often sometimes rarely/ never
The chart indicates that students frequently engaged in essay writing, with most writing at least once or twice a week Notably, around 10% of students expressed a strong interest in improving their writing skills, completing three to four essays weekly.
Research question 1: What are the common activities do teachers use to develop students’ essay writing skills?
Classroom observations and teacher interviews reveal that writing instructors frequently utilize pre-writing activities, with 83% of teachers providing structures and vocabulary to help students generate ideas and create outlines This approach addresses students' uncertainty in using new language structures and is influenced by university entrance examination pressures Additionally, the same percentage of teachers encourages collaborative outlining, which enhances writing skills by helping students organize their ideas, ensuring relevance and logical order in their supporting sentences Outlining not only accelerates the writing process but also allows students to focus on grammar, as they have a clear plan to follow, making the actual writing task less daunting.
Table 1: The frequency of using classroom activities by teachers in writing lessons
Classroom activities very often often sometimes rarely never a Giving structures and vocabulary related to given topic
Effective teaching strategies for writing include generating ideas through group brainstorming, encouraging students to collaborate in pairs or groups to create outlines, and providing guidance on using cohesive devices Utilizing model essays for analysis, incorporating various aids such as pictures, maps, music, and reading texts, and having students write their own thesis statements are also essential Additionally, assigning topics for each paragraph, facilitating the drafting process, and setting time-limited writing tasks can enhance student engagement Finally, offering feedback and corrections, both from the instructor and peers, is crucial for improving writing skills.
Starting a new project can be challenging for students, which is why they are frequently organized into groups This collaborative approach encourages them to brainstorm and jot down all their ideas related to the assigned topic, either in note form or in a random sequence.
Approximately 50% of the study participants regularly instructed students on the use of cohesive devices, encouraged them to create their own thesis statements, and assigned writing tasks within a specified time frame.
Teachers reported that providing feedback and corrections after classroom observations was both time-consuming and challenging due to limited class time As a result, they typically reviewed only two or three students' papers in front of the class, focusing on common grammar errors, word choice, and expression The remaining students were encouraged to engage in self-correction and peer correction by exchanging first drafts and suggesting improvements such as better organization, paragraph division, sentence variety, and word choice This collaborative editing process fosters a supportive environment where positive feedback can enhance students' confidence and motivation for future writing assignments Despite this, teachers noted that students still preferred receiving comments focused on grammatical and lexical accuracy.
Visual aids, including games, music, pictures, and maps, can significantly alleviate classroom stress and enhance the learning environment However, only 33% of teachers utilize these resources, with one-third opting not to for two main reasons Firstly, traditional essay formats often emphasize argumentation and explanation, which may not require visual illustrations Secondly, due to time constraints, many educators prefer to assign reading materials for students to explore at home, limiting the integration of visual aids in the classroom.
Only 33% of teachers preferred using and analyzing model essays, while 23% and 17% of the sample reported rarely or never providing them Teachers typically introduced model essays only when presenting a new essay type, helping students become familiar with the essay's format, language style, and organization.
Implications
The process approach to writing involves distinct stages where teachers act as facilitators and questioners, providing targeted activities that enhance students' writing skills By creating engaging and interactive writing tasks, educators can foster greater student involvement and interest in the writing process.
In classroom settings, teachers play a crucial role in second language achievement, as students rely heavily on their support However, many teachers have not fully utilized activities to motivate students in essay writing tasks The process of teaching and learning essay writing presents challenges for both teachers and students, necessitating positive collaboration Therefore, it is beneficial for teachers to encourage students to engage in self-study and to practice writing consistently, both in class and at home.
Above all, it is advisable that teacher have some changes in the way they help students with essay writing skills.
Recommendations and suggestions
The following are some recommendations and suggestions to the teachers of essay writing at Le Hong Phong specialized secondary school
To enhance students' essay writing skills, teachers should implement a variety of engaging activities that include pair or group work, as students often find collaboration enjoyable and stimulating Additionally, brainstorming sessions to gather and highlight key ideas can help students retain information more effectively Regular feedback from teachers, featuring careful corrections and clear comments, is also crucial for students' improvement in writing.
Teachers should provide handouts, photocopied materials, and extensive reading resources to engage students effectively Additionally, offering model texts and essay writing templates boosts students' confidence as they begin their writing journey.
Peer correction should utilize checklists to assess overall error correctness, which not only streamlines the revision process but also helps students understand the criteria for a well-structured text Furthermore, these checklists enable students to review each other's work effectively, allowing them to provide constructive comments and suggestions for improvement.
Checklist for essay writing paper
Is there a clear introduction, body, and conclusion?
Does the introduction provide sufficient background for the reader?
Is there a thesis sentence? Is the purpose of the essay clear?
Does the essay move from general to specific?
Are there sufficient transitions between related ideas?
Is the overall organization murky or clean?
Does every paragraph address the subject matter of the thesis in some way?
Are the main ideas outlined in the introduction, stated in the body, and summarized in the conclusion?
Does the essay show that the writer has knowledge of the audience?
Is the length appropriate and adequate?
Has the writer used sufficient examples and details to make his or her points clearly?
Is the tone of the essay appropriate?
Is the writing grammatically correct?
Does the text use correct punctuation and capitalization?
Has the writer used fresh language and a creative approach?
Is the language convincing, clear, and concise?
Limitations of the study
Although the researcher while conducting the research has made great effort, the shortcomings and mistakes are inevitable
Due to time constraints and limited experience, the reported accounts primarily reflect students' perceptions of the usefulness and satisfaction derived from teachers' classroom activities However, the study did not thoroughly address teachers' evaluations of the effectiveness of these activities.
The study's findings are limited due to its narrow focus on a small sample of 11th-grade English language specialization students at a specialized secondary school, making it difficult to generalize the results.
Despite its limitations, this exploratory research aims to enhance the teaching and learning of essay writing skills at Le Hong Phong Specialized School.
Suggestions for further studies
The following suggestions should be taken into considerations for further research
This study concentrated on students' perceptions of the usefulness of teachers' classroom activities specifically in writing classes Future research could expand to explore similar perceptions in reading, listening, or speaking classes.
2) The importance of teacher’s feedback in teaching writing is another direction for further research
3) Bridging the gap between learners’ learning needs and expectations and teacher’s expectation is worth taking into account
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APPENDIX A (A questionnaire completed by the students )
This survey questionnaire aims to gather insights for my research on teaching essay writing to secondary school students specializing in English language Your participation in this survey is greatly valued, and all information you provide will be used exclusively for academic purposes Rest assured, your identity will remain confidential in any analysis of the data You may respond in either English or Vietnamese.
Thank you very much for your cooperation
The questionnaire consists of two parts Please indicate your responses by ticking (✓) the appropriate box or circling the corresponding letter (a, b, c, etc.) You may also provide short answers in the designated spaces Responses can be submitted in either English or Vietnamese.
2 Grade a 10 th grade b 11 th grade
3 How long have you been learning English? a 5 years b > 5 years
4 How often do you write an essay?
A very often b often c sometimes d rarely e never
Part 2: Students’ perception of teachers’ classroom activities
1 How often do your teachers use the following activities to develop your essay writing skill? Please put a tick (v) in an appropriate box
Classroom activities play a crucial role in enhancing student engagement and learning They often involve providing structures and vocabulary related to specific topics, which helps students build a solid foundation Generating ideas through group brainstorming sessions encourages collaboration and creativity among students Additionally, asking students to work in pairs or groups to create outlines fosters teamwork and critical thinking skills, making learning more interactive and effective.
2 How useful are those activities used by your teacher to your essay writing?
Classroom activities play a crucial role in enhancing students' writing skills Effective strategies include providing relevant structures and vocabulary, facilitating group brainstorming to generate ideas, and encouraging collaborative outlining in pairs or groups Additionally, teachers can guide students in using cohesive devices and analyzing model essays, while incorporating various aids such as pictures, maps, music, and reading texts Students should practice writing their own thesis statements, develop topics for each paragraph, and create drafts Timed writing tasks can further enhance their skills, complemented by constructive feedback from both teachers and peers to refine their work.
3 How much do those activities satisfy your expectations?
Effective classroom activities enhance student engagement and learning outcomes Key strategies include providing relevant structures and vocabulary, facilitating group brainstorming for idea generation, and encouraging collaborative outlining in pairs or groups Teachers should guide students in using cohesive devices and analyze model essays to improve writing skills Incorporating various aids such as pictures, maps, music, and reading texts can enrich the learning experience Students should practice writing their own thesis statements and topics for each paragraph, draft their essays, and complete writing tasks within set time limits Constructive feedback from both teachers and peers is essential for refining their writing abilities.
4 List three things you are satisfied with the way teachers help you with essay writing
5 List three things you are not satisfied with the way teachers help you with essay writing
6 List three changes you want the teachers to make in the way they help you with essay writing
Thank you for your cooperation
This survey questionnaire aims to gather insights for my research on teaching essay writing to secondary school students specializing in English language Your participation in this survey is greatly valued, and all information collected will be used exclusively for research purposes Rest assured, your identity will remain confidential and will not be revealed in any analysis of the data.
Thank you very much for your cooperation
The questionnaire is in 2 parts, please put a tick (v) in the appropriate box: circle the letter a, b, c or given short answers in the provided space
3 How long have you been teaching English?
4 How long have you been teaching easy writing for English language specializing students?
II Your evaluation of common activities used to develop students’ essay writing skill
1 How often do you use the following activities in the essay writing lessons in the classroom? Put a tick (v) in an appropriate column
Effective classroom activities enhance student engagement and learning outcomes These activities include providing relevant structures and vocabulary tailored to the topic, facilitating group brainstorming sessions for idea generation, and encouraging pair or group work to create outlines Additionally, guiding students in the use of cohesive devices and analyzing model essays can improve writing skills Incorporating various aids such as pictures, maps, music, and reading texts enriches the learning experience Assigning specific topics for each paragraph, setting time-limited writing tasks, and offering constructive feedback—both from the teacher and peers—are crucial for fostering improvement in writing.
2 How useful are those activities to your students’ essay writing?
Classroom activities play a crucial role in enhancing students' writing skills Key strategies include providing structures and vocabulary related to the topic, encouraging group brainstorming for idea generation, and facilitating pair or group work to create outlines Additionally, guiding students on the use of cohesive devices and analyzing model essays can significantly improve their writing Incorporating various aids such as pictures, maps, music, and reading texts further enriches the learning experience Students should also practice writing their own thesis statements and topic sentences for each paragraph, followed by drafting their essays and completing writing tasks within a limited timeframe.
3 How much do those activities satisfy your students’ expectations?
4 List three major challenges you face with in teaching essay writing m Peer’s feedback/ correction
Effective classroom activities enhance students' writing skills through various strategies These include providing relevant vocabulary and structures, facilitating group brainstorming sessions, and encouraging collaborative outlining in pairs or groups Teachers can guide students in using cohesive devices and analyze model essays to improve understanding Utilizing diverse aids such as pictures, maps, and music can further enrich the learning experience Assigning tasks that require students to write their thesis statements, outline topics for each paragraph, and draft essays within a limited timeframe promotes time management and focus Constructive feedback from teachers and peers is crucial for refining writing skills, alongside offering clear patterns for essay organization and specialized vocabulary relevant to the task Engaging students in swapping and reviewing each other's work fosters a collaborative learning environment, while in-class drafting followed by home completion ensures continuous practice and improvement.
Thank you very much for your cooperation
1 Em gặp khó khăn gì nhất khi học viết luận bằng tiếng Anh ?
2 Em có thường xuyên viết luận bằng tiếng Anh không ? Bao nhiêu lâu một lần ?
3 Theo em việc các giáo viên chữa các bài luận trên lớp có giúp gì cho em không ?
4 Em có thích giáo viên yêu cầu viết bài ngay tại lớp không Vì sao?
5 Em có thấy việc giáo viên phân tích các bài mẫu trên lớp là cần thiết không ?Vì sao?
6 Em thấy hoạt động nào mà giáo viên đưa ra trong giờ dạy viết là hữu ích nhất ?
7 Hoạt động nào trên lớp khiến em hài lòng nhất? Vì sao?
8 Em có thích làm việc theo cặp , theo nhóm với các bạn trong lớp không ?
9 Em nhận xét thế nào về việc chữa bài theo cặp, nhóm ngay tại lớp?
10 Theo em giáo viên nên làm gì để một giờ viết thực sự có hiệu quả ?
11 Nhận xét của em về việc feedback từ phía các thầy cô giáo?
12 Nhận xét của em về các tài liệu mà giáo viên cung cầp thêm ?
13 Em mong muốn điều gì ở giáo viên dạy viết nhằm giúp em viết luận tốt hơn?
Grade: 11 th Number of students: 30
Purpose of the lesson: The teacher introduces student’s basis format essay and a type of essay (argumentative essay)
- Teacher comes in , greets the students and asks them about the previous lesson
1 Task 1: The teacher introduces Ss the format of an essay
- An essay includes 3 parts: Introductory paragraph , Body and the concluding paragraph
1 The attention getter : a sentence that gets the reader interested
2 The main idea: the topic or thesis of the composition
The guide or thesis statement serves as the concluding sentence of the introductory paragraph, outlining the key points that will be explored throughout the article, thereby illustrating the structure of the composition The Body encompasses all content between the introduction and conclusion, elaborating on the outlined points in a cohesive manner.
Students actively engage with the teacher's lecture by asking questions whenever they encounter unclear points, ensuring a deeper understanding of the material Each point discussed should be structured as a separate paragraph, or as a section in longer papers, to maintain clarity and organization In each paragraph, it is essential to introduce the main point, followed by a detailed explanation that elaborates on its significance Supporting evidence, including relevant quotes, should be incorporated to strengthen the argument presented Finally, it is crucial to explain how both the point and the evidence connect back to the thesis, reinforcing the overall argument and enhancing the coherence of the paper.
1 A summary repeats the main points of the composition
2 A prediction discusses what will happen in the future
3 An evaluation compares the main points and states what is best
Task 2: The teacher gives Ss an essay model and asks them to read the essay and complete the outline Essay: “ Care about what you wear”
- Ss work in pairs to do the given task
Conclusion ( choose the right answer) a a summary b an evaluation c a prediction
Task 3: The teacher introduces a type of essay: argumentative essay
- Firstly, the teacher gives Ss an essay model to read silently
- Secondly, The teacher tells about the type of argumentative essay ( definition, format )
- Thirdly , The teacher provides some phrases, expression used to write an argumentative essay
- Ss listen to the teacher and do what is required
Grade: 11 th Number of students: 30
The teacher comes in, greets the students
- The teacher presents the topic to the students
Topic: Education is the single most important factor in the development of a developing country
Do you agree or disagree? Use specific reasons and examples to support your answer”
- The teacher asks students to read the essay topic carefully and then identify the task
- The teacher asks students to work in groups to write an outline
- The teacher reminds students of the essay format/ introduction paragraph/ thesis statement/ body paragraph and topic sentence
- After 10 minutes, The teacher asks two students to write their outlines on the board, then teacher gives comments, chooses the best ideas or corrects mistakes
- The teacher helps students to organize ideas, add general or supporting details
- Ss identify the task in essay type
- Ss work in groups of four , discuss the topic , make notes about general ideas, and write an outline in 10 minutes
- Two Ss from the two groups go to the board and write their own outlines
- The teacher asks individuals to write their own essay in 20 minutes
- The teacher movers around the class and provide help if necessary
- The teacher has students exchange the essay for reference( peer- correcting)
- The teacher checks a few essays , gives comments
- The teacher asks Ss to rewrite the essay writing task at home
-Ss think of the thesis statement first, try to write the outline in brief
- The rest of the class attend to the outlines, give comments
- Ss decide which outlines is best or combine both of them
- Write complete essay in 20 minutes
- Ss exchange their essays, read and correct mistakes, ideas, format
Grade: 11 th Number of students: 30
Lesson: essay writing Period: 3 Skill: practice essay writing Time: 45 minutes
- The teacher has students do crosswords to check the vocabulary of the previous lesson
1 Task 1 The teacher introduces the topic for writing
The debate over human impact on Earth is polarized, with some arguing that human activities are detrimental to the environment, while others believe they enhance our planet Proponents of the former point to issues like climate change, deforestation, and pollution, which threaten ecosystems and biodiversity In contrast, supporters of the latter perspective highlight advancements in technology, urban development, and conservation efforts that improve living conditions and promote sustainability Ultimately, a balanced view recognizes that while human activity poses significant risks, it also has the potential to foster positive change through innovation and responsible stewardship of natural resources.
- The teacher asks Ss to read the essay topic carefully and then identify the task + The task is making an argument
- The teacher asks Ss to work in group of four to organize the essay by making notes about general ideas, brainstorming vocabulary, ideas, adding supporting details
- At the same time, the teacher provides Ss with some vocabulary, phrases, structures related to the essay topic
After 10 minutes, The teacher calls 2 Ss from 2 groups to go to the blackboard and write down their outline while
- Ss greet the teacher and do crossword in group of four
- Ss read the essay topic silently and identify the task
- Ss generate ideas by group brainstorming
- The teacher helps Ss to add or delete the ideas and then give a complete outline
The teacher instructs students to compose their own thesis statements within five minutes Afterward, several students share their statements aloud, allowing the teacher to provide corrections and select one or two of the stronger examples for further discussion.
The teacher gets Ss to write the topic sentence for each paragraph individually
- The teacher chooses two students’ paper and give comment in front of the class
The teacher asks Ss to finish essay writing tasks at home and write the outline
- Ss write their own topic sentence
- Ss exchange their writing paper to correct for one another
- Ss finish an essay writing paper at home