Aims of the study
This study aims to investigate the challenges faced by tenth graders at Chu Van An High School for the Gifted in Lang Son Province when developing English writing skills It focuses on the difficulties encountered during three key stages of writing: Pre-writing, While-writing, and Post-writing Additionally, the research seeks to provide practical suggestions to help address these challenges and enhance the writing process for students.
Research questions
1) What difficulties do the tenth graders at CVA encounter when learning English writing skills?
2) What are the reasons for the difficulties?
3) What are the possible solutions to overcome the difficulties?
Methods of the study
This survey study utilizes both quantitative and qualitative methods to gather data Information was collected through questionnaires and classroom observations, while reviewing relevant documents helped establish the theoretical framework for the research.
Scope of the study
This minor thesis conducted at CVA identifies the challenges faced by tenth graders during three stages of writing It presents explanations for these difficulties and offers suggestions to enhance teaching and learning of writing skills at the school.
Significance of the study
The study highlights the limitations in current teaching and learning practices, prompting both teachers and learners to explore effective approaches for developing writing skills Additionally, it offers pedagogical suggestions aimed at addressing the challenges faced in teaching and learning writing effectively.
Organization of the study
Part A is the introduction to the study It presents the rationale, aims, methods, research questions, scope, significance and organization of the study
Part B of the article encompasses three chapters: Chapter 1 reviews existing literature on writing, Chapter 2 provides an in-depth analysis of the context, textbook, and methodology, and Chapter 3 presents the collection, analysis, and discussion of the data In Part C, the conclusion summarizes the key findings, outlines pedagogical implications, and offers suggestions for future research.
LITERATURE REVIEW 1.1 Definition of writing
Fundamental components of writing
Effective writing requires learners to navigate various elements to ensure clear and fluent communication of ideas According to Raimes (1983:6), these essential components are crucial for producing impactful written content.
Problems caused by writing
Widdowson (1983) highlights the challenges of learning to write in English as a second or third language, emphasizing that this process presents unique difficulties.
Byrne (1988:4) gives three problems which are caused by writing under three headings: psychological problems, linguistics problems and cognitive ones
SYNTAX sentence structure, sentence boundaries stylistic choices, etc.
ORGANIZATION paragraphs, topic and support cohesion and unity
CONTENT relevance, clarity, originality, logics, etc THE
WRITER’S PROCESS getting ideas, getting started, writing drafts, revising
PURPOSE the reason for writing
WORD CHOICE vocabulary, idiom, tone
GRAMMAR rules for verbs, agreement, articles, pronouns, etc.
MECHANICS handwriting, spelling, punctuation clear, fluent and effective communication of ideas
Writing presents unique psychological challenges, as it is a solitary endeavor lacking the immediate interaction and feedback found in spoken communication This absence of dialogue can make the writing process more difficult for individuals, as they must navigate their thoughts and ideas independently.
Linguistic challenges arise in oral communication as speakers often overlook sentence structure and connections due to the interactive nature of conversation This leads to a reliance on repetition and backtracking, allowing incomplete or ungrammatical utterances to go unnoticed In contrast, writing requires individuals to actively maintain communication clarity by carefully selecting sentence structures and linking ideas, ensuring the text is coherent and interpretable independently.
Speaking often occurs effortlessly and is driven by personal interest or relevance, while writing requires formal instruction and mastery of language structures that are less common in speech Effective writing involves organizing ideas clearly for an absent or unknown reader, ensuring that the message is communicated effectively.
Writing is frequently a task thrust upon individuals by external circumstances, leading to psychological stress and challenges in determining content Many people who are required to write often find themselves struggling with a lack of ideas, making it a common and frustrating experience.
Vietnamese researchers identify several challenges in writing education, including inadequate facilities, large class sizes, and inappropriate textbook tasks Additional factors contributing to writing difficulties are students' limited linguistic competence, passive learning styles, negative attitudes toward writing, insufficient preparation before writing, and teachers' lack of experience in theme-based writing instruction.
Differences between skilled and unskilled writers
Skilled and unskilled writers exhibit distinct differences in their writing behaviors Research by Perl (1979) indicates that unskilled writers tend to focus on superficial sentence-level issues, neglecting the overall organization and audience engagement of their work They seldom revise or modify their writing In contrast, skilled writers prioritize broader organizational aspects and the coherence of their writing, demonstrating a deeper understanding of their readership and a commitment to refining their work.
According to Pianko (1979:13), unskilled writers often hesitate during the writing process, worrying primarily about spelling, while skilled writers take purposeful pauses to plan and ensure their writing aligns with the task's objectives In contrast, weak writers pause only to focus on grammar and mechanics, lacking the strategic approach that characterizes proficient writing.
Sommers (1980) discovered that weak writers tend to revise their work superficially, focusing primarily on vocabulary and adhering to teacher-generated rules, while rarely altering their original ideas They perceive revision merely as a step to prepare their text for typing In contrast, fluent writers approach revision holistically, revising their entire text to identify and create coherent sections, uncover deeper meanings, and enhance the overall development of their essays.
Calkins (1983) discovered that less proficient writers tended to enhance their work by making only minor adjustments to spelling, punctuation, and vocabulary This limited approach to revision was linked to their insufficient understanding of effective revision techniques.
Approaches to teaching writing 1 Controlled-to-free approach
Various methods have been developed to address the challenges of teaching writing, emphasizing that there is no definitive 'right' or 'wrong' way to impart writing skills The effectiveness of any approach is context-dependent, particularly in the realm of teaching English as a Foreign Language (EFL) This paper utilizes the terminology established by Raimes (1983) and Steele (2004) to explore these teaching methodologies.
In the 1950s and early 1960s, language learning focused primarily on speech, with writing serving as a secondary skill to reinforce spoken language This "structure orientation," as described by Hyland (2009:3), involves a four-stage writing process where students first learn grammar and vocabulary, practice fixed patterns, copy model texts, and finally write essays using the learned structures This method prioritizes accuracy over fluency, emphasizing reproduction skills and the ability to identify and correct linguistic issues However, the focus on syntax, grammar, and mechanics, rather than on content, process, audience, and purpose, limits students' ability to advance their writing skills beyond the sentence level.
1.5.2 Free writing approach According to Raimes (1983), the free writing approach emphasizes quantity and fluency over quality and accuracy That is, students can write freely on the topic given as much and quickly as possible without worrying about correct forms Students may at first feel challenged to pour out their ideas much and quickly, but frequent practice will help them write comfortably and fluently It is also important in this approach that teachers do not correct their students’ free-writing but only comment on the content
The free writing approach has notable drawbacks, particularly in academic contexts where structured research is essential Hyland (2008) emphasizes that students must focus on specific topics and engage in thorough investigation rather than expressing thoughts freely Additionally, errors in their writing can negatively impact their grades, highlighting the importance of precision in academic writing.
Effective writing organization is crucial, as highlighted by Raimes (1983) Students engage in various activities such as copying paragraphs, analyzing structures, and imitating model texts They practice rearranging scrambled sentences, distinguishing between general and specific statements, creating suitable topic sentences, and deciding when to insert or delete sentences This method emphasizes that writing organization can differ based on the patterns of written discourse.
Kaplan (1966) highlights that various languages exhibit distinct patterns of written discourse, with English characterized by a linear structure, Semitic languages following a zigzag pattern, Oriental languages adopting a spiraling approach, and Romance and Russian languages being more digressive Consequently, it is essential for English learners to understand these writing patterns to write effectively in English However, applying contrastive rhetoric in real writing classrooms poses challenges, as it often overlooks the diverse ages and language proficiency levels of students.
Effective writing requires students to simultaneously focus on grammar, syntax, and organization, making it essential to integrate these skills rather than learning them in isolation Teachers create writing tasks that emphasize organizational aspects while addressing grammar and syntax For instance, when writing instructions for operating a calculator, students must utilize appropriate vocabulary, verb forms, and a chronological structure with sequence words like "first" and "then." Through discussions and task preparation, these elements are introduced and reinforced, helping students understand the connection between their writing goals and the necessary skills to achieve them.
This approach emphasizes the use of sentence-level forms to convey clear and appropriate meanings in writing Students enhance their skills by connecting specific vocabulary, structural elements, and organizational features to targeted writing tasks Internalizing these necessary writing forms is crucial; however, this method contrasts with Kroll’s (1990) philosophy, which advocates that writing skills are most effectively taught and learned through meaningful communication in relevant contexts.
The communicative approach to writing prioritizes the purpose of the text and its intended audience, prompting students to consider critical questions such as "Why am I writing this?" and "Who will read it?" This method leads to the creation of real-world writing tasks, where the audience may include teachers, peers, or external individuals Context plays a vital role in these exercises, allowing students to adjust the formality and content based on their audience and the type of writing However, this approach does not focus on the rhetorical conventions of English texts, and learners are not directed to pay attention to the structure, style, or organization of their writing.
According to Raimes (1983), the writing process focuses on how writers begin and develop their ideas Student writers should understand that their initial drafts are merely starting points, often unorganized and containing grammatical errors With time and constructive feedback from teachers and peers, they can uncover new ideas, sentences, and vocabulary, leading to final drafts that are better organized and more polished Thus, the process of writing is essential for improving writing quality.
"a process of discovery for the students" (Ibid 11) They discover new ideas, new language forms to express their ideas
Teachers employing this approach must provide two essential supports for their students: ample time to explore their ideas and constructive feedback on their draft content However, adapting this method for ESL/EFL classrooms requires careful consideration, as these students often seek more explicit guidance from their instructors Additionally, many ESL/EFL learners may distrust peer feedback and feel hesitant to critique their classmates' writing Given their limited language proficiency, teachers must fulfill dual roles as both language and writing instructors to effectively support their students' development.
According to Steele (2004), this approach has a number of stages, though a typical sequence of activities could proceed as follows:
Stage 1: Generating ideas by brainstorming and discussion Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas
Stage 2: Students extend ideas into note form, and judge quality and usefulness of ideas
Stage 3: Students organize ideas into a mind map, spider gram, or linear form This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts
Stage 4: Students write the first draft This is done in class and frequently in pairs or groups
Stage 5: Drafts are exchanged, so that students become the readers of each other's work By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts
Stage 6: Drafts are returned and improvements are made based upon peer feedback Stage 7: A final draft is written
Stage 8: Students once again exchange and read each other's work and perhaps even write a response or reply (Ibid 4)
The product-oriented approach emphasizes the final written output and the superficial aspects of language, such as grammar and mechanics In a typical classroom using this approach, students are provided with a standard text sample and are expected to emulate it in their own writing (Hasan & Akhand, 2010:2) The Product Approach Model consists of four distinct stages (Steele, 2004).
RESEARCH METHODOLOGY 2.1 Context of the study
The school
The study was conducted at CVA, a prominent school situated in the heart of Lang Son Province, a mountainous region in northeastern Vietnam Known for its academic excellence, CVA owes much of its success to the innovative teaching methods implemented in its classrooms.
English 10 Textbook
English 10 has been in use since 2006 as the official textbook in Vietnamese high schools The book is set up on a theme-based foundation with the aim of developing students’ linguistic and communicative competence It consists of 16 units with different topics Each unit has five parts represented through five forty- five-minute lessons: Reading, Speaking, Listening, Writing, and Language Focus respectively.
The writing section in English 10 textbook
The writing process for students begins with a model, leading into activities that include model analysis, language work, and guided writing Students are expected to produce various text types, ranging from personal and formal letters to narratives, as well as descriptions of charts, graphs, tables, and expository essays.
The main goal of the writing section, as outlined in the teacher's book, is for students to compose written texts ranging from 100 to 120 words on studied topics, using provided models or prompts for personal or basic communication The specific topics and text types for each unit are detailed in the accompanying table.
Unit Themes/Topics Text Type
1 A Day in the Life of… A narrative
2 School Talk Filling in a form
4 Special Education A letter of complaint
5 Technology and You A set of instructions
7 The Mass Media Advantages and disadvantages of TV
8 The Story of My Village Informal letters to give directions
9 Undersea World Interpreting facts and figures from a table
11 National Parks A letter of acceptance or refusal
13 Films and Cinemas Describing a film
14 The World Cup Writing an announcement
Table 2 Topics and text types in each unit of English 10
Nguyen (2007) critiques the product-oriented writing approach in textbooks, highlighting its focus on the final outcome rather than the writing process, which includes planning, drafting, revising, and editing She notes that students often resort to imitating and transforming model texts without fully engaging in these essential stages Additionally, Nguyen observes that many writing activities lack effective scaffolding, making some tasks overly challenging and unrealistic for students This issue stems from a disregard for the intended readership and the purpose behind writing, ultimately hindering students' development as writers.
Research questions
1) What difficulties do the tenth graders at CVA encounter when learning English writing skills?
2) What are the reasons for the difficulties?
3) What are the possible solutions to overcome the difficulties?
Research methods
instruments and the procedure of the study will be presented Lastly, the results of the study will be reported and interpreted
All the teachers of English at CVA have been chosen for the research The youngest is 26 and the oldest 43 years old This means they have from 4 years to
With over 21 years of experience in English education, our team consists of 12 qualified teachers who have all graduated from the full-time program at Hanoi University of Languages and International Studies, Hanoi National University Each teacher has a minimum of one year of experience teaching the English 10 textbook, ensuring a high standard of instruction and expertise in the curriculum.
A study was conducted involving three tenth-grade classes, comprising 95 students aged 15 to 17, who have seven years of English learning experience This diverse group of male and female students is intended to accurately reflect the average English proficiency level among tenth graders at the school.
Two instruments, questionnaire and class observation, have been used to collect information and data
The procedure has been conducted in the following steps Firstly, the questionnaires have been delivered to 95 tenth graders and 12 teachers of English in CVA
The student questionnaire, detailed in Appendix 1, consists of eight items designed to assess various aspects of students' writing experiences The first two items focus on students' attitudes toward writing skills and their English 10 textbook lessons The following three items investigate the writing strategies employed by students Finally, items six to eight aim to identify the challenges students face during the three key writing stages: pre-writing, while-writing, and post-writing.
The teacher questionnaire, detailed in Appendix 2, includes six items designed to assess teachers' attitudes towards writing skills and their instructional methods The first two items focus on understanding teachers' perspectives on writing, while the final three items gather insights into the strategies they employ to train their students in writing.
To ensure the collection of reliable data, the student questionnaire was created in English and translated into Vietnamese for easier comprehension Both teachers and students were provided with unlimited time to complete the questionnaires, which were subsequently collected by the author.
To validate the information gathered from the questionnaires, classroom observations of teachers' practices were conducted Recognizing the potential subjectivity and bias in questionnaire responses, the author observed five writing lessons from three out of twelve teachers to gain insights into the actual teaching environment Acting as a non-participant observer, the author meticulously noted the classroom procedures Subsequently, the observation results were analyzed in comparison to the questionnaire findings.
DATA ANALYSIS AND DISCUSSION 3.1 Analysis of the questionnaire for students
Students' attitude towards writing
Chart 1 The most difficult skills to learn
According to Chart 1, a significant 37.9% of students consider writing to be the most challenging of the four language skills This perception is understandable, as many individuals struggle with writing, even in their native language.
A significant challenge for students is writing, leading to a negative attitude towards it among 81% of them; specifically, 57.9% express a lack of interest, while 23.1% dislike it entirely In contrast, only 17.9% of students enjoy writing to a considerable extent, and a mere 1.1% hold a strong appreciation for it, indicating that less than one-fifth of students have a positive view of writing.
Chart 2 How much students like learning writing
MuchNot muchNot at all
Students' writing strategies
This section discusses students' writing strategies they employ in their writing process The strategies include note-taking, outlining, reading, revising, and editing 3.1.2.1 Students' writing strategies
Strategies Results (%) a Discuss the topic with others 32.6 b Write an outline 8.4 c Outline in mind 24.2 d Make notes 12.6 e Collect useful words 31.6 f Correct grammar and spelling 31.6 g Read previous sentence or paragraph 44.2
Table 3 reveals that students employ a diverse array of writing strategies; however, a significant number do not utilize techniques commonly associated with proficient writers Notably, 91.6% of students fail to create an outline prior to writing, while 75.8% do not even mentally outline their work Additionally, over two-thirds of students neglect to engage in discussions about their topics (67.4%), gather useful vocabulary (68.4%), or correct grammar and spelling (68.4%) Furthermore, more than half (55.8%) of the students do not review previous sentences or paragraphs.
The number of drafts Results (%) a More than one draft 10.5 b One draft 89.5
Table 4 The number of drafts
Strategies Results (%) a Read the first draft 60 b Change ideas 20 c Change paragraphs 0 d Change words and sentences 30.5 e Punctuate carefully 9.5
According to Tables 4 and 5, a significant majority of students (89.5%) do not engage in rewriting their work Among those who do, the focus is primarily on minor adjustments, such as altering ideas, words, sentences, and punctuation Specifically, only 20% of students modify their ideas, while 30.5% make changes to words and sentences Additionally, a mere 9.5% pay careful attention to punctuation, and none of the students revise their paragraphs.
For many learners, rewriting primarily involves making minor adjustments to meaning and refining early drafts This tendency is influenced by the pressures of exams and learning environments, which have shaped their writing habits As a result, students often neglect essential practices such as revising ideas, rewriting, note-taking, and planning, ultimately impacting the quality of their writing.
Students' judgment of their writing difficulties
Tables 5 to 7 summarize learners' perceptions of their writing difficulties, categorized into three stages of the writing process: pre-writing, while-writing, and post-writing challenges.
3.1.3.1 Students' difficulties in Pre-writing stage
Difficulties in Pre-writing Results (%) a Uninteresting and ambiguous topics 3.1 b Lack of words 64,2 c Lack of background knowledge 50.5 d Difficulty in generating ideas 69.5
Table 6 Students' judgment of their Pre-writing difficulties
Table 6 highlights the challenges faced by students in the Pre-writing stage, with 69.5% expressing difficulty in generating ideas for their writing This issue stems from a lack of vocabulary and background knowledge, as evidenced by 64.2% of students reporting a shortage of words and 50.5% citing insufficient background knowledge Conversely, only 3.1% of students find the writing topics uninteresting or ambiguous, indicating that the topics provided in the textbook are relevant to young learners and the instructions for each writing task are clear and understandable.
3.1.3.2 Students' difficulties in While-writing stage
Difficulties in While-writing? Results (%) a Finding appropriate words 94.7 b Writing in correct language (correct grammar, spelling) 54.7 c Organizing ideas in a coherent and cohesive way 44.2 d Time pressure 41
Table 7 Students' judgment of their While-writing difficulties
Table 7 reveals that a significant 94.7% of learners identify the challenge of finding suitable words as the primary barrier to their writing Additionally, 54.7% struggle with writing in correct language, while 44.2% find it difficult to organize their ideas coherently and cohesively This may stem from the tendency of students to skip outlining or revising their work, as noted in Table 3.
Analysis of the questionnaire for teachers
3.1.3 3 Students' difficulties in Post-writing stage
Difficulties in Post-writing? Results (%) a Correcting your writing on your own 57.9 b getting feedback and assessment from your teachers 40 c Doing homework without teachers' and classmates' support 21.1 d Time pressure 10.5
Table 8 highlights students' post-writing difficulties, revealing that the most significant challenge is self-correction, with 57.9% of learners struggling to identify and rectify errors in their writing This issue stems from a lack of language proficiency and the absence of a habit to correct grammar and spelling mistakes Additionally, 40% of students reported difficulties in obtaining feedback and assessment from teachers, likely due to large class sizes that hinder personalized attention In contrast, only 10.5% of students experience time pressure during the writing process, and 21.1% find it challenging to complete homework independently.
3.2 Teacher questionnaire analysis 3.2.1 Teachers' attitude towards teaching writing When asked to make a judgment about the skills that are the most difficult to teach, a large number (41.6%) of teachers ranked writing first (see Chart 3) This is a good explanation for why many teachers are not interested in teaching writing 41.6% of them said that they did not like teaching writing at all and 33.4% did not like it much (see Chart 4)
Chart 3 The most difficult skills to te ach
Chart 4 How much te ache rs like te aching writing
Very much Much Not much Not at all
This section discusses teachers' answers to the questionnaire, summarized in Tables 9 to 11 The discussion will focus on the frequency of activities used by teachers in three writing stages
3.2.2.1 Frequency of activities used by teachers in Pre-writing
Usually Often Sometimes Rarely Never a Take advantage of the useful information learnt
0 16.7 50 33.3 0 in previous lessons b Organize students into pairs or groups to discuss and generate words and ideas
0 0 25 58.3 16.7 c Give out a model and ask students to imitate the structure and language
41.6 41.6 16.7 0 0 d Help students outline and plan their writing
Table 9 Frequency of activities used by teachers in Pre-writing
In the Pre-writing stage, teachers predominantly utilize model writing texts, with over 83% of respondents indicating they use this strategy frequently or often to guide students in imitating structure and language.
The data indicates that teachers frequently overlook key activities during the Pre-writing stage Notably, 50% of teachers sometimes and 33.3% rarely utilize information from previous lessons, likely because relevant vocabulary and details are already present in writing tasks, leading to underutilization of students' prior knowledge Additionally, 58.3% of teachers rarely organize students into pairs or groups for topic discussions, with 16.7% never doing so, which contributes to students' struggles in idea generation Furthermore, over 80% of teachers rarely or never assist students in outlining or planning their writing, a trend attributed to the pressures of exams and learning conditions that discourage these essential pre-writing strategies.
3.2.2.2 Frequency of activities used by teachers in While-writing
Usually Often Sometimes Rarely Never a Leave students to write individually
33.3 50 16.7 0 0 b Move around and help students when necessary
75 25 0 0 0 c Ask students to write more than one draft
0 0 0 66.7 33.3 d Organize pair or group activities
Table 10 Frequency of activities used by teachers in While-writing
Table 10 reveals that a significant majority of teachers encourage individual writing during the While-writing stage, with 33.3% indicating they do so usually, 50% often, and 16.7% sometimes Additionally, 75% of teachers usually and 25% often circulate the classroom to assist students when needed However, the large class sizes pose a challenge, making it difficult for teachers to address the individual needs of each student effectively.
The data reveals that a significant majority of teachers, 66.7%, rarely ask students to write more than one draft, with 33.3% never doing so This lack of emphasis on multiple drafts has negatively impacted students' writing skills, fostering poor writing habits Additionally, only 25% of teachers occasionally incorporate pair or group work during the writing process, while the majority do so rarely or never This is concerning, as collaborative activities are vital during the prewriting stage for students to discuss topics and generate ideas As a result, many educators struggle to assist students with writing challenges, such as finding the right words, using correct language, and managing time constraints.
3.2.2.3 Frequency of activities used by teachers in Post-writing
Usually Often Sometimes Rarely Never a Ask students to do peer correction 0 58.3 25 16.7 0 b Check the writing of one or two students with the whole class and comment on common mistakes
66.7 33.3 0 0 0 c Take students' writing notebooks home to correct individual's
Table 11 highlights the frequency of activities employed by teachers during the Post-writing stage The data reveals that 66.7% of teachers frequently check the writing of one or two students with the entire class and provide feedback on common errors Additionally, a significant portion of teachers, 58.3%, often encourages peer correction by having students exchange their writings, while 25% do this sometimes In contrast, only 16.7% of teachers collect students' writing notebooks for individual feedback, indicating that this practice is rarely utilized by the majority.
Class Observation
To gain a deeper understanding of teaching and learning practices at the school, the author conducted class observations of five writing lessons for tenth graders over a two-month period in the second term Prior to the observations, conversations with the teachers were held to ensure their comfort with the observer's presence.
Teachers consistently strive to enhance their students' writing skills, demonstrating their commitment to effective teaching Observations indicate that writing lessons typically unfold in three key stages: Pre-writing, While-writing, and Post-writing.
The pre-writing stage serves as essential preparation for language input, with teachers effectively engaging students in analyzing model texts and generating writing ideas Observations indicate that the initial tasks in the textbook facilitated this process without difficulty However, two of the five writing lessons faced challenges when students struggled to contribute new ideas due to limited topic knowledge or vocabulary issues This highlights the obstacles students encounter during the pre-writing phase Additionally, teachers failed to provide guidance on planning, outlining, or drafting, neglecting to clarify readership or assessment criteria, resulting in students primarily imitating the structures and ideas presented in the textbook.
During the while-writing stage, a few students wrote on the board while others worked individually, with teachers circulating to provide assistance However, it was observed that most students only produced a single draft, merely rephrasing the model text without engaging with their own ideas or audience This reliance on the textbook negatively impacted the learning environment; for instance, in Unit 10, students practiced writing an invitation letter using incomplete sentences as cues, resulting in tasks that felt overly simplistic and contributed to a dull atmosphere.
Sixteen students were guided in learning how to describe a chart through a single task that involved answering simple questions The absence of model texts or standard structures made the process more challenging, as this genre is typically introduced in English language education.
10 Both the teachers and the students coped with a big challenge in their teaching and learning The atmosphere was consequently very stressful
In the post-writing stage, teachers implemented a consistent approach: they began by inviting the entire class to provide corrections and comments on the writing displayed on the board Next, they offered their own corrections and assessments, focusing primarily on grammar and structure Following this, students were encouraged to exchange their writings for peer correction Finally, the teachers assigned homework, which could either be a new task or an incomplete task from the textbook However, it is important to note that due to time constraints and large class sizes, teachers were unable to provide comprehensive feedback on each student's writing Additionally, many students struggled to offer accurate corrections to their peers' work due to their limited proficiency.
4.1 Study findings 4.1.1 Students' difficulties in learning writing
Data analysis indicates that students encounter significant challenges across three writing stages In the pre-writing stage, their primary obstacles are limited vocabulary and insufficient background knowledge, hindering their ability to generate and articulate ideas During the while-writing stage, students struggle to find the right words, write correctly, and organize their thoughts coherently Finally, in the post-writing stage, they face difficulties in self-correction and obtaining constructive feedback from teachers.
4.1.2 Reasons for the difficulties 4.1.2.1 Negative attitude towards writing
Students often struggle with writing due to negative attitudes from both teachers and students towards the teaching and learning process At CVA, many teachers and tenth graders perceive writing as the most challenging of the four English skills, which can diminish motivation and impact their overall teaching and learning behaviors.
4.1.2.2 Shortcomings in the students' strategies and training
The other reasons for the difficulties encountered by the students in their writing process are the shortcomings in their writing strategies and training
In the pre-writing stage, students often struggle with limited vocabulary and insufficient background knowledge due to a lack of effective brainstorming habits and collaborative discussions This deficiency hinders their ability to express themselves adequately Additionally, teachers frequently fail to equip students with relevant strategies for writing, neglecting opportunities for peer collaboration and not utilizing prior knowledge from previous lessons Instead, they typically encourage students to mimic the structure and language of model texts or rely on suggested vocabulary from textbooks, which exacerbates these challenges.
During the writing stage, students face significant challenges, including selecting appropriate vocabulary, using correct grammar, and organizing their ideas coherently These difficulties arise primarily from their insufficient linguistic and grammatical knowledge, which hampers their ability to determine the suitability of words Additionally, support from teachers and classmates is often lacking, as teachers cannot provide individual assistance due to large class sizes, and collaborative writing activities are rarely permitted Furthermore, the absence of outlining and planning strategies contributes to the incoherence and lack of cohesion in their writing.
In the post-writing stage, students often struggle with self-correction and receiving effective feedback from teachers, largely due to limited vocabulary and grammatical knowledge, as well as a lack of habit in proofreading their work Additionally, the feedback methods employed by teachers, often influenced by large class sizes, tend to focus on general comments addressing common mistakes rather than individual errors This approach proves ineffective for low-proficiency students, who find it challenging to relate general feedback to their specific writing issues.
Suggestions for the solution
Teachers often face constraints in arranging their classrooms, yet it is crucial for them to create and sustain a positive learning environment This is especially important when teaching students who may lack interest in writing and struggle with the subject.
A positive learning environment is created through several key factors First, classrooms should be inviting, with furniture arranged to promote discussion, collaboration, and easy access to resources Second, students must be encouraged to engage with each other and occasionally move around to participate in various tasks Lastly, teachers play a crucial role by sharing their own writing, especially in draft form, which models the writing process and fosters a sense of community, ensuring students feel safe when sharing their work with peers and instructors.
4.2.2 Take advantage of the 'out-of-book' lessons
Teachers face challenges such as large class sizes and time constraints when teaching writing, often unable to cover all necessary stages in official lessons A viable solution is to conduct workshops during flexible lessons, where teachers can organize activities, provide resources, and offer guidance to students These workshops create opportunities for teachers to address students' needs, bridge knowledge gaps, and help students develop effective writing habits and strategies.
4.2.3 Give students ownership and publishing
Determining what is meaningful for all students to write can be challenging, but the arrangement of writing tasks significantly impacts their motivation and growth as writers Consequently, it is essential for teachers to focus on fostering students' ownership of their writing and providing opportunities for publication.
Empowering students with choice in their assignments fosters a sense of ownership and engagement in their writing When students are encouraged to explore topics that resonate with their personal experiences and interests, they enhance their ability to articulate thoughts, generate ideas, and pose questions This process not only cultivates their writing skills but also equips them to effectively communicate their ideas to diverse audiences for various purposes.
Teachers should create opportunities for students to publish their work, such as displaying student writing on classroom walls, sharing completed pieces with peers, sending letters to specific audiences, presenting to younger students or families, producing a class publication, and posting writing online These publishing activities provide students with a significant motivation to revise and edit their work for accuracy, enhancing their writing skills.
4.2.4 Engage students in writing regularly
Throughout the school year, teachers should incorporate various writing activities to support student learning, such as writing-to-learn practices like learning logs and quick writes, as well as writing assignments that demonstrate understanding, including essays and reports Regular writing for diverse purposes enhances students' communication skills and critical thinking abilities It is essential for students to engage in writing on a daily basis, focusing on composing their thoughts rather than just completing exercises in preparation for future writing tasks.
4.2.5 Provide students with constructive response and guide them how to offer response to other writes
Teachers should ensure that students receive feedback on their writing at various stages of the process, including planning, drafting, revising, editing, publishing, and reflecting This feedback can address a range of topics and can be provided in diverse formats by different individuals.
Teachers should engage with students as collaborative writers and readers, offering observations about their work while posing questions related to both content and structure They should provide constructive suggestions, share effective strategies, and recommend useful resources It's essential for teachers to remember that their feedback should prioritize the growth of the writer rather than merely pointing out mistakes.
Teachers can employ various techniques to facilitate student responses, including teacher-student conferences, written notes, peer conferences, response forms, whole-class discussions on writing samples, and self-reflection in writer’s notebooks When organizing peer responses, it is essential for teachers to offer guidance, such as using structured forms and encouraging students to develop checklists that serve as evaluative criteria.
4.2.6 Provide opportunities for students to collaborate as writers
In writing instruction, teachers traditionally allow students to work independently, treating writing as a solitary test However, educators should recognize that facilitating collaboration among classmates can enhance students' independence and alleviate the demands of teaching.
Effective collaboration techniques in the classroom involve strategically arranging furniture to facilitate group work, demonstrating and discussing successful collaboration methods, encouraging students to share and critique drafts, and organizing writing partnerships or small group activities.
Collaborative writing among students should focus on constructive communication, fostering a conversational tone rather than a debate After lessons, teachers can assign relevant writing tasks that encourage teamwork, while also providing clear objectives and guiding questions to facilitate effective collaboration.
Limitations
The study offers valuable insights for teachers in CVA, but it has notable limitations Firstly, the research was constrained by its physical parameters, observing only five lessons within a limited timeframe, which may not accurately represent the broader teaching landscape or the intricate perceptions of educators that could emerge from more extensive observation Additionally, due to the narrow scope of the study and the author's limited expertise, specific recommendations for teaching activities in writing lessons cannot be reliably provided.
Suggestions for further study
This study aims to enhance English writing skills at the high school level, highlighting the need for similar research in other high schools to broaden its applicability and effectiveness.
Further research may look at more varied activities in which teachers can give the best guidance and support for students to make their learning more achievable
It would be very helpful for both teachers and learners if a study on techniques and activities which are used to improve the students' writing skills was conducted
1 Brown, H.D (1994), Teaching by principles An interactive Approach to language pedagogy, Prentice Hall Regents, New Jersey
2 Byrne, D (1988) Teaching Writing Skill Longman Group UK Limited
3 Calkins, L (1983), Lessons from a child: On the teaching and learning of writing Portsmouth NH: Heinemann
4 Hasan, M & Akhand, M (2010) Approaches to writing in EFL/ESL context: Balancing Product and Process in writing class at tertiary level Journal of NELTA Vol 15 No.1-2 December 2010
5 Hoang, Thi Mai Huong (2013) Challenges in teaching and learning writing skill with the textbook English 11 (Basic stream) at Tinh Gia 5 High School,
Thanh Hoa province Unpublished M.A Thesis C.F.L, Vietnam National University, Hanoi
6 Hyland, K (2008) Writing theories and writing pedagogies Indonesia Journal of English Language Teaching
7 Kaplan, R (1991) Process Writing Longman Group UK Limited
8 Kieu, Thi Hien (2009) Difficulties encountered by grade-10 students at Truong
Dinh Upper Secondary School in learning writing skills with the new textbook
Tieng Anh 10 Unpublished M.A Thesis C.F.L, Vietnam National University, Hanoi
9 Kroll, B (1990) Second Language Writing Cambridge University Press
10 Nguyen, Thi Thuy Minh (2007) Textbook evaluation: the case of English textbooks currently in use at Vietnam's upper-secondary school Unpublished research report, Singapore RELC SEAMEO
11 Nunan, D (1989) Second Language Teaching and Learning USA: Heinle & Heinle Publishers
12 Perl, S (1979) The composing processes of unskilled college writers Research in the Teaching of English 13 (4): 317-336
13 Pham, Thuy Trinh (2009) The reality of teaching and learning English writing skill at Tran Nguyen Han High School in Hai Phong and recommendations
Unpublished M.A Thesis C.F.L, Vietnam National University, Hanoi
14 Pianko, S (1979) A description of the composing process of college freshmen writers Research in the teaching of English 13 (1): 5-22
15 Raimes, A (1983) Techniques in teaching writing Oxford: Oxford University Press
16 Sommers, N (1980) Revision strategies of student writers and experienced adult writers College Composition and Communication 31 (4): 378-388
17 Steele, V (2004) Product and Process writing: A comparison, British Council,
10 Spring Gardens, London SW1A 2BN, UK
18 Tribble, C (1996) Writing Oxford: Oxford University Press
19 White, R V (1991).Process Writing Longman Group UK Limited
20 Zamel, V 1982 Writing: the process of discovering meaning TESOL Quarterly, 16(2)
This survey aims to gather insights for my research on "Teaching and Learning English Writing Skills at Chu Van An High School for the Gifted in Lang Son Province: Challenges and Solutions." Your responses will significantly contribute to the success of this study Rest assured, all information you provide will remain confidential and used solely for research purposes Thank you for your valuable assistance!
Circle the letter next to the alternative that is right in your situation
For questions from 3 to 8, more than one answer is acceptable
1 Which skills do you think are most difficult? a Reading skills b Listening skills c Speaking skills d Writing skills
2 How much do you like learning writing skills? a Very much b Much c Not much d Not at all
3 When writing, what do you do? a Discuss the topics with others b Write an outline c Outline in mind d Make notes e Collect useful words f Correct grammar or spelling g Read previous sentence or paragraph
4 Do you write more than one draft? a Yes b No
5 When rewriting, what do you do? a Read the first draft b Change ideas c Change paragraph d Change words and sentences e Punctuate carefully
6 What difficulties do you face in Pre-writing stage? a Uninteresting and ambiguous topics b Lack of words c Lack of background knowledge d Difficulty in generating ideas
7 What difficulties do you face in While-writing stage? a Finding appropriate words b Writing in correct language (correct grammar, spelling) c Organizing ideas in a coherent way d Time pressure
8 What difficulties do you face in Post-writing stage? a Correcting your writing on your own b getting feedback and assessment from your teachers c Doing homework without teachers' and classmates' support d Time pressure
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Các câu hỏi khảo sát này được thiết kế để phục vụ cho đề tài nghiên cứu của tôi về
Tại trường THPT Chuyên Chu Văn An, tỉnh Lạng Sơn, việc dạy và học kỹ năng viết tiếng Anh đang gặp nhiều khó khăn Để nâng cao chất lượng giảng dạy, cần tìm ra các giải pháp hiệu quả Sự đóng góp của học sinh trong nghiên cứu này là rất quý báu và mọi thông tin sẽ được bảo mật hoàn toàn, chỉ phục vụ cho mục đích nghiên cứu Cảm ơn sự hỗ trợ của các em!
Khoanh tròn chữ cái tương ứng với câu trả lời
Từ câu hỏi 3 trở đi, có thể lựa chọn hơn một câu trả lời
1 Theo em kỹ năng nào là khó nhất? a Kỹ năng đọc b Kỹ năng nghe c Kỹ năng nói d Kỹ năng viết
2 Em thích học kỹ năng viết ở mức độ nào? a Rất thích b Thích c Không thích lắm d Không thích
3 Các hoạt động khi viết của em là gì? a Thảo luận các chủ đề với những người khác b Viết dàn ý c Phác thảo dàn ý trong tâm trí d ghi chú e Thu thập từ hữu ích f Chỉnh sửa lỗi ngữ pháp hoặc chính tả g Đọc câu hoặc đoạn văn trước đó
4 Em có viết nhiều hơn một bản dự thảo không ? a Có b Không
5 Hoạt động khi viết lại của em là gì? a Đọc bản thảo đầu tiên b Thay đổi ý tưởng c Thay đổi đoạn d Thay đổi từ và câu e Chấm câu một cách cẩn thận
6 Những khó khăn của em trước khi viết là gì ? a Chủ đề nhàm chán b Thiếu từ c Thiếu kiến thức nền d Khó khăn khi tìm ý
7 Những khó khăn của em trong khi viết là gì ? a Tìm từ phù hợp b Viết đúng ngữ pháp, chính tả c Trình bày bài viết mạch lạc d Áp lực thời gian
8 Những khó khăn của em sau khi viết là gì ? a Tự chữa bài viết của mình b Nhận phản hồi và nhận xét của giáo viên c Tự làm bài tập về nhà d Áp lực thời gian
This survey aims to gather insights for my research on "Teaching and Learning English Writing Skills at Chu Van An High School for the Gifted in Lang Son Province: Challenges and Solutions." Your responses will significantly contribute to the success of this study Rest assured, all information you provide will remain confidential and used solely for research purposes Thank you for your valuable assistance!
Circle the letter next to the alternative or put a tick in the box that is right in your situation
1 Which skills do you think are most difficult? e Reading skills f Listening skills g Speaking skills h Writing skills
2 How much do you like teaching writing skills? e Very much f Much g Not much h Not at all
3 How often do you use these activities in Pre-writing stage?
To enhance learning, educators should frequently leverage useful information from previous lessons, organize students into pairs or groups for collaborative discussions to generate ideas, provide models for students to imitate in terms of structure and language, and assist students in outlining and planning their writing effectively.
4 How often do you use these activities in While-writing stage?
In the classroom, teachers frequently encourage students to write individually, while also offering assistance when needed They often promote the practice of drafting multiple versions of a piece to enhance writing skills Additionally, organizing pair or group activities is a common strategy to foster collaboration and improve learning outcomes.
5 How often do you use these activities in Post-writing stage?
Incorporating peer correction into the classroom can significantly enhance student writing skills, as it encourages collaboration and critical analysis among peers Regularly reviewing the work of one or two students as a class allows for the identification of common mistakes, fostering a collective learning environment Additionally, taking students' writing notebooks home for individual correction provides personalized feedback, helping each student improve their writing proficiency.
Writing Task: Write a letter of invitation Class: 10E
- Teacher asked students to do Task 1 in pairs
- Students wrote out eight sentences by matching the first half in column A with the most suitable half in column B
- Teacher asked students to deduce structure and language used to express invitation
- Teacher asked students to do Task 2 individually
- Students used suitable expressions provided in Task 1 to fill in the blanks in some invitatiton letters
- Teacher asked students to do Task 3 individually
- Two representatives were asked to present their writings on the board and the rest in their notebooks
- Teacher went around to help students if
- Teacher did not add any new expressions of invitation, she made use of the available ones in textbook
- Students did the tasks smoothly but passively
- Teacher did not help students outline or plan their writing
- Learning environment was quite boring
- Teacher did not set time for students’ writing
- Two representatives completed their writings quickly
- Students did not write more than one draft necessary
- Teacher asked some volunteers to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Some students coped with difficulty in writing correct language
- Two volunteer students gave wrong correction on some grammatical issues
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
- Students did not do peer correction because time was over
- Many students did not pay attention to their homework
OBSERVATION DESCRIPTION 2 Unit 11 National Parks
Writing Task: Write a letter of acceptance or refusal Class: 10G
- Teacher wrote down on the board six ways of accepting and refusing an invitation, which were available in the text book
- Teacher did not add any new expressions of acceptance or refusal
- Teacher did not mention about
- Students worked in groups to discuss Task 1 and filled each blank of the opened letters with a suitable expression
- Teacher asked three students to say aloud the answers individually
- Teacher asked the whole class to write the answers in their notebook
- Teacher asked students to do Task 2 in pairs: Rearrange the sentences into a letter
- Teacher asked two students to say aloud the answers individually
- Teacher gave feedback and corrected the answers
- Teacher divided students into two groups: one group was asked to write letters of acceptance, the other was asked to write letters of refusal
- Two representatives from the groups were asked to present their writings on the board and the rest in their notebooks
- Teacher went around to help students if necessary
Post-writing the structure or form of a letter of accepatance or refusal
- Students did not have difficulty in doing the tasks
- Students did not write more than one draft
- Some students coped with difficulty in writing correct language
- Students did the tasks smoothly but passively because they were not free to choose between the two kinds of letter
- Teacher did not set time for students’ writing
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Teacher showed a sample on the screen
- Students gave some correction on spelling mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
- Students tried to write down their teacher’s writing sample into their notebooks before the lesson was over
OBSERVATION DESCRIPTION 3 Unit 13 Films and Cinema
Writing Task: Describing a film Class: 10H
- Teacher elicited and presented some new words by situations and examples
- Teacher asked students to do Task 1
- Students read the passage individually and then asked and answered the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Students had no difficulty in answering the questions
- Teacher did not mention about the genre or the form of the writing
- Teachers focused on essential points in a description of a film
- Teacher asked students to do Task 2 individually
- One representative was asked to present his writing on the board and the rest in their notebooks
- Teacher went around to help students if necessary
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Students did not write more than one draft
- Two students who were sitting near the observer wrote in the form of an essay not a paragraph and their teacher did not know that
- Some students had trouble with vocabulary: they did not know some cinematic terminologies or could not remember exactly the spelling of foreign names,
- Students gave some correction on spelling and grammatical mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
Unit 14 The World Cup Writing Task: Write an announcement
- Teacher elicited and presented some new words by situations and examples
- Teacher asked students to do Task 1
- Students read the passage individually and then asked and answered the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Teachers asked two students to tell some possible details to include in an announcement
- Students deduced the essential points in an announcement from what they had learned in task 1
- Teacher provided some useful structures used in an announcement
- Teacher helped students to make notes of the information in each situation
- Teacher divided the class into two groups: one was asked to write the first situation, the other was asked to write the second one
- Students had no difficulty in answering the questions and deducing the essential points in an announcement
- Learning environment was quite exciting
- Students did the task smoothly
- The environment was quite exciting
- Two representatives from the groups presented their writing on the board, the rest in their notebooks
- Teacher asked the whole class to give their correction and comments on the written text on the board
- Teacher gave her correction and assessment
- Teacher asked their students to exchange their writings to do peer correction
- Students gave some correction on spelling and grammatical mistakes
- Teacher’s correction and assessment were mainly on grammatical and spelling mistakes
Unit 16 Historical Places Writing Task: Describe a chart Class: 10E
- Teacher asked students to look at the chart in Task 1 and explained the information that was presented in the chart
- Teacher did not provide students with any writing sample
- Students had no difficulty in explaining the information in presented in the chart in Vietnamese
- Teacher asked students to answer the questions in pairs
- Teacher checked some pairs’ work by asking them to present their questions and answers orally
- Teachers focused on essential points in a description of a chart and provided students with some expressions used to describe a chart
- Teacher asked students to do Task 2 individually
- Students used suitable expressions given by the teacher and the answers to the questions in the task to write a description of the chart
- Teacher moved around to help students if necessary
- One representative was asked to present her writing on the board and the rest in their notebooks
- Teacher asked some students to read their writings aloud the chart and answering the questions in the task
- The input language was too poor for students to apply to their writing
- Learning environment was quite boring
- The representative did not complete her writing The sentences were not connected coherently and cohesively
- Some students refused to read their writings because they couldn’t complete their task Meanwhile, those who read their writings had difficulty in