INTRODUCTION
Rationale of the study
Achieving an effective teaching process is a common aspiration among educators, yet it poses significant challenges To succeed, teachers must possess not only exceptional qualities and in-depth knowledge of their subjects but also the ability to adapt their teaching methods to meet diverse learning needs.
In the late 20th century, English teaching in our country shifted from the grammar translation method to a communicative language teaching approach, leading to the development of English textbooks that emphasize reading, speaking, listening, and writing skills in a theme-based format This change has resulted in varied writing tasks across units, making it challenging for students to write correctly Acknowledging this difficulty, teachers are encouraged to conduct research to enhance students' writing skills The author of this study was inspired by the genre-based approach to teaching writing, yet found it under-researched in Vietnamese high schools Consequently, she initiated the study titled “The applicability of a genre-based approach to the development of grade-12 students' writing skill: An action research project at Vinh Yen high school, Vinh Phuc province,” aiming to implement this approach to improve her students' writing abilities and contribute to the overall enhancement of writing education.
Scope of the study
The author conducted a limited study involving 35 grade 12 non-English major students at Vinh Yen High School, focusing on the effectiveness of a genre-based approach to enhance writing skills in lessons.
Aims of the study
This study is designed to investigate the effectiveness of genre-based approach in helping students at Vinh Yen High School improve their writing performance of English
Secondly, the study also evaluates the students‟ attitudes towards using genre-based approach as a tool to improve their writing skill.
Research questions
In order to achieve the aforementioned aims, the following questions are formulated:
1 How effective is genre-based approach in helping students at Vinh Yen High School improve their writing skill?
2 What are the students‟ attitudes towards the use of genre-based approach to improve their writing skill?
Method of the study
The study utilized action research involving 35 non-major English grade-12 students at Vinh Yen High School to evaluate the effectiveness of a genre-based approach in writing A pre-test was administered to assess students' writing abilities prior to the treatment, followed by a post-test after a 10-week course to measure the approach's impact Additionally, a survey questionnaire was distributed at the end of the treatment, allowing students to share their opinions and feedback on the genre-based methodology.
Significance of the study
This study investigates the effectiveness of a genre-based approach to teaching writing skills, aiming to provide significant benefits Firstly, both the teacher and students at Vinh Yen High School will gain valuable insights from the reflective experience Secondly, the research findings will serve as a resource for future researchers, encouraging the exploration of underdeveloped areas, such as diverse student populations or varying conditions.
Design of the study
This study is divided as followed:
Chapter 1: Introduction - provides the rationale, the scope, the aim, the research questions, the method, the significance and the organization of the study
Chapter 2: Literature review–presents concepts relevant to the topic of the thesis: writing skill and its importance, different approaches for teaching and learning writing skill, advantages as well as disadvantages of genre-based approach to teaching writing, the previous studies related to the fields and some gaps for present study
Chapter 3: Methodology - presents the context of the research including the research settings, teaching materials, research participants This chapter also provides information about action research in general and the instruments, the data collection procedures and data analysis of this study Chapter 4: Findings and discussion - focuses on the results of the tests and the results from the questionnaire This chapter also includes the analyses and discussions of the results
Chapter 5: Conclusion – closes the thesis with recapitulation, some limitations, recommendations and suggestions for further study.
REVIEW
Writing and its importance
Writing is a crucial aspect of language development, both in native and second languages, leading to various definitions Donn Byrne (1998) describes writing as the "act of forming graphic symbols," while Brannon, Knight, and Neverow-Turk (1982) emphasize its nature as a creative art rather than a mechanical process Language teachers, as noted by Tribble (1996), recognize writing as a challenging skill to master Furthermore, Harris (1993) highlights that writing is a process that unfolds over time, often involving significant periods of contemplation before drafting an initial version.
2.1.2 The role of writing in second language teaching
Writing is an essential skill for several reasons, as highlighted by Clay (1983) Firstly, it transcends mere transcription of speech, requiring a deeper understanding of language Secondly, engaging in writing helps students effectively explore and master the connection between spoken and written forms of communication Additionally, writing serves as a more reliable method for grasping the complexities of written language compared to reading alone Furthermore, while students may initially learn to write by verbalizing their thoughts, they soon realize that writing and speech follow distinct organizational principles Ultimately, writing emerges as a powerful tool for enhancing one’s comprehension of the subject matter being addressed.
According to Wells (1999), writing prompts students to critically examine their interpretations of others' statements, as well as their own experiences and beliefs This process contributes to an ongoing dialogue that enhances the community's understanding of the relevant subject matter.
Different approaches for teaching and learning writing
Teaching writing to EFL students can be challenging, particularly when their English skills are still developing There are three main approaches to enhance writing skills: the product approach, which focuses on the final written output; the process approach, emphasizing the stages of writing; and the genre-based approach, which teaches students to write in specific styles and formats.
The product approach to writing instruction, prevalent before the 1970s, emphasizes mimicking teacher-provided models to produce similar written products According to Burden & Larson and Toonen (2005), this method focuses primarily on the final output, prioritizing sentence structure and grammar while neglecting the cognitive processes involved in writing.
The process approach involves a structured sequence of activities that guide individuals from idea generation to the final editing of their work This method encompasses four key stages: prewriting, composing/drafting, revising, and editing, facilitating effective planning and information gathering (Campbell, 1998; Badger).
Prewriting involves gathering ideas, while drafting consists of creating a rough outline of the content After producing a rough draft, students share their work with peers or teachers for feedback, which leads to revisions and elaborations on the initial draft The final stage, editing, focuses on correcting mechanical errors such as spelling and punctuation Tompkins (1990) emphasizes that modern writing instruction prioritizes the writing process over the final product.
The genre-based approach to writing emphasizes the social purpose of language and prioritizes the reader's perspective over the writer's In this method, students engage in reproducing texts based on genres provided by teachers, with learning occurring through imitation and exploration of various models To enhance their writing skills in a specific genre, learners must be exposed to numerous examples, enabling them to recognize the unique structures of the genre and recall previous reading or writing experiences According to Martin (1993), mastering written genres requires direct instruction, including an analytical study of models, understanding genre elements and their organization, and progressing from collaborative to independent production of exemplars.
Phrases of teaching and learning cycle and genre based approach
Hammond (1992, cited in Burns, 2001) introduced a wheel model of the teaching-learning cycle for writing development in the genre approach, comprising three key phases: modeling, joint negotiation of text, and independent text construction by learners During the modeling phase, the target genre is introduced, emphasizing its educational and social functions while analyzing its structure and language.
Joint negotiation of text is a crucial stage in language learning where students engage in exercises that manipulate relevant language forms, facilitating a collaborative process between teachers and learners This phase involves activities such as reading, researching, and sharing information, which ultimately influence the genre of the text produced The final phase, known as independent construction of texts, sees learners creating actual texts by selecting topics, conducting research, and writing, thereby solidifying their understanding and application of language skills.
Advocates like Kay and Dudley-Evans (1998) contend that the genre approach is superior to the process approach for enhancing second language writing skills, as it alleviates students' anxiety about writing (p 310).
Advantages and disadvantages of genre based approach to teaching
2.4.1 Advantages of genre based approach to teaching writing
Students value clear models that illustrate the linguistic requirements of their tasks Analyzing specific genres not only clarifies the communication style but also reveals its social context and intended purpose, as highlighted by Swales.
Rhetorical instruction is crucial for enhancing writing skills, comparable to the influence of prior knowledge (1990, p 83) The genre approach proves to be highly effective in writing education as it integrates both formal and functional aspects of language, highlighting their significant interconnections.
Bhatia (1993, cited in Kim & Kim, 2005) emphasizes the importance of connecting the formal and functional aspects of language in writing instruction to help students understand the use of linguistic conventions for specific rhetorical effects By analyzing the rhetorical structure of content through a genre approach, students can identify common patterns within each genre, which will serve as valuable background knowledge for future learning experiences.
According to Kay & Dudley-Evans (1998), prior knowledge significantly aids students in producing acceptable writing structures, making genre assignments a valuable tool for teaching and learning writing The genre approach not only encourages students to engage with their surroundings but also helps them view writing as a practical tool, enhancing their understanding of how to logically organize content This method fosters flexibility in thinking and awareness of authors' organizational strategies However, some experts argue that the genre approach is more beneficial for beginners or intermediate learners rather than advanced students, as it alleviates anxiety associated with writing tasks As learners often seek relatable examples when acquiring new skills, the genre approach provides essential support for lower proficiency students who may struggle with the demands of writing in English.
According to Bakhtin (1986), genres are dynamic and evolve by integrating diverse voices, styles, and perspectives The genre approach in education exposes students to this plurality, fostering their creativity within the genre To honor the essence of genres, teaching should culminate in encouraging students to challenge and innovate upon existing styles, allowing genres to evolve further (H Nguyen, personal communication, October 17, 2006).
Hayland (2004) sees the advantages of a genre based writing instruction that can be summarized as follows:
- Explicit: Makes clear what is to be learned to facilitate the acquisition of writing skills
- Systematic: Provides a coherent framework for focusing on both language and contexts
- Needs-based: Ensures that course objectives and content are derived from students needs
- Supportive: Gives teacher a central role in scaffolding student learning and creativity
- Empowering: Provides access to the patterns and possibilities of variation in valued texts
- Critical: Provides the resources for students to understand and challenge valued discourses
- Consciousness raising: Increases teacher awareness of texts and confidently advise students on their writing (Hayland 2004: 10-11)
2.4.2 Disadvantages of genre based approach to teaching writing
Criticism has emerged regarding the disconnect between the belief that meaning resides in textual objects and the acknowledgment of language as a socially constructed system (Freedman & Richardson, 1997) Theoretical objections highlight an overemphasis on the formal aspects of genres, neglecting the socially situated nature of writing that adapts to specific rhetorical contexts Similarly, in pedagogical practice, while genre-based pedagogy claims to integrate social context into text construction, classroom approaches often focus primarily on linguistic features This results in students being taught specific genres assigned by teachers, rather than engaging with genres driven by genuine interest and communicative purpose.
While the genre approach aids learners in writing with confidence, it raises two significant concerns: it underestimates the skills needed for content creation and neglects learners' self-sufficiency (Byram, 2004) This approach overly emphasizes conventions and genre features, hindering students from grasping the true messages of texts and fostering passivity in the classroom Critics argue that it stifles creativity and overlooks natural learning processes (Badge & White, 2000) Bawarshi (2000) highlights that, although the genre approach can help students identify and interpret literary texts, it may also lead to the production of uninspired, formulaic writing.
Related studies
Tangpermpoon (2008) investigated methods to enhance writing skills among English major students, highlighting writing as a challenging skill for language learners due to the necessity of L2 background knowledge in rhetorical organization, language use, and specific vocabulary To aid instructors in developing students' writing competence, he proposed an integrated approach combining genre, product, and process methodologies in writing classes This study is structured into two main sections: the first offers a literature review of traditional writing approaches, discussing their strengths, drawbacks, and adaptations, while the second emphasizes the significance of integrated approaches for tertiary-level English learners The findings indicate that the integration of multiple approaches yields more effective results than employing a single method.
Kongpetch (2006) conducted a study on the effectiveness of a genre-based approach to teaching writing to Thai university students, highlighting that many students struggle with writing expositions for various purposes, including class assignments and independent research projects The research identified common challenges faced by students, such as organizing ideas and employing appropriate rhetorical styles The study focused on the Department of Foreign Languages at Khon Kaen University in northeastern Thailand, examining the issues encountered while implementing the genre-based approach and its effects on students' writing skills Additionally, it explored the broader implications of this approach for enhancing writing instruction in other Thai educational settings.
Burns (2001) outlined a series of genre-oriented tasks and classroom procedures focused on teaching students how to write a job application letter, a highly relevant task for learners (pp 203-207) Her findings illustrated that students could effectively produce a job application letter, highlighting the success of the genre approach By concentrating on specific genres and their linguistic structures, learners gained a clear understanding of the necessary language features and content organization required for effective writing.
Badger and White (2000) introduced the process genre approach, which effectively combines genre and process methodologies in writing instruction Their research highlights that starting the writing cycle with models, key linguistic features, social context, and rhetorical patterns enhances student writing For example, when a university student writes an advertisement to sell a used laptop, it is crucial to consider the purpose of selling, the need for appealing content, necessary information, and adherence to traditional laptop description formats The student should engage in drafting, revising, and editing while employing appropriate rhetorical skills for this genre This approach not only teaches the relevant language but also incorporates a revision process, ensuring that the writing task is evaluated from both the writer's and readers' perspectives.
In a 1998 experimental study by Henry and Roseberry, academic classes were assessed using short tourist information texts in English Participants were split into two groups: one receiving genre-based instruction and the other without this approach After three weeks, results showed that the genre group outperformed the non-genre group on a subsequent test The findings indicated that familiarity with the typical structure of content facilitated learners in organizing their ideas effectively, enhancing both their communicative goals and the overall quality of their writing This study demonstrated that genre-based instruction significantly improved learners' understanding of rhetorical structures and linguistic features.
From a language teaching perspective, genre is understood as a series of moves, each serving a specific purpose within a text (Swales, 1990) This study not only analyzes these moves but also evaluates learners' writing in terms of content, structure, and language It emphasizes the application of a genre-based approach to teaching writing in English for Specific Purposes (ESP), particularly for students preparing to use English in professional environments The genre-based approach aims to equip learners with the necessary skills for effective communication in their respective fields.
This study aims to enhance learners' writing skills by focusing on the linguistic features and "moves" of a genre, helping them understand how to effectively select information for meaningful texts It introduces various genre analysis strategies to teach students how to adapt their word choices based on context Involving 65 Business majors, the research compared a control group taught through traditional lectures with an experimental group using a genre-based approach Texts were evaluated for content, structure, and language, with a specific analysis of rhetorical moves Results indicated that learners improved their writing when they understood the rhetorical structure, and providing models increased their awareness of essential communicative moves to include in their texts.
Thi Thu Huyen Bui (2010) implemented a genre-based approach to teaching English writing to grade 10 students at Tan Tao High School in Tuyen Quang province Her thesis highlighted both the advantages and challenges of this method The study concluded that while the genre-based approach is innovative for students, its application presents several difficulties.
In their studies, "The use of genre-based approach to help 10th form students in Tuyen Quang Gifted High School to write better personal recount" by Nghi Nguyen, Phan (2012) and "The impact of a genre-based approach on 11th students writing performance: An action research at Tuyen Quang Gifted High School, Tuyen Quang" by Ha Ngoc, Nguyen (2013), the authors explored methods to enhance personal recount writing among 10th and 11th grade students They identified key challenges faced by students, including limited vocabulary, structural knowledge, language features, and idea generation Following the implementation of a genre-based approach, students exhibited increased motivation and confidence in their writing skills and English usage.
In 2014, Thi Van Anh Nguyen conducted action research at Son Duong High School in Tuyen Quang province, focusing on a genre-based approach to enhance writing skills among 10th-grade students The study aimed to identify the challenges students faced in writing and assess the effectiveness of the genre-based method on their writing performance Findings revealed that students struggled with various writing difficulties; however, the implementation of this new approach significantly improved their writing abilities.
Chapter summary
This chapter provides a comprehensive overview of literature pertinent to the study, beginning with definitions of writing and its significance It then explores various approaches to teaching and learning writing, including the teaching and learning cycle and genre-based methods Additionally, it presents relevant studies conducted both globally and in Vietnam, offering clear descriptions of these studies and their findings.
Context of the study
This study was conducted at Vinh Yen High School in Vinh Phuc province, involving thirty-five twelfth-grade Mathematics majors These students, who have studied English for three years in primary school and four years in secondary school, demonstrate a quick grasp of grammatical exercises but struggle with writing skills To enhance their writing abilities effectively, it is essential to consider the application of innovative teaching approaches and methods.
In the 2015-2016 academic year, the pilot textbook "TIENG ANH 12," directed by Prof Hoàng Văn Vân, was implemented for teaching twelfth graders over 105 periods across two semesters.
"TIENG ANH 12" is the final installment in a three-level English textbook series for Vietnamese upper secondary schools, adhering to the curriculum approved by the Ministry of Education and Training in November 2012 This textbook aims to enhance students' listening, speaking, reading, and writing skills while focusing on communicative competence By the end of upper secondary education, students are expected to achieve a level three proficiency in English, equivalent to B1 on the Common European Framework of Reference for Languages.
"TIENG ANH 12" consists of two books, each featuring five topic-based units that are structured into five sections: Getting Started, Language, Skills, Communication and Culture, Looking Back, and Project The curriculum is delivered through eight 45-minute lessons, incorporating meaningful activities that enhance language acquisition Additionally, the books offer valuable language input and ideas for students to develop their Reading, Speaking, Listening, and Writing skills.
Writing activities in TIENG ANH 12 primarily focus on the text types outlined in the syllabus, including tasks such as gap-filling, model-based writing, and note-taking for surveys Each section typically features four to five activities that adhere to a three-stage language teaching approach Writing skills are usually covered in a single class period, but students often struggle to complete their writing tasks within this time frame, resulting in lower grades For further information on writing tasks in TIENG ANH 12, refer to Appendix 1.
The study involved 35 grade-12 students (15 females and 20 males) from class 12A1 at Vinh Yen High School during the 2015-2016 academic year The teacher-researcher identified significant deficiencies in the students' writing skills and ineffective writing strategies after the first semester As a result, these students were selected as volunteer participants for an action research project The participants completed two writing assessments, a pre-test and a post-test, followed by a survey questionnaire to gather additional feedback on the intervention.
Research methodology
This study was carried out using action research approach
Action research is a situational approach focused on identifying and solving specific problems within educational contexts, aimed at improving current practices (Cohen and Manion, 1985) According to Parsons and Brown (2002), it involves teachers investigating issues to enhance their professional practices in the classroom This thesis employs action research to improve the writing performance of grade twelve students through a genre-based approach, ultimately fostering a positive attitude towards writing lessons.
Various authors and researchers have developed distinct models of action research This study utilized a specific action research framework based on the cycle proposed by McBride & Schostak (1995).
The process begins with identifying the problem area, followed by collecting initial data and conducting a 45-minute pre-test to confirm the issue The data from the pre-test is then analyzed to formulate a hypothesis Next, the researcher plans actions by presenting alternatives to current practices aimed at achieving desired changes The implementation phase introduces a genre-based approach to assess its impact on students' writing skills and attitudes Finally, a post-test is administered for 45 minutes to evaluate the effectiveness of the intervention and monitor changes in student performance.
(6) collecting data to monitor change
(1) identifying a focus of interest or a problem
After completing the post-test, students are given a survey questionnaire to express their perceptions and opinions on the new technique The researcher then analyzes the data gathered from both the tests and the questionnaire, leading to a reflective assessment of the research results.
3.2.3 Data collection instrument 3.2.3.1 Pre-test and post-test
This study evaluates the effectiveness of a genre-based approach in enhancing the writing skills of grade 12 students The selected test types mirror commonly used writing assessments, ensuring that students are familiar with the test format.
Actually, the pre-test and the post-test on English writing are similar in format, instruction, length, level of difficulty, and allotted time (See Appendix 2)
The scoring for both the pre-test and post-test will utilize a consistent marking scale, as outlined in Appendix 3 This analytic marking scale, which incorporates specific evaluation criteria, has been adapted from the work of Jacobs et al (1981) as referenced in Weigle (2002: 115).
The analytic marking scale was chosen over a holistic scale because it offers more valuable diagnostic insights into students' writing abilities To ensure accuracy and fairness, two teachers independently graded the test scores, with the final scores being the average of their assessments (see Appendix 4).
The questionnaire was chosen as the secondary data collection tool for this study due to its effectiveness in gathering information on the affective aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences According to Richards and Lockhart (1994), questionnaires allow educators to collect substantial amounts of data efficiently.
The study utilized a questionnaire featuring eight closed-ended questions, employing a five-point Likert Scale that ranges from "strongly agree" to "strongly disagree." This scale consists of a balanced mix of favorable and unfavorable statements related to the subject of interest Participants were instructed to indicate their level of agreement or disagreement with each statement by selecting one of the five available responses: strongly agree, agree, neutral, disagree, or strongly disagree.
In this study, students were given 10 minutes to complete a questionnaire designed to assess their attitudes towards the genre-based approach and their self-evaluation of its effectiveness The questionnaire comprised two main sections: the first focused on students' attitudes (items 1-3), while the second evaluated their perceptions of the technique's effectiveness (items 4-8).
During the first semester of the 2015-2016 academic year, a genre-based approach was implemented over six weeks in class 12A1 at Vinh Yen High School The research involved systematic data collection and analysis, as summarized in the accompanying table.
Week 1 The researcher identified the issues to be changed and prepared the instructional strategy (genre-based approach) which was theoretically effective to improve the situation and solve the problem
Week 2 - The class was given the pre-test before the treatment to evaluate the student‟s writing ability
-The data collected from the pre-test was analyzed to form a hypothesis
In Week 3, the researcher developed a comprehensive plan outlining the implementation timeline, necessary curriculum modifications, and the revised teaching strategies for the project During this phase, instruments for information gathering were also prepared From Weeks 4 to 9, a genre-based approach was employed to enhance teaching and learning writing skills across three units, specifically from Unit 2 to Unit 4.
Week 10 -The students were administered the post-test to determine the effectiveness of the intervention
-The students were asked to fill in the questionnaire to figure out students‟ attitudes towards genre-based approach
-The data collected from the post-test and questionnaire were analyzed to identify any improvements and evaluate students‟ opinions about the treatment used
- Evaluated the effectiveness of the treatment and identified the results of the research
Table 3.1: Procedure of the research
From week 4 to week 9, a genre-based approach was implemented in class 12A1, as detailed in Table 3.1 Over the six-week period, students attended four sessions each week, with each lesson including a dedicated forty-minute writing period.
The results of the study were presented in quantitative data which were collected from the results of the two tests and questionnaire
The scores from the two tests were calculated and analyzed using the Statistical Package for Social Sciences (SPSS), version 20 The researcher employed a paired samples t-test to compare the means of the test scores before and after the treatment.
After collecting survey questionnaires from students, the researcher utilized SPSS to calculate the valid percentages of the results (refer to Appendix 6) Subsequently, the researcher compared the valid percentages of agreement and disagreement to analyze the subjects' opinions regarding the treatment.
Chapter Summary
This chapter outlined the research settings, participants, and teaching materials, followed by a definition and procedure of action research It concluded with a detailed description of the data collection instruments, procedures, and analysis methods The next chapter will present the study's results.
AND DISCUSSION
Quantitative description of results from the pre-test and post-test
The analysis of scores from pre-test and post-test aimed at answering the first question of this study
All students underwent a pre-test and post-test to evaluate their writing skill improvement following the genre-based approach treatment The researcher and a colleague independently assessed the test papers using a specified scoring interval.
Table 4.1: Score interval of the tests
According to table 4.1, the students were divided into 5 groups including very good group (90 -100), good group (80 -89), average group (70 -79), bad group (60 -69) and very bad group (