Aims of the study
This research investigates the challenges faced by ethnic minority 9th-grade students in developing their writing skills in English, focusing on their self-reported difficulties during the learning process The study aims to identify and understand these obstacles to enhance writing instruction for this demographic.
(i) to investigate the difficulties in teaching writing English via the students’ self-reported difficulties they are faced with;
(ii) to gain understanding of why the students have those difficulties in writing English;
(iii) to find ways to help students reduce the difficulties they have in learning to write English in the context of a secondary school in a mountainous area.
Research questions
In order to achieve the mentioned aims above, the following research questions are raised for this study:
1 What difficulties do ethnic minority grade 9 students encounter in writing English?
2 Why do they have those difficulties?
Methods of the study
This survey study primarily employed a quantitative research method, utilizing a questionnaire designed and distributed by the researcher to gather data from students Additionally, insights gained from informal discussions with teachers contributed to the research The collected data were subsequently analyzed quantitatively, focusing on percentage calculations.
Questionnaires designed for students will enable researchers to uncover the reasons behind their reluctance to learn specific skills and the frequent oversight by teachers Based on these insights, the researcher will offer recommendations to enhance teaching methods and learning experiences Additionally, strategies will be proposed to boost students' interest and engagement in the subject matter.
Scope of the study
This study examines the challenges faced by ethnic minority grade 9 students in a specific school situated in the mountainous region of Thanh Hoa province The findings are not intended to be generalized, meaning that the experiences of the students involved in this research may not reflect those of other student groups.
Significance of the study
This research aims to uncover the challenges faced by both teachers and students in the teaching and learning of writing skills The findings are expected to offer valuable insights that could lead to recommendations for alleviating teachers' difficulties and enhancing students' success in revising their writing.
Organization of the study
This study is structured into three key sections: an introduction, development, and conclusion The introduction outlines the study's rationale, objectives, research questions, scope, methods, significance, and design The development comprises three chapters: Chapter 1 reviews existing literature on writing, Chapter 2 focuses on the study's context, methodology, data collection and analysis, as well as findings and implications, and Chapter 3 discusses the findings and offers insights for overcoming challenges in teaching and learning The conclusion summarizes the main issues discussed and provides suggestions for future research.
LITERATURE REVIEW 1.1 Difficulties of Writing English as foreign languages
Content
ESL students often struggle to express clear main ideas in their writing, which can hinder audience comprehension Their phrase construction may reflect circular thinking and digressions common in Eastern languages, contrasting with the conciseness required in English compositions This challenge arises because ESL learners may not be accustomed to articulating their points directly, leading to intricate writing styles that obscure the main ideas and make it difficult for readers to follow.
Vietnamese students often apply their native writing styles to English, which can hinder their learning process Instead of directly presenting their ideas, they tend to use indirect approaches in their writing This difficulty in adapting to new writing methods can lead to frustration and boredom, causing many to give up on learning English early Consequently, teachers spend considerable time trying to rebuild students' motivation and patience in hopes of fostering a greater interest in English writing.
Form
English writers typically structure their paragraphs with four to five sentences, starting with the main idea followed by supporting details In contrast, many non-English speaking European cultures place the main idea at the end, serving as a conclusion ESL students must understand the various English composition forms and their specific writing conventions For instance, an informal letter to a friend differs significantly from a formal letter of complaint, which requires specific details such as an address and appropriate salutation.
Spelling
English spelling is notoriously irregular, posing challenges even for native speakers While spelling errors typically do not hinder comprehension, they can negatively impact the writer's credibility To ensure clarity in important documents, it's essential to minimize these mistakes Utilizing spell-check tools on computers is an effective strategy, as is consulting a dictionary For critical writing tasks, such as job applications, having a teacher review the work is highly recommended Additionally, engaging in extensive reading in English can significantly enhance one's understanding of spelling patterns over time, reducing the likelihood of errors.
Discover the most common misspellings identified by the Oxford English Corpus, a vast electronic collection of over 2 billion words that reveals how students use English and highlights frequent errors This quick-reference guide provides the correct spelling of words, helpful tips for accuracy, and lists typical misspellings uncovered in our research, allowing you to identify and correct any mistakes you may be making.
Correct spelling is crucial for effective communication Common misspellings include "accommodate" and "accommodation," which both contain two Cs and two Ms Remember the rule "i before e" for words like "achieve," and note that "across" has one C, not two The words "aggressive" and "aggression" feature double Gs, while "apparently" ends in -ent, not -ant The correct spelling of "appearance" includes -ance at the end, and "argument" has no E after the U For "assassination," remember the two double S's, and "basically" ends with -ally The word "beginning" has a double N before the -ing, while "believe" follows the "i before e" rule, in contrast to "bizarre," which has one Z and a double R Lastly, "business" starts with "busi-" and "calendar" is spelled with -ar, not -er.
The correct spelling of "Caribbean" contains one 'r' and two 'b's, while "cemetery" ends with '-ery' instead of '-ary.' The word "chauffeur" includes '-eur' at the end, contrasting with "chauffer." In the middle of "colleague," the spelling features 'ea,' unlike "collegue." The word "coming" is spelled with one 'm,' while "committee" includes double 'm,' double 't,' and double 'e,' leading to the common misspelling "commitee." "Completely" ends with '-ely,' unlike the incorrect form "completly." The correct spelling of "conscious" includes 'sc' in the middle, as opposed to "concious." "Curiosity" contains 'os' in the middle, differing from "curiousity." The word "definitely" has 'ite' rather than 'ate,' avoiding the misspelling "definately." Lastly, "dilemma" includes double 'm,' contrasting with the incorrect "dilemna," which has 'mn.'
Disappear one s, two ps dissapear
Disappoint one s, two ps dissapoint
Ecstasy ends with –sy ecstacy
Embarrass two rs, two s’s embarass environment n before the m enviroment
Existence ends with -ence existance
Fahrenheit begins with Fahr- Farenheit
Familiar ends with -iar familar
Fluorescent begins with fluor- florescent
Punctuation
ESL students must grasp essential elements of the English punctuation system, particularly how to punctuate direct speech However, significant punctuation errors are often made not just by ESL learners but also by native speakers These mistakes stem from a poor understanding of sentence structure, leading to issues such as fragments (incomplete sentences) and run-on sentences that fail to conclude appropriately.
Punctuation errors are often identified when students read their writing aloud, as natural pauses should align with commas or full stops To ensure accuracy, it's advisable to have important writing reviewed by a skilled native speaker Engaging in extensive reading, particularly of non-fiction in both English and one's native language, enhances students' comprehension of sentence structure, which is fundamental to effective writing These challenges are common among learners of English.
1.1.4.1 Use commas when appropriate Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place
Right: We are here on this planet once, and we might as well get a feel for the place
Set off parenthetical material within commas
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting
Wrong: The facts were selected, and organized with care
Right: The facts were selected and organized with care
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen
1.1.4.2 Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly )
The college-student sample demonstrated higher intelligence compared to the high-school sample Additionally, a brand-new product was launched in the market today.
Right: A completely new product was put on the market today.
Grammar
ESL students often struggle with article usage, finding it challenging to determine when to omit "the," "a," or "an" based on context Prepositions also pose difficulties, as phrases like "on time" and "in time" can be confusing due to their similar appearances Additionally, selecting the correct verb tense is a common issue, particularly when time adverbs are absent, as seen in sentences like "I have seen this movie." These challenges contribute to frequent writing mistakes among students.
He had loose clothes so nobody can see his body
He didn’t talked so clearly When he lay down his neck breaked
Many people was afraid of him
But Dr Treves helped him having an easier life
He had 2 operation to take out the lumps of skin
His left hand was normal and right hand was size of elephant’s trunk
He took off his glasses and put it on the table
The guy that took care of him gave him in the hospital his own room
I want to know how did Joseph Merrick make such a beautiful model
Because his right leg was like an elephant’s.August 5 in Lee Street Joseph Merrick was born when he was born his body was terrible
Learners frequently struggle with selecting the correct English verb tense and may misuse articles (a/the) or misplace words in sentences While some grammar errors can be easily identified and corrected by reading aloud, others are more challenging due to a lack of knowledge about proper expression in English In such cases, consulting a grammar book may not be helpful; instead, seeking feedback from a native speaker is advisable Over time, many grammar mistakes tend to resolve themselves, especially when learners engage in extensive reading in English These are common issues that students encounter in their writing.
1.1.5.1 Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire
Right: When the subject reported being finished, the experimenter administered a second questionnaire
1.1.5.2 Do not combine singular and plural forms of words in the same sentence
Wrong: Each subject rated their own mood on the questionnaire
Right: Each subject rated his or her own mood on the questionnaire
Right: All subjects rated their own moods on the questionnaire
Wrong: A variety of issues were presented at the meeting
Right: A variety of issues was presented at the meeting
1.1.5.3 Do not write fragmented sentences Every sentence needs a subject and a predicate
Wrong: And for days tried to change my mind (no subject)
Right: For days he/she/it tried to change my mind
1.1.5.4 Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change
Right: It's time for a change
Wrong: What is it's purpose?
Right: What is its purpose?
1.1.5.5 Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result "Affect" is typically a verb, meaning to bring about an effect (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect
Right: The experimental manipulation caused an interesting effect
Wrong: The intervention did not effect the behavior of the therapy group
Right: The intervention did not affect the behavior of the therapy group
1.1.5.6 Use apostrophes in the appropriate place to indicate possession A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession
Wrong: The student's faculty advisor was very committed to their learning
Right: The students' faculty advisor was very committed to their learning (if more than one student)
Right: The student's faculty advisor was very committed to her learning (if only one female student)
1.1.7.7 Do not use an apostrophe to indicate a plural form of a word Only use it to indicate possession
Wrong: The student's all have busy schedules
Right: The students all have busy schedules.
Usage
Usage mistakes are common in the writing of ESL students and represent the final type of error encountered While these errors do not violate grammatical rules, they involve words or phrases that native speakers would typically avoid when conveying the intended meaning.
Usage mistakes in English occur when a grammatically correct word or phrase is used in an unusual way, a common issue among ESL students These mistakes often arise when students incorrectly translate words from their native language, leading to misunderstandings For instance, a German student might write, "It is important to control the results carefully," when they mean "check." Such errors can obscure meaning and are typically not resolved through direct correction However, they tend to diminish as students engage in extensive reading in English Teachers should guide ESL students in recognizing and correcting usage mistakes to enhance clarity in their writing, emphasizing the importance of accurate word choice in conveying essential meanings.
Usage mistakes can create more confusion for readers than grammatical errors, particularly for ESL students For instance, a sentence like "My mother don't speak English" may be understood despite its grammatical flaw, while "My mother has an arrangement with her operator today" can lead to misunderstandings about an appointment with a surgeon Such usage issues often reveal non-native speakers, even among proficient ESL learners To address these problems, it's beneficial to have a native speaker review the writing, while consistent reading in English serves as a long-term solution to improve usage.
These are some difficulties in learning and teaching writing English skills Difficulties in content, forms, spelling and punctuation are the most common that make students are confused and complicated.
Causes of the difficulties
English writing can often feel challenging and tedious due to several factors This article explores two primary reasons: the teaching methods employed by educators and the varying difficulties faced by students.
Inadequate training and skills among teachers contribute to significant challenges in English language education Many teachers, as second language learners themselves, impose their own cultural perspectives and experiences on their lessons This often leads students to translate and write word for word, resulting in ineffective learning methods Consequently, students become disengaged and lose interest in English, highlighting the need for improved teaching strategies and training.
Many teachers struggle to create engaging activities for English writing lessons, often resorting to simplistic methods like providing suggested words or sentence completions While these strategies may aim to simplify the learning process, they can lead to student complacency and a lack of critical thinking As a result, students tend to write without fully engaging their minds, hindering their writing skills and overall improvement in English.
In only 45 minutes for each period teachers can not explain and check all students’ written works Although there are common errors like “a” “an” and
Teachers often struggle to provide adequate attention to all students in the classroom, focusing primarily on high-performing individuals and neglecting others This lack of individualized feedback fosters poor learning habits and hinders overall English proficiency, particularly in writing When overwhelmed with excessive vocabulary, students find it challenging to retain and apply new words effectively Additionally, the expectation to produce lengthy paragraphs can discourage students from writing altogether, as they may feel overwhelmed and ultimately give up Consequently, while this approach may save teachers time in instruction, it leads to subpar educational outcomes.
1.2.2 Difficulties related to the students’ variables
Writing can be a daunting challenge for students, often leaving them feeling overwhelmed by the blank page Many struggle with self-doubt, believing they lack valuable ideas to express Additionally, issues with spelling, grammar, and organizing thoughts can hinder their ability to communicate effectively These challenges frequently lead to feelings of anger, defensiveness, and embarrassment, further complicating the writing process.
Students often fear writing due to uncertainties about grammar and spelling, which can hinder their creative expression Like following a recipe, grammar and spelling are essential but not the most enjoyable aspects of writing The key to improving writing skills is practice, yet many students rush through the process, viewing it as a chore Poet William Stafford emphasized that writing is about exploration and discovery rather than merely conveying a message The true joy of writing lies in uncovering new ideas and insights, and once a writer knows their message, they can focus on conveying it clearly and effectively.
Teaching Strategies to reduce the students' difficulties
Writing skills enable individuals to express their thoughts and feelings effectively on paper, making clear communication essential between teachers and students Encouragement is a vital strategy for alleviating students' writing challenges in English As noted by Clifford (1991), teachers should motivate learners to prioritize conveying their ideas and meanings over focusing solely on writing mechanics like spelling and handwriting.
Teachers play a crucial role in enhancing writing skills, as they are key to preventing writing-related challenges that can hinder English learning By encouraging communication through writing among students, teachers can foster a collaborative environment This thesis aims to assist English teachers in recognizing and avoiding common pitfalls in writing instruction, ultimately enabling them to guide students toward becoming proficient writers By minimizing obstacles, teachers can help students develop a deeper appreciation for the art of writing in a foreign language.
The teacher's role is crucial in fostering student responsibility and effective communication (Shouman, 2002) By providing encouragement, teachers instill a sense of trust in students regarding their written work, boosting their confidence to self-monitor and correct errors However, teachers often feel uncertain about offering writing suggestions (Digest, 1996), highlighting the need for more practice in writing instruction to effectively guide students in enhancing their writing styles (Pinsent, 1992) Encouraging students to discuss their writing can further support their development, as verbal expression often precedes written communication.
The teacher's primary role is to encourage students to write freely without fear of criticism, as emphasized by Neville (1988), who states that students need to feel confident in their writing abilities While it is essential for teachers to support all student efforts, they must also address instances of unacceptable English This can be done tactfully by providing constructive feedback that highlights areas for improvement without expressing complete dissatisfaction, ensuring that students remain motivated and do not feel disheartened by their work.
A knowledgeable teacher enhances student engagement in writing by selecting topics that are both interesting and relevant to the English curriculum According to Smadi (1986), pre-selected topics that connect to students' linguistic and social backgrounds enable them to write more effectively By introducing relatable subjects, teachers can inspire unexpected and impressive results in student writing Additionally, allowing students to adopt different roles during the writing process fosters creativity and generates a wealth of ideas, as noted by Runkle (1988).
1.3.2 Provide guidance throughout the writing process
After teachers have made the assignment, discuss the value of outlines and notes, explain how to select and narrow a topic, and critique the first draft, define plagiarism as well
1.3.3 Remind students that writing is a process that helps them clarify ideas
Writing is a powerful tool for learning, serving as a process rather than a final goal It's essential for students to understand that writing is often complex and nonlinear, characterized by numerous false starts By recognizing the key activities involved in writing, students can better navigate this intricate journey and enhance their learning experience.
Getting feedback and comments from others
Revising the draft by expanding ideas, clarifying meaning, reorganizing
Presenting the finished work to readers
1.3.4 Give students opportunities to talk about their writing
Engaging in discussions about ongoing papers allows students to clarify their thoughts, spark new ideas, and refine their topics Allocating five to ten minutes of class time for students to share their writing in small groups or pairs is beneficial This practice not only fosters collaboration but also enables students to gain insights from their peers' work, enhancing their overall writing skills.
1.3.5 Use computers to help students write better
Faculty are increasingly utilizing locally developed and commercially available software to assist students in planning, writing, and revising their written assignments This software not only enables instructors to monitor students' progress but also facilitates collaboration among classmates, enhancing the overall learning experience.
1.3.6 During class pause for a three-minute write
Encourage students to engage in three minutes of free writing on a designated question or topic, allowing them to express their thoughts without concern for grammar, spelling, or organization This practice, endorsed by writing experts, aids students in synthesizing various ideas and uncovering areas of confusion There's no requirement to collect these free writing exercises, fostering a relaxed and open environment for creativity.
1.3.7 Have students write a brief summary at the end of class
At the conclusion of each class, distribute index cards to your students for them to note key themes, major points, and general principles from the day's discussion Collecting these cards allows you to assess the students' understanding of the material covered.
1.3.8 Have one student keep minutes to be read at the next class meeting
By taking minutes, students get a chance to develop their listening, synthesizing, and writing skills Boris (1983) suggests the following:
Encourage your students to take detailed notes during class, then have them revise these notes into structured minutes to submit for feedback Students can choose to present their minutes in either outline or narrative format, allowing for flexibility in their learning process.
Decide on one to two good models to read or distribute to the class
At the beginning of each of the following classes, assign one student to take minutes for the period
Provide a piece of carbon paper to the student responsible for taking minutes, allowing for a rough copy to be made This student can then take the original home, revise it, and present it aloud during the next class meeting.
After the student presents their minutes, encourage classmates to provide feedback on their accuracy and quality If needed, the student should revise the minutes and submit two copies: one for grading and another for the instructor's records.
Divide your class into small groups of three or four students Instruct them to bring enough copies of their rough drafts for each group member Provide clear guidelines for critiquing the drafts, emphasizing the importance of identifying the strongest sections of the paper and explaining why they are effective.
State the main point of the paper in a single sentence
Identify confusing sections of the paper
Decide whether each section of the paper has enough detail, evidence, and information
Indicate whether the paper's points follow one another in sequence
Judge the appropriateness of the opening and concluding paragraphs
Identify the strengths of the paper
Homework assignments that involve written critiques tend to encourage deeper thought, while in-class critiques can also be beneficial It may be necessary to assist students in organizing key characteristics into coherent categories to enhance their understanding and effectiveness.
Context of the study
The study conducted at Dong Luong Secondary School, situated in Dong Luong, aims to nurture ethnic minority students into responsible individuals who will significantly contribute to the province's development This commitment to student growth is reflected in the school's annual evaluations, which focus on maintaining high-quality equipment and optimal working conditions.
Each year, approximately 200 ethnic minority students attend the school, which consists of eight small classes with 20 to 35 students each The dedicated faculty includes 22 well-trained teachers, renowned for their hard work and enthusiasm in the province Among them, two experienced English teachers focus on enhancing students' English proficiency but require further training in effective teaching methods and feedback techniques, as well as broader knowledge in language instruction.
The students, primarily from ethnic minority groups in remote mountainous areas, are diligent and well-behaved but struggle academically, particularly in English Many exhibit low English proficiency, often communicating in short phrases with frequent grammatical inaccuracies and pronunciation challenges, leading to significant anxiety in the classroom They find writing to be the most difficult skill and often face challenges in writing lessons Despite these difficulties, the students are committed to improving their English skills and actively engage with the subject, prompting a decision to research this issue further.
Methodology
Three instruments are used to collect the data for the study:
A questionnaire was administered to assess students' perceptions of their teacher's effectiveness in teaching writing skills, the challenges they encounter in writing classes, and their preferred learning methods for writing This questionnaire comprises six questions, organized into two sections: Part I gathers brief personal information about the participants, while Part II features closed-ended questions to facilitate data collection.
The survey questionnaire was an ideal method for gathering information from students, as it was easily understood and allowed the researcher to obtain valuable insights efficiently Given that students at Dong Luong Secondary School may have lower academic standards compared to others, this type of survey proved to be the most effective solution for both the students and the researcher.
A semi-structured interview was conducted between the researcher and two teachers to explore the objectives of teaching writing skills, the reasons behind the lack of interest from both teachers and students, and effective strategies to address these challenges.
The participants
A survey was conducted with 50 grade 9 students, comprising 26 males and 24 females, aged between 14 and 15 years old All participants have been studying English for four years, with a focus on English writing as one of the five sections included in their secondary school curriculum.
Observing participants complete questionnaires in class provides convenience for the investigator, as the classes are comprised of a balanced mix of students with varying levels of English proficiency, including good, average, and poor performers.
The questionnaire was initially translated into Vietnamese and distributed to 50 students to ensure comprehension of all questions The researcher was available to provide clarification and assistance to address any confusion or issues that arose during the respondents' completion of the questionnaire.
In the second stage of the research, the researcher conducted individual interviews with two teachers, communicating exclusively in Vietnamese Throughout the interviews, the researcher took notes while sitting close to the interviewees, and later transcribed the recorded information into English.
2.5.1 Data analysis of student’s survey questionnaire
Chart 1: Students’ preferences for learning writing skills a hate b not like c like d like very much
A recent chart revealed students' varying opinions on their preferences for learning writing skills in English Only 4% found the English writing skill to be interesting and exciting, while 20% expressed a liking for it In contrast, nearly half of the students (48%) indicated a dislike for this skill, and 28% specifically noted their discontent with the learning process itself.
Chart 2: Students’ opinions on frequency of teachers’ feedback in each writing lesson a never b almost never c sometimes d often e very often
According to Chart 2, student feedback on the frequency of teachers' responses reveals that only 10% of students reported receiving feedback very often, while 20% indicated that their written works received feedback quite often A significant number of students stated that feedback was provided sometimes, and notably, no students claimed they never or almost never received feedback from their teachers.
Chart 3: Students’ opinions on difficulties of learning writing skills a do not have enough vocabulary to express their ideas b teachers' writing methods are not suitable c you are not confident when writing
Chart 3 showed students’ opinions on difficulties that they had to face up when learning English writing skills All of them agreed that learning writing
A significant challenge in writing skills is evident, with only 16% of students feeling proficient The data reveals that 64% of students struggle with vocabulary, hindering their ability to articulate ideas effectively Additionally, 20% of students believe their teachers lack appropriate teaching methods for writing, while the remaining students express a lack of confidence in their writing abilities.
Char 4: Students’ strategies to solve their difficulties in writing
0 5 10 15 20 25 30 35 40 45 a asking the teachers/peers for help b consulting grammar books or dictionaries c doing nothing
The chart highlights the various challenges students face in developing writing skills It reveals that 32% of students seek assistance from teachers or peers, while only 24% prefer using grammar books or dictionaries Notably, a significant 44% of students choose to take no action at all, opting to sit quietly without seeking help.
Chart 5: Students’ opinion on forms of writing a a complaint letter b a paragraph c a story
Chart 5 showed students’ on forms of writing As can be seen from the chart, in general, the majority of the students (92%) highly valued writing in the paragraph form Only 4% of them chose complaint letters Similarly, 4% of them liked to write stories
Chart 6: Students’ preferences for teachers’ methods in teaching writing
Items 1 2 a give at least an example and then ask you to write a similar one
5 1 b give some pictures and games to make you excited before writing
5 1 c give some words and ask you to make complete sentences
1 1 d give students opportunities to talk about their writing 0 4 e view the improvement of students’ writing as teachers’ responsibility
10 0 f provide guidance throughout the writing process 5 0 g use computers to help students write better 10 0 h explain the importance of grammar and sentence structure, as well as content
According to the data, 20% of students believe that it is the teachers' responsibility to enhance their writing skills and prefer the use of computers as a tool for improvement Additionally, some students are hesitant to discuss their writing publicly due to fear of exposing their mistakes Notably, 10% of students express a desire for teachers to refrain from emphasizing the significance of grammar, sentence structure, and content in their writing.
2.5.2 Data analysis of direct interview between the researcher and two teachers
Teachers unanimously acknowledged the significance of teaching writing skills in secondary education, emphasizing its crucial role in learning English One teacher noted that writing is often perceived as the most challenging skill, leading to student reluctance in engaging with it Nonetheless, the ability to write is essential for students to articulate their ideas and meet the standards of the Vietnamese education system Consequently, the teaching of writing skills is deemed vital and indispensable for student development.
Teachers aim to enhance students' English skills through effective writing instruction, fostering a positive attitude towards writing One teacher emphasized the importance of employing engaging methods to ignite students' interest in learning English Both educators acknowledged that teaching writing poses the greatest challenge compared to other subjects, and they are actively seeking the most effective strategies tailored to the needs of students in a remote area.
In writing lessons, teachers typically start by engaging students with five minutes of games or picture activities to create a lively classroom atmosphere They then provide suggested vocabulary to facilitate the writing process before prompting students to begin their writing Two of the teachers focus on offering general comments, favoring positive feedback to boost student confidence, while rarely providing negative criticism.
“I like to explain clearly and slowly to my students and guide them in the exciting atmosphere but I do not have enough time for all of them.”
“Students will be confused a lot if we write our comment in general at the end of the paper.”
“I often write such comments “Quite good, very good or try harder” in my students’ paper because I want to encourage them to write more and more”
Many students express a dislike for this subject due to their remote location and the demands of household chores, which distract them from their studies.
“They are not hard-working and do not do their homework if they have
In each writing lesson, they are difficult to focus and write correctly.”
“ It seems to be that students want to me to ignore this skill because in the final examination, the writing part has 3-4 points That is not much.”
CHAPTER THREE: FINDINGS AND DISCUSSIONS
This section presents the answers to the research questions proposed at the beginning of the thesis
Research question 1: What difficulties do ethnic minority grade 9 th students encounter in writing English?
With characteristics of a school in a remote area, ethnic minority grade 9 students have to face a lot of difficulties in writing English