Rationale for the study
English has become increasingly vital in various sectors, including economics, politics, science, culture, and education In Vietnam, it is considered a key subject across all educational levels The significance of English was further emphasized by Decision 1400/QĐ-TTg, issued on September 30, 2008, which approved the National Foreign Languages 2020 project, making English a central component of the general education curriculum.
The evolution of English teaching in our country has shifted from the grammar translation method (GTM) to communicative language teaching (CLT), emphasizing the development of four key skills: reading, speaking, listening, and writing Among these, writing is perceived as the most challenging skill for students to master, leading to difficulties and frustrations for both learners and teachers.
At Sơn Dương High School, the primary method for teaching writing is the process approach, which emphasizes the stages of writing However, the English teacher observed that her students displayed a lack of interest in writing lessons and faced challenges in improving their writing skills.
The author recognizes the need for change in teaching writing and questions how teachers can effectively enhance students' writing skills After reviewing the literature, she is inspired by the genre-based approach to writing but notes its limited research in Vietnamese high schools Consequently, she chooses to implement this approach in her own classroom to evaluate its effectiveness The primary goal of this action research is to determine whether a genre-based approach can significantly benefit her students' writing abilities.
Aims and objectives of the study
This study is designed with an aim to improve students‟ writing performance of English by applying genre-based approach to teach writing skill to students
In order to achieve this aim, the following objective was set out for the study:
- To examine how genre-based approach to teaching writing affected students‟ writing performance.
Research questions
In order to achieve the aim and objective the study was designed to find out the answer to the following question:
How does the genre-based approach affect the 10 th form students’ writing performance?
Scope of the study
This study, conducted at Sơn Dương High School, aims to identify the challenges faced by 10th-grade students in developing writing skills using the "Tiếng Anh 10" textbook It emphasizes the implementation of a genre-based approach to enhance students' performance in writing lessons.
Methods of the study
This study aimed to enhance students' English writing skills through action research, which focuses on improving specific situations Following a preliminary investigation, a tailored writing instruction course was developed and implemented during the second semester of the 2013-2014 school year, involving 38 students from Group 10A1 at Sơn Dương High School Data was collected using survey questionnaires, and the responses were analyzed using descriptive statistics.
In addition to the questionnaires, students‟ writing were collected through pre-test and post-test and analyzed to measure the students‟ progress in their writing performance.
Design of the thesis
The study consists of three main parts as follows
The first part, Introduction, deals with rationale, aims and objectives of the study, research questions, scope, methods and design of the study
The second part, Development, contains three chapters, in which chapter 1 deals with some theoretical background that is relevant to the purpose of the study, chapter
2 presents a detailed description of the research methodology, and chapter 3 discusses the findings of the study This chapter is by far the most dominant one
The final part, Conclusion, recapitulates all the main points discussed throughout the thesis, and suggests further research orientations.
LITERATURE REVIEW
Overview of writing
Writing is a crucial aspect of development in both native and second languages, leading to various definitions proposed by researchers and linguists.
Writing is defined as a social process by Candlin and Hyland (1999) They stated
Writing is a social process that involves creating texts designed to reflect specific methodologies, arguments, and rhetorical strategies These elements are essential for engaging colleagues and persuading them of the claims presented.
Writing is often viewed by language teachers as a challenging skill to master (Tribble, 1996) It is a gradual process that involves significant contemplation before producing a first draft (Harris, 1993).
Writing involves creating graphic symbols, such as letters or combinations of letters, which are organized into sentences These sentences are then sequenced and connected in a specific manner on a flat surface, resulting in coherent text.
After considering some different views of writing, let‟s see some approaches to teach writing which have been introduced and applied to facilitate the writing lessons
Writing is one of the most challenging skills for students to master among the four communicative skills, as it is complex and multifaceted This complexity also presents a challenge for teachers aiming to improve students' writing abilities Over the past few decades, various pedagogical approaches have been developed to enhance writing proficiency This article focuses on three prominent approaches: the product approach, the process approach, and the genre-based approach Each of these methods has its unique advantages and disadvantages, making them suitable for different contexts in teaching English as a Foreign Language (EFL).
Traditional pedagogy in English classrooms has long been dominated by the product approach, which emphasizes the form and content of completed writing Educators who follow this approach often evaluate student learning based on the analysis of final written pieces, focusing on criteria such as rhetorical style, grammatical accuracy, and organizational conventions (Brown, 1994) According to Clark (2003), writing instruction during this period primarily revolved around deciphering teacher expectations to produce an acceptable final product, with little emphasis on guiding students through a constructive writing process, leaving them to navigate their own methods independently.
As far as the product approach is concerned, learning to write has four stages: familiarization, controlled writing, guided writing and free writing
The product approach to education has faced significant criticism for its emphasis on finished products, often leading to a teacher-centered and product-focused environment Trible (1996) highlights that this approach can instill rigid notions of correctness and conformity, undermining the value of learners' existing knowledge and skills Additionally, it tends to minimize the importance of process skills, such as text planning Nevertheless, the product approach does acknowledge the necessity of providing learners with essential linguistic knowledge about texts, underscoring its potential strengths despite its limitations.
In short, product-based approach sees writing as mainly concerned with knowledge about the structure of language, and writing development as mainly the result of the
In the 1970s, the product approach to teaching writing faced significant criticism, leading educators to prioritize the process approach Unlike the product approach, which emphasizes sentence-level writing skills, the process approach, as highlighted by Nunan (1991: 87), focuses on the thinking and writing processes involved in language use at the discourse level This shift reflects a growing understanding of the importance of the writing process in developing comprehensive language skills.
The process approach to writing primarily focuses on developing linguistic skills, including planning and drafting, while placing less importance on linguistic knowledge, such as grammar and text structure.
Writers typically progress through four key stages in the writing process: prewriting, composing/drafting, revising, and editing During the prewriting phase, techniques are introduced to help students explore and engage with their topics Rather than submitting a final product immediately, students are encouraged to produce multiple drafts, which undergo discussion and feedback from peers This process emphasizes the importance of rewriting and revision, with editing being a continuous, multi-level endeavor In a process-oriented writing classroom, the focus is on the writer, the content, the purpose, and the creation of multiple drafts The teacher's role is to act as a facilitator, supporting students in developing their writing skills and unlocking their potential, rather than merely delivering content.
The process approach to writing has gained acceptance since its inception, emphasizing the writing process over the final product, which has led to significant advancements in practical teaching and insights for English educators However, challenges have emerged during its implementation, as it tends to adopt a monolithic view of writing Badger and White (2000) highlight that this approach often treats all writing as stemming from the same processes, neglecting the importance of the types of texts produced and the reasons behind their creation, while also providing insufficient linguistic knowledge for successful writing Additionally, Atkinson (2003) critiques the process approach for its narrow focus on classroom writing skills, overlooking the social and cultural influences that affect various writing forms.
The process approach views writing as a practice of linguistic skills, emphasizing that writing development occurs unconsciously when teachers support the practice of these skills.
In conclusion, this article reviews key definitions of writing and examines two predominant teaching approaches—product and process—highlighting their respective advantages and disadvantages The subsequent section will focus primarily on the genre-based approach and its implementation in teaching writing to high school students.
Why choose a genre-based approach?
In the 1970s and most of the 1980s, the focus of experts and educators was largely on the process approach to writing instruction However, by the late 1980s and into the 1990s, there was a notable shift towards a genre-based approach This section will delve into the genre-based approach in detail and examine its impact on writing instruction practices.
Genres are defined as staged, goal-oriented social processes that enable individuals within a culture to navigate their lives According to Callaghan and Rothery, these genres function as social processes because they are learned and utilized in interactive settings They are goal-oriented, having evolved to help members of the culture achieve their objectives and accomplish tasks Additionally, genres possess a structured format with a clear beginning, middle, and end, facilitating the attainment of these goals.
According to Swale (1990: 58), a genre is defined as a category of communicative events that share specific communicative purposes, acknowledged by experts within the relevant discourse community These shared purposes form the foundation of the genre, guiding its structural framework and impacting the selection of content and stylistic choices.
Genres are shaped by various situational factors, including the subject matter, the dynamics between the writer and the audience, and the organizational structure Martin (1993: 120) provides a visual representation to clarify the concept of genre.
Channel Subject matter Interlocutor Relationship (Mode) (Field) (Tenor)
Text Figure 1: Martin’s models of genre
Teachers engage in specialized writing genres like lesson plans, student reports, and feedback sheets, showcasing their expertise in familiar texts They leverage their prior knowledge to enhance communication, enabling them to read and write more efficiently and effectively in various contexts.
The genre-based approach involves explicitly teaching students the language features, text structures, and social purposes associated with various text types Through this method, students gradually learn to produce texts with the appropriate support and guidance from their teacher.
At the heart of the approach, therefore, is the view that writing pedagogies should
The genre approach in education emphasizes systematic explanations of language functions within social contexts (Hyland, 2003) It utilizes various methods, such as Paltridge's (2001) framework, which involves analyzing texts relevant to students' target situations, fostering reflection on writing practices, and integrating diverse genres into mixed portfolios This pedagogical strategy is grounded in Vygotsky's (1978) theory, highlighting the importance of interactive collaboration between teachers and students, where the teacher assumes an authoritative role.
„scaffold‟ or support learners as they move towards their potential level of performance
The genre-based approach offers significant advantages for learners by integrating language, content, and context This method provides teachers with a structured way to deliver clear and systematic explanations of effective writing and its communicative functions.
The genre-based approach in teaching not only supports ESL writers but also encourages educators to explore the mechanics of communication within texts Writing instructors must also be language teachers, as making appropriate linguistic choices is essential for effectively addressing topics for specific audiences, thereby empowering students to assert their ideas By categorizing and analyzing the texts assigned to students, teachers enhance their understanding of meaning creation and become more attuned to their students' communicative needs This reflective practice enables educators to critically evaluate their own writing and that of their students, guiding their decisions on teaching methods and materials while fostering a more analytical approach to current instructional practices.
According to Derewianka (1990), effective writing instruction involves a cyclical process that includes four key stages: Building the Field, Modeling, Joint Construction, and Independent Writing The first stage allows students to gather information relevant to their writing task Next, in the Modeling phase, they examine authentic texts to understand the genre's structure, language features, and communicative purpose During Joint Construction, students collaborate with their teacher to create a text, fostering critical thinking and social interaction while learning to make informed language choices Finally, students independently write their own texts in the same genre, building their confidence as writers.
The genre-based approach in education is implemented through a teaching and learning cycle, which guides both teachers and students through various stages This model enables students to progressively achieve independent mastery of specific genres The cyclical nature of the stages allows for flexibility, accommodating different entry points based on individual student needs.
Genres such as narrative, recount, explanation, information report, exposition, and procedure play a crucial role in a genre-based approach to teaching This method follows a four-part cycle, starting with building the context to enhance understanding and engagement in the learning process.
- Brainstorming, discussions and opportunities to reveal relevant personal experiences
To effectively write in a specific genre, learners must first understand its purpose and characteristics through extensive exposure to the genre, as highlighted by Derewianka (1992: 7) This foundational knowledge is crucial for vocabulary development and involves modeling and deconstructing the text to grasp its nuances.
Introduce a model of the genre to the class
Discuss the purposes for which we use this genre in our society
With the class identify how the text is structure Each genre has a distinctive set of stages which help it to gain its purpose
Discuss the function of each stage c Joint construction of the text
Before embarking on independent writing, students benefit from collaborative text creation in their selected genre This joint writing can occur within the entire class, in small groups, or during one-on-one conferences between a teacher and a student.
The joint construction of a text not only illustrates the potential final product but also highlights the writing process involved Additionally, the independent construction of the text allows for personal expression and creativity.
METHODOLOGY
Rationale of the using action research
Action research is a method used by teachers to explore and resolve specific challenges in their teaching practices This particular study aimed to enhance students' writing skills and was conducted by the teacher-researcher within her own classroom The researcher chose an action research design as it aligned perfectly with her objective of finding effective solutions to improve student outcomes.
Action research models, despite their variations, consistently encompass key elements: the researcher starts by identifying a problem, develops a strategic plan, implements the plan, and concludes by evaluating its effectiveness while proposing subsequent actions to tackle the issue further.
In this study, the teacher-researcher utilized Nunan's (1992) model due to its practicality and ease of implementation, which facilitated the research process Additionally, the model accurately represented the steps undertaken throughout the study.
According to Nunan (1992), the action research process has seven steps as illustrated in Figure 2 below:
Figure 2: Steps in the action research cycle
Although there are seven steps in an action research cycle, because of the limited time of study, the researcher conducted her research within 5 steps: Problem Identification,
Preliminary Investigation, Hypothesis, Intervention, and Evaluation
Figure 3: Steps in the action research cycle in the current research
After identifying a lack of interest in writing among 10th-grade students, the teacher-researcher collected and analyzed data to assess the extent of the issue within the target population Following the data interpretation, a study was initiated to address and enhance students' engagement in writing Ultimately, the findings from this research aimed to improve the overall situation regarding students' writing skills and interests.
Research setting
Son Duong High School, situated in the heart of Son Duong district in southern Tuyen Quang, is a prominent educational institution in the mountainous region of northeast Vietnam The school employs approximately 89 teachers, contributing to its vibrant academic community.
1400 students, 80% of them from poor and farmer families
The 10 th form students at Son Duong high school are sixteen years old and have learnt English; including writing skills, for four years at secondary schools, their English knowledge is still limited As a matter of fact, they are beginners of English Apparently, applying teaching approaches and using teaching methods should be taken into account in order to foster and develop their writing skills efficiently
2.2.2 Writing tasks in the textbook Tieng Anh 10
The Tieng Anh 10 textbook, developed by the Ministry of Education and Training, was introduced in the 2006-2007 school year This curriculum follows theme-based and task-based learning approaches, comprising 16 units spread across 105 periods over two terms, with three English classes each week Each unit includes five 45-minute lessons focusing on reading, speaking, listening, writing, and language skills However, students often struggle to complete writing tasks within class time, resulting in lower marks for this skill For additional details on the writing tasks in Tieng Anh 10, refer to Appendix 1.
A study was conducted with 38 tenth-grade students from Son Duong High School, consisting of 20 girls and 18 boys, all aged 16 While most students struggled with English, particularly in writing, they demonstrated a strong desire to improve their skills for effective communication and public speaking The research was carried out within their intact class, where the researcher was also the teacher.
Following participant selection, the researcher implemented a cycle where she, as the sole educator familiar with the genre-based approach at the research site, utilized this method to instruct students on English writing skills.
Data collection instruments
In order to collect sufficient data for the study, a number of instruments were employed: questionnaires, pre-test and post-tests
* Pre-test and post-test
To measure the quality of the participants‟ written texts before and after the research, the researcher designed a pre-test (see appendix 2) and a post-test (see appendix
3) on English writing The test types selected for this study are popular kinds of writing test similar to the tests which students are instructed Therefore, the students are supposed to be familiar with the test format
The pre-test and post-test for English writing share similarities in format, instructions, length, difficulty level, and time allocation However, while both assessments focus on narrative writing, the specific topics presented in each test differ.
The pre-test and post-test will be scored using a consistent analytic marking scale, adapted from Jacobs et al (1981), as referenced by Weigle (2002) This scale was chosen over a holistic approach because it offers more detailed diagnostic insights into students' writing abilities.
* Pre- Questionnaire and pots-questionnaire
Survey questionnaires were chosen because they allowed collecting a large amount data in a relatively short time
In the first week of the research, a preliminary questionnaire was administered to 38 students, with all questions presented in Vietnamese to ensure comprehension The questionnaire aimed to assess students' attitudes towards writing skills, their self-evaluation of writing performance, and the challenges they encountered The findings from this questionnaire, combined with pre-test results, will assist the researcher in identifying potential issues affecting students' writing abilities.
After completing the intervention, a post-questionnaire was administered to assess the impact of new writing methods on students This questionnaire comprised three items: the first aimed to gauge students' attitudes toward new research, while the last focused on their perceptions of changes resulting from this writing approach Notably, the third item utilized a five-point Likert scale, allowing learners to rate each statement by selecting from options ranging from "strongly agree" to "strongly disagree." Positive responses included both "strongly agree" and "agree," highlighting students' overall reception of the new methods.
“agree” and negative responses “strongly disagree” and “disagree” are added up This approach does not distort the data On the contrary, it allows showing the findings in a compact way
It is hoped that the combination of these instruments would enable the research questions to be answered.
Data analysis procedure
In this action research, the researcher employed a questionnaire to gather data, which was subsequently analyzed using descriptive statistics The primary objective of this research method was to gain insights into students' attitudes and opinions regarding the genre-based approach implemented by their teacher, who is also the researcher.
To assess students' writing progress, we collected and analyzed their pre- and post-test papers before and during the treatment period, adhering to the established marking scheme guidelines.
FINDINGS AND DISCUSSION
Problem identification
In the first semester of the 2013-2014 school year at Sơn Dương High School, the researcher observed a lack of interest in writing lessons among 10th-grade students, along with subpar writing performance Consequently, she chose to explore the challenges her students were experiencing in their writing skills.
Preliminary investigation
To address the challenges students faced in developing their writing skills, the researcher-teacher administered a survey questionnaire and a pre-test The analysis of the collected data revealed a lack of interest among students in learning to write, while also evaluating their writing skills prior to the implementation of a new instructional approach.
3.2.1 Analysis of students’ preliminary questionnaire
A study involving 38 students, comprising 18 males and 20 females, gathered personal information through a preliminary questionnaire The participants were primarily 16 years old and had been studying English for four years, with nearly three years of experience in developing their writing skills.
3.2.1.1 Students’ attitudes towards writing skill
Students‟ answers to question 1 and question 2 help the researcher understand their attitudes towards writing skill
Per ce nt age of st udent s
Students' attitudes towards writing skill very rather little not at all
Chart 1: Students’ attitudes towards writing skill
According to Chart 1, a significant majority of students recognize the importance of writing skills, with 79% stating that learning to write is important or very important (26% and 53% respectively) In contrast, only 5% of students believe that writing skills are unimportant, while 16% consider them to be of little importance.
The survey results indicate that a majority of students have a lukewarm attitude towards learning writing skills, with only 24% expressing a genuine interest Nearly equal proportions of respondents reported minimal enjoyment in writing, with 39% liking it a little and 37% disliking it entirely.
Although most of students found writing skill important to learn, which account for 79%, none of them liked it very much or only some students were rather interested in writing
3.2.1.2 Students’ self assessment of their writing competence
Students’ self assessment of their writing competence
Very good Good Fair Bad Very bad
Chart 2: Students’ self assessment of their writing competence
Chart 2 reveals that students' writing performance is notably poor, with none rating their skills as very good Specifically, 32% of students self-evaluated their writing as very bad, while 40% rated it as bad Additionally, 26% of respondents were uncertain about their writing abilities, and only 2% considered their performance to be good This self-assessment indicates that students' writing skills fall significantly below English writing standards The findings suggest that most students believe their writing will remain stagnant without improvement, and their attitudes toward the importance of writing skills do not appear to positively influence their performance.
3.2.1.3 The difficulties students had encountered
Many learners face significant challenges in developing their writing skills, with 97% struggling due to a lack of vocabulary and 95% having difficulties expressing ideas logically Additionally, 79% of students report issues with necessary grammar structures and incorrect verb tenses, while 66% find it hard to organize their written texts Furthermore, 39% of learners struggle with using connectors, and 8% experience a complete lack of ideas to write about.
Table 1: Students’ difficulties in learning writing skill
The data from the questionnaire indicates that a significant majority of students identified vocabulary limitations and logical expression as their primary challenges in writing lessons Notably, 97% of students reported that a lack of vocabulary hindered their writing skills, despite the teacher's efforts to provide vocabulary exercises Additionally, 95% of participants struggled with presenting their ideas coherently, reflecting a limited discourse competence, as they often wrote impulsively without proper organization Furthermore, 79% of students faced difficulties in using correct verb tenses, highlighting another critical area of concern in their writing development.
Despite the teacher's efforts to explain grammar patterns, students struggled to differentiate English tenses, leading to a significant number of incorrect writing structures This difficulty made completing writing assignments challenging, with approximately 25 students ranking organizational issues as the fourth most common problem in their writing This issue is prevalent among pre-intermediate foreign language learners Additionally, 15 students identified connectors as a barrier to their writing, while a small minority (8%) reported having nothing to write about.
3.2.2 The results of the students’ pre-tests
Scores (points) Level frequency percentage
Table 2: The overall results of students’ writing tests
Findings from the table tell us that students‟ writing performance was rather poor
Out of all participants, only one student achieved a good mark, representing just 2.6% of the group, while 28 students, or 73.7%, produced poor to very poor writing Additionally, only 9 students reached an average level of writing proficiency.
From the result, it can be seen clearly that the majority of the students evaluated their writing skill accurately
In conclusion, the preliminary investigation revealed that many students struggle with writing due to limited vocabulary, inadequate understanding of language structures, and difficulty in logically expressing their ideas This highlights the need for a revised approach to writing instruction to enhance students' writing performance.
Hypothesis
The initial analysis revealed that a significant number of students exhibited a lack of interest in writing lessons, which negatively impacted their writing performance Consequently, the researcher sought solutions to address these challenges, leading to the formulation of the following hypothesis.
Genre-based teaching may help solve the students’ problem and applying genre-based approach would effectively improve students’ writing skill in English writing lessons.
Intervention
To solve the problem, the teacher decided to use genre-based approach to change the way she taught writing to students
The application of genre-based to teach writing to students lasted 5 weeks from 15 th April to 18 th May 2014, and consisted of 4 sessions
In the initial session, students were introduced to the concept of "genre" to acclimate them to a new teaching approach The narrative genre was explored, highlighting its social purpose and schematic structure, defined as a chronological account of events aimed at entertaining and engaging the reader Additionally, narratives serve to convey information, reflect on experiences, and stimulate the reader's imagination, with a primary focus on a sequence of actions Key aspects of the narrative genre were explicitly presented to the students for further understanding.
The identification of the events, climax, and the conclusion The use of the past tense to retell the events
Words that show the order of events
All of these aspects were taught based on the two model texts chosen to the sample narrative texts (see Appendix 7)
This stage was done to give students ideas about what to write This included activities related to vocabulary and grammar (This can be seen in the Appendix 8)
*Stage 3: Modeling: Teacher provided a detailed scaffold for the narrative:
- Explicitly introduce the model text
- Ask students to find out the steps of constructing a narrative and language features (See Appendix 8)
The students began to contribute to the construction of a narrative text in groups of
4 to prepare to write about their first day in high school and the most memorable experience
On the first day of high school, the teacher engaged students by discussing their initial experiences Students collaborated in groups to brainstorm and detail their memories They then created outlines focusing on key elements such as the specific experience, timing, participants, circumstances, outcomes, and their feelings afterward.
In the second topic, students were tasked with crafting a narrative centered on their school activities Following the same structured approach as the first topic, they outlined key elements such as the participants involved, the number of individuals engaged, the timing and location of the events, the reasons behind the activities, the actions taken by the participants, the sequence of events, and their overall impressions of the experience.
Evaluation
Following the intervention, an evaluation was conducted to determine the impact of the genre-based approach on learning outcomes This assessment aimed to address the research question: "What effects does the genre-based approach have on student performance?" The findings will provide insights into the effectiveness of this instructional strategy in enhancing understanding and engagement with various text types.
10 th form students’ writing performance?” the post questionnaire and post test were conducted to collect the data
3.5.1 The results of the students’ post-test
From the post test results, the writing scores of 38 students who participated in the action research were calculated (presented in table 3 below)
Scores (points) Level frequency percentage
Table 3: The overall results of students’ post- tests
To evaluate the effectiveness of the genre-based approach on students' writing performance, we compared the results of a pre-test and post-test, as illustrated in Chart 3 below.
Comparison of the results from the pre-test and post-test
Very Good Average Bad Very bad
Chart 3: Comparison of the results from pre-test and post-test
Chart 3 shows the results of students‟ writing scores in pre-test and post -test Obviously, at all levels, students‟ marks for writing had been improved There was a noticeable decrease at very bad level, the number of students who got the very bad mark in post-test dropped to 6 whereas in pre-test it is 12 The second change is at average level at which the number of students with 70-79 points rose to 34.2%.compared to 23.7% in the pre-test From the two analyzed results above, it can be seen that the genre-based approach really helped students to improve their writing skill
An analysis of the students‟ performance in detail based on the five main characteristics was given below
3.5.1.1 The performance of students in the content of the writing test
The analysis of student writing tests revealed significant performance variation, with 39.5% of students achieving fair to good scores, while 34.2% fell within the poor to fair range Additionally, 18.4% of students, or 7 out of 38, received very poor scores, indicating a general dissatisfaction among students regarding their writing test outcomes.
Excellent to very good Good to average Fair to poor Very poor
Chart 4: Students’ performance in the content
3.5.1.2 The performance of students in the organization of the writing test
Chart 5 below figures out the way students organized their writing As can be seen from the chart, the number of students who got the very good to excellent points was few; there were 5.2% of the respondents in the treatment The students whose scores in organizing the writing were at poor to fair accounted for 15/38 making up 39.5% and very poor grade were the half of this figure with 23.7% It is noticeable that the students still had difficulty in putting their ideas in the logical order
Ex ce lle nt to v er y go od
G oo d to a ve ra ge
Students' performance in organization of the writing test
Chart 5: Students’ performance in the organization of the writing tests
3.5.1.3 The performance of students in using the vocabulary
The analysis of student vocabulary usage revealed that only 2.6% of participants achieved very good to excellent scores in word selection and collocation knowledge Notably, nearly half of the students demonstrated average to good vocabulary skills, while 18.4% exhibited poor vocabulary usage Overall, the genre-based approach contributed positively to enhancing students' vocabulary in writing.
Students' performance in using vocabulary
Excellent to very good Good to average Fair to poor Very poor
Chart 6: Students’ performance in using the vocabulary 3.5.1.4 The performance of students in using the language
In the study discussed in section 3.2.1.3, students faced significant challenges with verb tenses, word forms, and sentence structures Despite implementing a genre-based teaching approach, many students showed minimal improvement in their writing According to the pie chart, 55.3% of students achieved only very poor or poor results in language use, while only 10.5% (4 out of 38 students) scored very good to excellent This indicates that the genre-based approach had limited effectiveness in enhancing students' language accuracy in writing.
The performance of students in using languages
Good to average Fair to poor Very poor
Chart 7: Students’ performance in using the language 3.5.1.5 The performance of students in using the mechanics
The genre-based approach effectively aids students in mastering the mechanics of writing, as evidenced by the results of a recent study Only 2.6% of participants scored at a very poor level, while 17% fell into the poor category Impressively, over half of the respondents, 51%, demonstrated strong proficiency in writing mechanics.
Students' performance in using the mechanics
Chart 8: Students’ performance in using the mechanics 3.5.2 The results of the questionnaire for students after taking part in action research
To be more detailed in evaluation of students‟ improvements in learning the new approach, the questionnaire was given to 38 participants after the teaching treatment
3.5.2.1 The students’ self-assessment of the genre-based approach
Students‟ answers to question 1 and question 2 help the researcher understand their attitudes towards the new approach which was implemented to teach them
Boring So so Interesting & challenging
What do you think of the writing lessons in which the genre-based approach was implemented?
Table 4: The students’ attitude towards post-improvement lessons
According to Table 4, 39.5% of students enjoyed writing lessons that utilized a genre approach, while 44.8% appreciated these lessons for their interesting and challenging nature Conversely, 15.7% of students expressed uncertainty about their feelings towards the lessons.
Unsatisfied Satisfied Good Very good
What do you think of your writing performance after taking part in action research?
Table 5: The students’ self-assessment of their writing performance
Students showed a clear preference for post-improvement lessons over pre-improvement ones, with 47.4% expressing satisfaction and 42.1% feeling confident in their writing performance Notably, none of the students rated their writing performance as very bad or bad While it's essential for teachers to assess students' writing improvements, considering students' perspectives on their progress is equally important for effective teaching.
This might be concluded that the new approach which was applied in teaching writing lessons has some good effects
3.5.2.2 The changes the students had after participated in action research
The students' changes after the action research
I know how to express my ideas logically
I know the right way to use the connectors
I write the correct grammatical sentences
My writing ability is improved
Chart 9: Students’ responses on changes they had from new approach
A recent analysis of student self-assessment, illustrated in Chart 9, highlights significant positive changes attributed to a new educational approach Notably, 76.3% of students reported that this method enhanced their ability to express ideas logically and construct grammatically correct sentences Additionally, a substantial number of participants acknowledged an enrichment in their vocabulary, with 73.6% indicating that the use of appropriate connectors became less confusing Furthermore, thirty students noted marked improvements in their writing skills, thanks to the effective instruction on useful words and sentence structures provided by their teacher.
To conclude, these findings in this section provide us evidence to believe that the new approach have an influence on the students in some ways
This chapter summarizes the main findings of the study based on the research questions, discusses the concluding remarks, the limitations and suggestions for further study.
Summary of the findings
The researcher conducted an action research study at Son Duong High School in Tuyen Quang province, focusing on a genre-based approach to enhance writing skills among 10th form students The study aimed to identify the challenges students faced in learning writing and to assess the impact of the genre-based approach on their writing performance Data was collected from 38 participants using questionnaires, pre-tests, and post-tests The analysis revealed significant insights addressing the research questions, highlighting the effectiveness of the genre-based approach in improving students' writing skills.
Students faced significant challenges in writing, primarily due to a limited vocabulary, which hindered their ability to effectively convey their ideas Most respondents reported difficulties in expressing their thoughts clearly, often struggling with the correct use of English sentence structures Issues such as incorrect verb tenses and unacceptable grammatical forms further contributed to poorly constructed sentences and texts Additionally, the organization of their writing made it difficult for readers to understand their work.
The implementation of a new writing method significantly enhanced students' writing skills, enabling them to effectively learn and apply vocabulary and grammar in context Rather than relying solely on textbook definitions, students were encouraged to select appropriate words for various situations, resulting in a deeper understanding of language use Additionally, they were exposed to grammatical concepts beyond those covered in prior lessons, further enriching their writing abilities.
In conclusion, the objectives of the study were satisfactorily accomplished The researcher hopes that this study will provide concerned readers with useful information about the research area.
Concluding remarks
The genre-based approach has shown notable improvements in students' writing performance, with generally positive attitudes towards this method This approach is applicable in Sơn Dương high schools, benefiting many students However, not all students experienced the same advantages; a foundational understanding of English grammar and vocabulary is essential for success In classrooms with varying levels of proficiency, the genre-based approach should be supplemented or modified to cater to mixed-ability students It is crucial for teachers to assess and recognize their students' proficiency levels to enhance learning outcomes.
Teachers can enhance classroom lessons by incorporating a variety of activities; however, it's essential to choose those that align with students' proficiency levels To ensure effectiveness, educators should carefully select and consistently train on these activities for regular use in the classroom.
The implementation of the teaching cycle stages must be adaptable to meet the unique needs and language proficiency levels of different student groups Educators should thoroughly assess and understand their students' language requirements prior to executing the teaching plan.
Thirdly, building the field is very important to the teaching any genre to prepare students in terms of knowledge and vocabulary for the writing tasks
Finally, the joint- construction stage may be carried out with students jointly constructing in groups rather than the teacher and the whole class producing one text together
3 Limitations and suggestions for further study
Although the study has some beneficial contributions to the teaching and learning writing skill, it still has some limitations as follows
This action research, characterized by its situational nature, faces limitations in generalization, as the successful intervention observed in the researcher’s class may not be applicable to other contexts Consequently, the study has restricted applicability Additionally, the research was conducted over a short timeframe, which was insufficient to gain a comprehensive understanding of the underlying issues To effectively implement the findings across the entire school population would require significantly more time and effort from both teachers and students.
Secondly, the scope of the research was not large enough to carry a detailed comparison of genre-based approach and the traditional approach in terms of the costs and gains
An effective action research process should involve continuous cycles, where feedback from collected data informs improvements for subsequent cycles However, this study only implemented a single cycle due to the necessary time intervals required between successive cycles.
The next, this research only focused on students opinions but neglected teachers‟ attitudes
Finally, there is no approach suitable to students of all levels Therefore the genre- based approach can be done well with students who are well-informed of the approach
In conclusion, these above shortcomings should be taken into account when further related studies are conducted in the future
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1 Ha Ngoc, Nguyen (2013) the impact of a genre-based approach on 11 th students’ writing performance: an action research at Tuyen Quang Gifted High School, Tuyen Quang Unpublished thesis, ULIS, Hanoi, Vietnam
2 Nghi Nguyen, Phan (2012) The use of genre-based approach to help 10 th students in Tuyen Quang Gifted High school to write better personal recount Unpublished thesis, ULIS, Hanoi, Vietnam
3 Thi Kim Anh, Dang (2002) Applying a genre-based approach in teaching the writing of the English Discussion Genre to Vietnamese EFL students at the tertiary level, Thesis University of Melbourne, Australia.
APPENDICES APPENDIX 1 THE WRITING TASKS IN TEXTBOOK TIENG ANH 10
1 A DAY IN THE LIFE OF … - Writing a narrative
2 SCHOOL TALKS - Filling in a form
3 PEOPLE‟S BACKGROUND - Writing about people‟s background
4 SPECIAL EDUCATION - Writing a letter of complaint
5 TECHNOLOGY AND YOU - Writing a set of instructions
6 AN EXCURSION - Writing a confirmation letter
7 THE MASS MEDIA - Writing about advantages and disadvantages of the mass media
8 THE STORY OF MY VILLAGE - Writing an informal letter: giving directions
9 UNDERSEA WORLD - Describing information from a table
10 CONSERVATION - Writing a letter of invitation
11 NATIONAL PARKS - Writing a letter of acceptance or refusal
13 FILMS AND CINEMA - Describing a film
14 THE WORLD CUP - Writing an announcement
APPENDIX 2 PRE-TEST on Writing Time allotted: 45 minutes
Marks In words Teacher’s remark Teacher’s signature
Write a story a bout one of your school activities You may use the word cues below
Waking up late due to a malfunctioning alarm clock, I rushed to ride my bike but ended up falling off, leaving my shirt dirty and creating a large hole in my jeans As a result, I arrived at school 15 minutes late, only to find some teachers and the principal present in my class, making me feel extremely embarrassed.
APPENDIX 3 POST-TEST on Writing Time allotted: 45 minutes
Marks In words Teacher’s signature Teacher’s signature
Write a story related to your school life or your first day in high school Your story may begin with the following words: I always remember my first day at……
APPENDIX 4 Marking Scale for Graders’ writing Evaluation
( The scale consists of 5 aspects with 4 levels for each )
EXCELLENT TO VERY GOOD: knowledgeable substantive thorough development of thesis relevant to assigned topic
GOOD TO AVERAGE: some knowledge of subject adequate range limited development of thesis mostly relevant to the topic, but lacks detail
FAIR TO POOR: limited knowledge of subject little substance inadequate development of topic
VERY POOR: does not show knowledge of subject non-substantive not pertinent OR not enough to evaluate
EXCELLENT TO VERY GOOD: fluent expression ideas clearly stated/ supported succinct well-organized logical sequencing cohesive
GOOD TO AVERAGE: somewhat choppy loosely organized but main ideas stand out limited support logical but incomplete sequencing
FAIR TO POOR: non-fluent ideas confused or disconnected lacks logical sequencing and development
VERY POOR: does not communicate no organization OR not enough to evaluate
EXCELLENT TO VERY GOOD: sophisticated range effective word/ idiom choice and usage word form mastery appropriate register
GOOD TO AVERAGE: adequate range occasional errors of word/ idiom form, choice, usage but meaning not obscured
FAIR TO POOR: limited range frequent errors of word/ idiom form, choice, usage meaning confused or obscured
VERY POOR: essential translation little knowledge of English vocabulary, idioms, word form OR not enough to evaluate
EXCELLENT TO VERY GOOD: effective complex constructions few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions
GOOD TO AVERAGE: effective but simple constructions minor problems in complex constructions several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions but meaning seldom obscured
The construction quality is rated as fair to poor, indicating significant issues in both simple and complex sentences Common errors include frequent mistakes in negation, agreement, tense, number, word order, and the use of articles, pronouns, and prepositions Additionally, problems such as sentence fragments, run-on sentences, and deletions contribute to a lack of clarity, often obscuring the intended meaning.
VERY POOR: virtually no mastery of sentence construction rules dominated by errors does not communicate OR not enough to evaluate
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions few errors of spelling, punctuation, capitalization, paragraphing
GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing poor handwriting meaning confused or obscured
VERY POOR: no mastery of conventions dominated by errors of spelling, punctuation, capitalization, paragraphing handwriting illegible OR not enough to evaluate
(adapted from Jacobs et al.‟s (1981) cited in Assessing Writing by Sara Cushing Weigle (2002) )
Very good ≥ 90, good ≥80, average ≥ 70, bad ≥ 60
Phiếu điều tra này được thiết kế để thu thập thông tin cho đề tài “Nghiên cứu hành động về áp dụng phương pháp dạy viết dựa vào thể loại cho học sinh lớp 10 trường THPT Sơn Dương, tỉnh Tuyên Quang” Đây không phải là bài kiểm tra, vì vậy không có câu trả lời “đúng” hay “sai” Các em hãy cung cấp câu trả lời chân thực nhất, điều này sẽ đảm bảo sự thành công của nghiên cứu Tác giả rất mong nhận được sự hợp tác của các em trong việc hoàn thành phiếu điều tra này Dữ liệu thu thập sẽ chỉ phục vụ cho nghiên cứu này và không có mục đích nào khác.
Hãy chọn phương án đúng với em hoặc viết tóm tắt câu trả lời
Giới tính của em: Nam Nữ
Em đã học Tiếng Anh được bao nhiêu lâu rồi: ………năm
1 Theo em kỹ năng viết có quan trọng không? a, Rất quan trọng b, Quan trọng c, Không quan trọng lắm d, Hoàn toàn không quan trọng
2 Em thích có thích học các giờ học viết không a, Rất thích b, tương đối thích c, Bình thường d, Hoàn toàn không thích
3 Em đánh giá kỹ năng viết của mình ở mức độ nào: a, Rất tốt b, Tốt c, Bình thường d, Kém e, Rất kém
4 Trong quá trình học kỹ năng viết, em thường gặp phải những khó khăn nào (Em có thể khoanh vào nhiều phương án) a, Em không biết cách diễn đạt ý một cách lô-gic b, Vốn từ vựng của em rất hạn chế c, Em thiếu những cấu trúc ngữ pháp cần thiết d, Em không biết cách kết nối câu và đoạn văn e, Em không biết bố cục của bài văn f, Em không biết gì để viết g, Em thường sử dụng sai thì của động từ
SURVEY QUESTIONAIRES FOR STUDENTS AFTER INTERVENTION STEP
Sau khi hoàn thành một số tiết dạy viết theo phương pháp dựa vào thể loại, tác giả mong muốn nhận được ý kiến đánh giá từ học sinh về tính phù hợp của phương pháp này Tất cả thông tin thu thập sẽ phục vụ cho đề tài “Nghiên cứu hành động về áp dụng phương pháp dạy viết dựa vào thể loại cho học sinh lớp 10 trường THPT Sơn Dương, tỉnh Tuyên Quang” Đây không phải là bài kiểm tra, vì vậy không có câu trả lời đúng hay sai.
Để đảm bảo thành công của nghiên cứu, các em hãy cung cấp câu trả lời chân thực nhất cho câu hỏi “đúng” hay “sai” Tác giả rất mong nhận được sự hợp tác của các em trong việc hoàn thành phiếu điều tra này Dữ liệu thu thập được chỉ phục vụ cho mục đích nghiên cứu và không sử dụng cho bất kỳ mục đích nào khác Trân trọng cảm ơn các em!
Hãy lựa chọn ô tương ứng và đánh dấu (X) cho phù hợp
Question 1: What do you think of the writing lessons in which genre-based approach was implemented? (Em nghĩ gì về những giờ học viết có áp dụng phương pháp dạy viết dựa vào thể loại ?)
Question 2: What do you think of your writing performance after taking part in action research? (Em nghĩ gì về những bài viết của em sau khi đƣợc tham gia vào chương trình nghiên cứu?)
Question 3: In your opinion, what are your own changes after intervention step? ( Em hãy chỉ ra những thay đổi của bản thân sau khi học phương pháp mới?)
1 I know how to express my ideas logically
2 I know the right way to use the connectors
3 I write the correct grammatical sentences
5 My writing ability is improved
APPENDIX 7 Model text to teach the aspects of a narrative