INTRODUCTION 1 Rationale
Research aims and research questions
This research investigates the strategies employed by students at the Center for International Cooperation and Training at EPU during the pre-writing stage The primary focus is to understand how these students prepare for writing tasks, guided by the central research question.
“What strategies are used by students at the Center for International Cooperation and Training, Electric Power University, at the pre-writing stage?”
Significance of the study
Many students face challenges in generating ideas and organizing their thoughts into coherent writing To enhance students' writing skills, educators must clearly outline each stage of the writing process, particularly the prewriting phase Teaching students effective idea generation techniques and providing tools to transform these ideas into a complete draft is essential This study aims to equip students with various resources to tackle writing tasks successfully and overcome difficulties, ultimately improving their writing abilities By contributing to effective writing instruction, this research hopes to help students retain prewriting strategies and assist teachers in finding suitable methods for teaching writing.
Scope of the study
This study focuses on the strategies employed by students at the Center for International Cooperation and Training, EPU, specifically during the pre-writing stage, rather than attempting to address a broader topic.
The time limitation and ability is the small scale of research which is restricted to 50 third – year students at the center for international cooperation and training, EPU.
Methods of the study
The research will use both quantitative and qualitative methods which are realized through the following instruments:
Document analysis: Reading materials of teaching writing in general, strategies students use during teaching writing process and strategies they use at the pre- writing stage
A survey questionnaire was distributed to 40% of selected classes, using a cluster sampling method to randomly choose four classes for participation The questionnaire consisted solely of close-ended questions, designed to encourage active and truthful responses from participants.
In the upcoming interview, five selected volunteers from the classes will participate to verify the data gathered from the questionnaire and to obtain deeper insights into the research topics.
Design of the study
The research is divided into three parts
This article begins with an introduction that outlines the rationale behind the study, detailing its aims and the central research question It emphasizes the significance of the study and defines its scope, while also discussing the methods and design employed in the research.
The second part is Development which consists of three chapters Chapter one –
The article explores the theoretical and practical aspects of writing, focusing on teaching methods, the writing process, and strategies employed by students during the pre-writing stage Chapter 2 delves into the research design and methodology, detailing the participants involved and the instruments utilized in the study.
3, Research Findings and Discussion, presents the results and discussions of the results
Finally, part three, Conclusion, sums up the main issues studied, points out the shortcomings of the research and make some suggestions for further research
PART 2 : DEVELOPMENT CHAPTER 1: THEORETICAL AND PRACTICAL BACKGROUNDS TO
Writing has evolved to encompass various definitions tailored to the distinct needs and purposes of different groups Through extensive research of diverse document sources, scholars have recognized multiple perspectives on the nature of writing.
Byrne (1988:1) defines writing as "the act of forming graphic symbols," including letters or combinations of letters This definition implies that any activity resulting in the creation of letters, whether meaningful or not, qualifies as writing.
Lannon (1989) defines writing as a deliberate process of transforming research findings, inspiration, and experiences into a meaningful message This perspective emphasizes that effective writing must convey a clear and definite meaning.
Another definition by Tribble (1996:3) considers writing a language skill involving “not just a graphic representation of speech, but the development and presentation of thoughts in a structured way”
Writing is characterized by several contrasts, as noted by Sokolik (2003) It is both a physical and mental act, requiring writers to commit ideas to a medium while simultaneously inventing and organizing those ideas into coherent statements and paragraphs Additionally, writing serves the dual purpose of expressing thoughts and impressing readers, functioning as a representation of language through a system of signs or symbols Ultimately, writing is both a process and a product, involving the generation, organization, drafting, editing, and revising of content to create a finished piece, whether it be a paragraph, essay, or report.
Renowned philosopher Sir Francis Bacon famously stated, "Reading makes a full man, conference a ready man, and writing makes an exact man," highlighting the profound impact of these activities on personal development This insightful quote underscores the importance of reading for knowledge, engaging in discussions for preparedness, and honing writing skills for precision.
2 The importance of writing in second/foreign language teaching
The significance of teaching writing to second language learners has been highlighted by numerous researchers, as writing is essential for sharing ideas and emotions and for persuasion According to Raimes (1983), writing is a vital language skill that enhances learning, enabling students to improve their grammar, vocabulary, and idiomatic expressions This process encourages learners to actively engage with the language, striving to translate their native language into English effectively.
Teaching writing is essential for learners to gain proficiency in a new language, as it encompasses vocabulary, style, format, and organization (Franco, 1996) Writing not only facilitates language acquisition but also serves various purposes, including bridging communication gaps, reducing the need for face-to-face interaction, allowing for thoughtful wording, integrating visual elements, preserving communication records, and enhancing the message's significance in certain cultures (Clark and Routledge, 1997) Furthermore, writing skills are closely linked to social power, enabling individuals to engage effectively in diverse social contexts and interactions.
The significance of teaching writing has increased due to its evolving role in commerce, as noted by White (1995: 225) Written communication is essential in various commercial activities, particularly in the electronic realm, where written messages are vital for both professional and personal interactions (Gains, 1999: 81) As commerce continues to shift towards electronic platforms, the importance of writing will only grow.
Incorporating authentic materials and messages relevant to learners' occupational fields significantly boosts motivation, as students can easily recognize the connection between their studies and real-world applications.
7) argues that writing should be directed forward in both teaching and learning, and emphasizes the importance of combining what is taught and why it is taught with the learners' writing needs
Pre-writing refers to the essential preparatory work conducted before the actual writing process begins This includes generating ideas, organizing materials, and engaging in discussions to shape the content effectively.
Prewriting, as defined by Raimes (1983), is the essential first stage of the writing process where we uncover and explore our initial ideas about a topic This phase allows us to jot down thoughts, often in an unstructured way, and brainstorm concepts that may later inform our writing The primary goal of prewriting is to generate a wide array of ideas, utilizing various activities such as reading, free writing, brainstorming, mind mapping, and listing (Raimes, 1983).
Writing is a deeply personal endeavor that simultaneously establishes an objective space, allowing for the coexistence of individual expression and the ideas presented This duality enables us to evaluate the merits of the writer alongside the content, as we engage with the ideas in a tangible format (Kimberly and Abels, 2003).
Theoretical and Practical Backgrounds to the study
The concept of writing
Writing has evolved to encompass various definitions tailored to meet the diverse needs and purposes of different individuals and groups Through extensive analysis of various document sources, researchers have gained insights into the multifaceted nature of writing.
Byrne (1988:1) defines writing as "the act of forming graphic symbols," which includes letters or combinations of letters This definition implies that any action leading to the creation of letters, regardless of whether they convey meaning, qualifies as writing.
Lannon (1989) defines writing as a transformative process that turns research findings, whether discovered through inspiration, chance, or experimentation, into a clear and meaningful message This perspective emphasizes that effective writing involves making deliberate decisions to ensure the conveyed message holds significance.
Another definition by Tribble (1996:3) considers writing a language skill involving “not just a graphic representation of speech, but the development and presentation of thoughts in a structured way”
Writing is characterized by several contrasts, as noted by Sokolik (2003) It is both a physical and mental act, requiring writers to commit their ideas to a medium while simultaneously inventing and organizing those ideas into coherent statements and paragraphs The primary goal of writing is to express thoughts and feelings while also impressing readers through the use of a structured writing system Additionally, writing is both a process and a product, involving the generation of ideas, organization, drafting, editing, and revising to create a final piece, whether it be a paragraph, essay, or report.
Renowned philosopher Sir Francis Bacon famously stated, “Reading makes a full man, conference a ready man, and writing makes an exact man,” highlighting the importance of these three skills This insightful quote emphasizes how reading enriches knowledge, engaging in discussions prepares individuals for effective communication, and writing hones precision in thought and expression.
2 The importance of writing in second/foreign language teaching
Teaching writing to second language learners is essential, as highlighted by various authors and researchers Writing is a vital skill that allows individuals to express ideas, emotions, and persuade others According to Raimes (1983), writing enhances language learning by enabling students to improve their grammatical structures, idioms, and vocabulary This process encourages learners to actively engage with the language, striving to translate their native language into English effectively.
Teaching writing is essential for learners to grasp a new language, encompassing not just vocabulary but also style, format, and organization (Franco, 1996) It aids in understanding how a language functions Clark and Routledge (1997) identify five reasons for writing: bridging communication gaps, avoiding direct interaction, allowing careful wording, integrating verbal and visual communication, and maintaining a record of exchanges Furthermore, writing skills are linked to social power, enabling individuals to effectively engage in various societal contexts Thus, writing serves as a crucial tool for social interaction across diverse situations.
The significance of teaching writing has escalated due to its evolving role in commerce, as noted by White (1995: 225) Written communication is essential in various commercial activities, particularly in the electronic realm, where it underpins both professional interactions and personal relationships (Gains, 1999: 81) As commerce increasingly shifts to electronic platforms, the necessity for effective writing skills will continue to grow.
Incorporating authentic messages and materials relevant to learners' occupational fields significantly boosts their motivation, as it allows them to easily recognize the connection between their studies and practical needs.
7) argues that writing should be directed forward in both teaching and learning, and emphasizes the importance of combining what is taught and why it is taught with the learners' writing needs
Pre-writing refers to the essential preparatory work that occurs before the actual writing process begins This stage involves generating ideas, organizing material, and engaging in discussions to shape the content effectively By investing time in pre-writing, writers can enhance the clarity and coherence of their final piece.
Prewriting, as defined by Raimes (1983), is the initial stage of the writing process where we explore and discover our ideas about a topic This phase allows us to capture our thoughts on paper, albeit in a disorganized manner, and encourages brainstorming of concepts that may later be included in our writing The primary goal of prewriting is to generate a wide array of ideas, utilizing activities such as reading, free writing, brainstorming, mind mapping, and listing to facilitate this creative process.
Writing is a deeply personal endeavor that establishes an objective space, allowing individuals and their ideas to coexist This duality enables us to evaluate both the writer's merits and the ideas presented, using objective standards derived from the context of the work (Kimberly and Abels, 2003).
Post-writing, as defined by Lannon (1989), refers to the process students engage in after organizing their ideas effectively in their papers The primary goal of this phase is to enhance the clarity and readability of the writing, rather than focusing on correcting grammatical, punctuation, and spelling mistakes.
4 Previous studies on the strategies students use at pre-writing stage
A strategy is a structured plan aimed at achieving a specific goal In the writing process, a pre-writing strategy serves as a useful tool for organizing thoughts before drafting This approach allows writers to gather all their ideas related to the topic, enabling them to select the most effective ones for their final piece.
Writing process
Pre-writing refers to the essential preparatory work undertaken before the actual writing process begins This includes generating ideas, organizing material, and engaging in discussions to refine thoughts By effectively executing these steps, writers can enhance the clarity and coherence of their final piece.
Prewriting, as defined by Raimes (1983), is the initial stage of the writing process where we discover and explore our ideas about a topic This phase allows us to capture our thoughts on paper, often in an unstructured format, while brainstorming potential content for our writing The primary goal of prewriting is to generate a wide array of ideas, utilizing various activities such as reading, free writing, brainstorming, mind mapping, and listing.
Writing is a deeply personal endeavor that simultaneously establishes an objective space for ideas to exist independently of the individual This duality allows for the coexistence of the writer's voice and the ideas presented, enabling us to evaluate both the individual and the merit of their ideas against established objective standards (Kimberly and Abels, 2003).
Post-writing, as defined by Lannon (1989), refers to the stage where students refine their papers after organizing their ideas The primary goal of this process is to enhance the clarity and readability of the writing, rather than focusing on correcting grammatical, punctuation, or spelling mistakes.
4 Previous studies on the strategies students use at pre-writing stage
A strategy is a structured plan aimed at achieving a specific goal In writing, a pre-writing strategy serves as a helpful tool for organization, allowing writers to gather and outline their ideas about a topic before starting the actual writing process This approach enables writers to select the most effective ideas to incorporate into their work, enhancing the overall quality of their writing.
The pre-writing stage is crucial for learners as it builds confidence and clarifies the objectives of their writing (Peacock, 1986) This phase allows students to explore their topics, identify necessary vocabulary, and understand sentence structures It encourages them to articulate their ideas before writing, effectively planning their work According to Adegbija (1991), this preparation helps learners concentrate on their writing tasks, significantly improving the likelihood of producing coherent, organized, and fluent texts by equipping them with the right linguistic tools.
The pre-writing stage is crucial as it allows the writer to set clear goals and organize ideas effectively During this phase, the writer selects appropriate expressions, vocabulary, and styles, while considering how the ideas will connect This initial process involves thoughtful generation and preparation of concepts that align with the text's purpose, emphasizing the importance of planning before writing.
19) emphasizes the importance of the prewriting (preparation) stage in producing a text according to the process, because this stage often takes as much as 85% of the writer's time
Pre-writing encompasses classroom activities that motivate students to begin writing, sparking their creativity and ideas These activities assist students in gathering and organizing their thoughts effectively for the writing process, ultimately enhancing their fluency.
To enhance pre-writing skills in students, educators frequently present a range of strategies to initiate writing tasks, guiding students to identify the methods that work best for them (Kroll, 1991).
Various researchers emphasize diverse pre-writing strategies for teaching writing to both first and second language learners According to Fletcher (1996), he does not apply every strategy consistently in his writing process Students may discover that certain strategies are more effective for them than others, necessitating experimentation to identify the six pre-writing techniques that suit their individual needs best.
Branching Ede (2001) lists below are some of the most common types of prewriting strategies to explore initial ideas about a subject:
Starkey (2004) highlights six prewriting strategies that can help students generate new ideas and clarify existing ones These strategies vary in their suitability, with some designed for extended writing processes and others tailored for situations where students have limited time to complete their writing tasks.
Concept Mapping Cameron (2008), on the other hand, maintains that in order to write effectively, students should use the following strategies:
Process writing necessitates a unique approach to designing instructional activities that cater to the various stages of the writing process These activities should address functional requirements and emphasize phases such as prewriting, rehearsing, and revising To aid student-writers in idea development, planning, and motivation, Lahl (2008) suggests employing specific strategies that can significantly enhance their writing experience.
Effective prewriting strategies are essential for enhancing thought processes, generating ideas, and activating background knowledge According to Baroudy (2008), several prewriting techniques can greatly benefit students during the initial stages of writing.
Previous studies on the strategies students use at the pre-writing stage
Free-writing, as described by Cameron (2008), is an effective method for exploring a topic Students should use multiple sheets of paper and a timer to facilitate this process They start by writing a topic at the top of a page and then write continuously for five minutes without concern for spelling, grammar, or punctuation If they encounter a mental block, they can repeat their last thought until new ideas emerge After the five minutes, they review their writing, highlighting interesting or useful ideas, which they then summarize in point form on a new sheet This process can be repeated, resulting in a collection of thoughts that may not yet form a coherent outline for a paragraph.
According to Starkey (2004), the key principle of free writing is to maintain an uninterrupted flow of thoughts without pausing to edit, correct spelling, or contemplate word choices The primary guideline is to keep writing without stopping.
Fletcher (1996) defines free writing as the act of writing continuously without pausing to evaluate the content This technique encourages writers to capture their thoughts as they flow, without concern for grammar, spelling, organization, or coherence.
Free writing, as described by Baroudy (2008), is an effective prewriting technique that encourages writers to express their ideas freely on paper without the constraints of grammar, spelling, or structure The primary goal is not to produce a polished draft but to focus on generating thoughts and ideas about a topic This method allows students to write continuously without overthinking, promoting a natural flow of creativity All three writers concur that free writing emphasizes the importance of idea generation over mechanical correctness, enabling writers to capture their thoughts spontaneously and unconsciously.
(Dorothy E Zemach and Carlos Islaln, 2006:37)
In brainstorming, writers generate a multitude of ideas without judgment, fostering creativity Many educators utilize graphic tools like mind maps and thinking maps to help students organize their thoughts, significantly enhancing understanding and retention These visual aids reveal connections that may not be apparent in traditional linear formats, aligning with the brain's natural information organization Since memories and learned facts are stored in interconnected networks across different brain regions, visually mapping information effectively supports memory retention Graphic organizers serve various purposes, including aiding prewriting by helping students brainstorm relevant topics for their compositions Ultimately, these tools not only deepen students' comprehension of ideas but also boost their motivation and preparedness for writing through a structured process.
On the other hand, Wells (2009) divides braining into 2 types: ideas map and idea list:
The Idea Map is an effective brainstorming method that visually organizes thoughts by placing the main idea at the center within a circle, surrounded by related supporting ideas This approach enhances clarity and fosters creativity, making it easier to explore and develop concepts.
The Idea List brainstorming method involves placing your main topic at the top and subsequently jotting down ideas in the order they arise This technique allows writers to create multiple lists, helping them identify supporting points for each primary concept effectively.
Topic: Ideas of brainstorming done on teenage rebellion
no one to turn to
confusion at physical changes taking place
approaches – to address teenage rebellion
According to the website: http://www.ukans.edu/~writing, clustering is defined as a technique that allows writers to map out their thoughts and connect them visually
Starting with a central theme on a blank page allows writers to expand into subtopics and supporting details, creating a visual representation of their writing project By connecting related ideas with arrows, writers can develop a comprehensive topical map This clustering technique is particularly effective for prewriting in time-sensitive situations, such as timed writing assignments.
Cameron (2008) defines clustering as a technique where writers identify their main subject by drawing a circle around it and then connecting related topics with lines extending from that circle This method helps organize ideas and visually represent the relationships between them.
Clustering, as defined by David Owen (2009), is a visual prewriting technique that organizes ideas around a central topic, often represented as a bubble diagram or mind map This method involves placing the main idea in the center of the page and branching out with sub-topics and related concepts, allowing for a clearer visualization of relationships between ideas As the clusters expand, the ideas become more specific, helping to narrow the focus of the topic This approach not only illustrates connections but also reveals a logical pattern from what may initially appear as a chaotic collection of thoughts, ultimately aiding in the refinement of the writer's focus.
Fletcher (1996) describes branching as a form of mind-mapping that begins at the top of the page and extends downward, resembling an inverted family tree.
David Owen (2009) describes branching as a structured form of clustering, where key ideas are prominently noted and encircled or boxed at the top of the page, with related ideas extending from these main concepts.
Vividly, two authors have different opinions about branching Nevertheless, both of them have a common with position which branching should be placed and its significance
Research indicates that branching is crucial in the pre-writing process, as it helps students overcome the frustration of uncertain writing direction This technique serves as an effective roadmap, allowing them to visualize how each level aligns with sections, headers, and paragraphs.
Research indicates a consensus among writers that outlining involves presenting key ideas; however, their definitions and approaches to outlining differ significantly.
Outlining is a more structured approach to organizing ideas compared to free writing or clustering, as noted by Starkey (2004) It enables the grouping of ideas into specific subtopics and supporting details By using bullet points or a numbered format, writers can clearly present their subtopics aligned with the margin, while indenting supporting details beneath each Ede (2001) supports this notion, suggesting that outlining involves writing down the initial sentence of each potential paragraph.
Context of the study
Established on January 24, 2007, under Decision No 72/QD-DHDL-TCHC, CICT, EPU is dedicated to promoting high-quality training programs in collaboration with prestigious global universities Its primary objective is to emerge as a leading training unit, focusing on developing skilled human resources for the engineering sector, with a particular emphasis on the power industry.
Programs of CICT, EPU currently include: o International cooperation training program between Vietnam – China o International cooperation training program between Vietnam – Australia o The language training
CICT offers a range of language courses in English and Chinese, including basic, advanced, and specialized training tailored for officers and employees at power plants, as well as staff from Electric Power University.
Most of the teachers who are in charge of teaching English to the CICT students belong to the foreign languages faculty, EPU The English language group consists of
The teaching staff consists of 19 educators, with over 60% being young teachers and 40% holding Master's degrees, including three currently pursuing their M.A Among them, two foreign teachers, Mr David King and Ms Anne Wood, bring diverse educational backgrounds from prestigious Australian institutions Most teachers are trained in modern communicative approaches, aiming to equip students with proficient English skills to meet societal demands They continuously adapt their teaching methods and utilize modern assistive devices, fostering a supportive and friendly learning environment Committed to their profession, these dedicated educators strive to enhance their teaching abilities and are always ready to assist students in overcoming learning challenges.
In the academic year 2012-2013, third-year students at Electric Power University (EPU) ranged from twenty-two to twenty-four years old, hailing from various cities and provinces, including remote areas like Gia Lai and Son La EPU is renowned for its scientific research and the training of highly qualified professionals in technology; however, English language proficiency is not a primary focus for most students Their limited attention to English stems from a stronger emphasis on their major subjects, resulting in minimal engagement with the language Despite prior English education, students often lack clear goals for their language learning, with only three or four students in each class demonstrating strong English skills, while the majority view English as less significant and study it merely to pass exams.
At the semester of 2012 -2013, CICT has totally 10 third – year classes, each of which include about 15-20 students
Third-year students engage in English studies that encompass four key skills: listening, speaking, reading, and writing In particular, the writing component focuses on academic writing, where students learn to construct paragraphs and recognize various types of paragraphs At the pre-intermediate level, they are introduced to essential writing strategies, including pre-writing techniques The textbook utilized for this course is "Writing in Paragraphs" by Dorothy E Zemach and Carlos Islam, published by Macmillan Education.
"Writing in Paragraphs" is a resource aimed at low-intermediate students to enhance their writing skills It guides them in analyzing model paragraphs, generating writing ideas, structuring sentences, organizing those sentences into coherent paragraphs, and refining their work through review and revision This process-oriented approach fosters both paragraph writing proficiency and encourages students to become independent and creative writers.
Each main unit features captivating themes designed to engage and motivate students in reading and analyzing model paragraphs, while also inspiring them to develop their own writing The introductory unit focuses on teaching students how to format their writing and introduces the concept of process writing.
Each unit concludes with a structured writing assignment, allowing students to apply the concepts learned throughout the unit This book features samples of a paragraph that illustrate the writing process from brainstorming to the final draft, along with a completed peer review form Additionally, it includes a guide to essential grammatical terms and concepts for writers, a list of irregular verbs with their past tense forms and participles, and a punctuation guide.
The writing section of the course emphasizes daily and popular topics, detailing the essential competencies required for each unit in the writing lesson.
Unit 2 Giving and Receiving Presents
Summary
This chapter outlines the theoretical and practical background of the study, addressing key issues such as the concept of writing, the writing process, and the significance of writing in second or foreign language education It reviews previous research on pre-writing strategies employed by students, highlighting various techniques like free-writing, brainstorming, clustering, and outlining, which aid in idea generation and organization Additionally, the chapter discusses the contextual factors impacting English teaching and learning With chapter 1 complete, the focus now shifts to chapter 2, which aims to explore the specific pre-writing strategies utilized by students at the Center for International Cooperation and Training, Electric Power University.
RESEARCH DESIGN AND METHODOLOGY
Research site
Electric Power University is a leading scientific research institution dedicated to training highly qualified technology professionals The university aims to be a modern and dynamic training center, integrating education with regional and global standards.
This research targets third-year students at CICT, EPU, who have foundational knowledge in grammar and can write basic sentences These students, having passed elementary and pre-intermediate levels, are now advancing to intermediate proficiency as they study reading, writing, listening, and speaking skills In particular, they are beginning to learn how to compose paragraphs A total of 50 students from CICT will participate in this study on pre-writing strategies.
Questionnaire and semi-structured interview used as the major instruments
To ensure the reliability and validity of the study, I selected two instruments The first is a questionnaire, chosen for its convenience and cost-effectiveness This questionnaire aims to determine whether students at CICT, EPU utilize pre-writing strategies and, if so, to identify the most commonly used strategy among them.
A semi-structured interview is employed to clarify concepts that remain unclear from the questionnaire survey conducted among participants The goal is to determine students' familiarity with commonly used pre-writing strategies and their awareness of the significance of utilizing these strategies in the writing process.
The questionnaire survey utilized closed-ended questions to encourage active, truthful, and convenient responses from participants All questions were phrased in simple language for easy comprehension by students The first question aimed to determine whether students employ pre-writing strategies, offering nine clearly explained options with "yes" and "no" responses The second question assessed the frequency of using these strategies, providing four response options: "Always," "Sometimes," "Rarely," and "Never." Finally, the last question evaluated the effectiveness of the pre-writing strategies based on students' usage during the prewriting stage.
Semi-structured interviews were conducted with five students who participated in the questionnaire to gain deeper insights into their perspectives To enhance respondent confidence and ensure valid information, the interviews were conducted in Vietnamese The interview included two open-ended questions derived from the questionnaire: the first inquires about students' knowledge of strategies used during the prewriting stage, while the second explores their awareness of the importance of these strategies in developing writing skills.
The questionnaires were delivered to 50 students at CICT, EPU in October,
2012 when students had studied for one month of the third year After collecting questionnaires from participants, I conducted an interview with 5 students from these
Over the course of one month, a research project involving 50 students was conducted to gather information and generate ideas related to the research question This extended timeframe allowed for the identification of patterns in the students' practices.
In general, the procedure of data selection consisted of three steps:
Step 1: The initial step was preparation for data collection consisting of designing questionnaire and semi-structured interview
Step 2: About 50 questionnaire papers were delivered to 4 classes Afterwards, all the papers of questionnaire were collected carefully to ensure the quantity of data.100% papers were collected from participants
Step 3: After having collected questionnaire papers, semi-structured interviews were conducted with 5 voluntary students who had previously taken part in questionnaire data collection process
Manual analysis is utilized due to the small participant size, allowing for a detailed examination of the data Additionally, the insights gathered from interviews are compared and contrasted with the findings from the questionnaire, enhancing the overall analysis.
Following the data collection process, survey responses will be systematically classified question by question Participants' answers will be quantified and converted into numerical data This information will then be organized into tables and charts for enhanced clarity and ease of comparison and synthesis.
This chapter has emphasized the key elements of the study, particularly the research design and methodology It detailed the research site, participants, instruments used, data distribution, collection procedures, and analysis methods The next chapter will present the major findings and discussions.
CHAPTER III: RESEARCH ANALYSIS AND FINDINGS
1 Results from the survey questionnaire
I distributed a survey questionnaire to 50 students across four classes in my faculty, achieving a remarkable return rate of 100% All 50 questionnaires were completed, ensuring the validity of the collected data The findings will be presented question by question.
1.1 Question 01: Students’ use of pre-writing strategies
Journaling Free-writing Brainstorming/Listing
Outlining Clustering Branching Questions-asking Talking it out Categorizing
Chart 1: Students‟ use of pre-writing strategies
The chart clearly illustrates the use of pre-writing strategies among EPU students, categorizing responses into "yes" and "no." Students employing techniques such as brainstorming, outlining, and clustering represent a significant group, while those not utilizing strategies include methods like journaling and free-writing Notably, 45 out of 50 students favor brainstorming/listing, highlighting its effectiveness as a straightforward method for generating ideas Clustering, with 42 out of 50 students, also proves popular, allowing for visual representation of thoughts through diagrams Ultimately, 84% of EPU students adopt clustering as a preferred pre-writing strategy, showcasing its appeal as an engaging and effective learning tool.
In contrast to the first group, EPU students largely reject pre-writing strategies such as journaling and free-writing, with only 30% and 44% respectively engaging in these practices Despite free-writing being recognized as an effective method for generating ideas without the constraints of grammar or spelling (Cameron, 2008), many find the challenge of writing continuously for 3-5 minutes daunting Additionally, over half of the students (56%) do not utilize journaling, while formulating six essential questions about a topic—covering "who," "what," "when," "why," "where," and "which"—proves difficult for many low-intermediate learners Furthermore, only 26% of students incorporate question-asking in their pre-writing process.
1.2 Students’ frequency of using pre-writing strategies Group 1: Strategies students often use
Brainstorming Outlining Talking it out Categorizing
Chart 2: Pre-writing strategies students often use
The chart indicates that EPU students frequently utilize various prewriting strategies, with clustering, categorizing, talking it out, outlining, and brainstorming/listing being the most common Notably, brainstorming/listing stands out as the preferred strategy, with approximately 60% of students always employing it, while only 6% never do Additionally, "talking it out" is favored by 44% of students who consistently use it, and 18% who use it sometimes, indicating its effectiveness as a preparatory tool Although 15 students reported never using this strategy, this number is relatively minor Clustering also proves to be an appealing option among EPU students, with a significant percentage indicating they use it regularly.
A significant portion of students, specifically 24% and 46%, frequently utilize prewriting strategies, with many selecting "always" as their response Additionally, categorizing is a common technique among those who regularly engage in prewriting, while only a small number of students report rarely or never using these strategies.
Distribution of data
The questionnaires were delivered to 50 students at CICT, EPU in October,
2012 when students had studied for one month of the third year After collecting questionnaires from participants, I conducted an interview with 5 students from these
Over the course of one month, a research project was conducted involving 50 students to gather information and generate additional insights related to the research question This extended timeframe allowed for the identification of patterns in the respondents' practices.
Data collection procedures
In general, the procedure of data selection consisted of three steps:
Step 1: The initial step was preparation for data collection consisting of designing questionnaire and semi-structured interview
Step 2: About 50 questionnaire papers were delivered to 4 classes Afterwards, all the papers of questionnaire were collected carefully to ensure the quantity of data.100% papers were collected from participants
Step 3: After having collected questionnaire papers, semi-structured interviews were conducted with 5 voluntary students who had previously taken part in questionnaire data collection process.
Analysis of data
Manual analysis is utilized due to the small participant size, allowing for a thorough examination of the data Additionally, insights gathered from interviews are compared and contrasted with the findings from the questionnaire data.
Following the data collection process, survey responses will be classified question by question Participants' answers will be quantified and converted into numerical data This data will subsequently be organized into tables and charts for enhanced clarity, facilitating easier comparison and synthesis.
Summary
This chapter has primarily concentrated on the key aspects of the study, emphasizing the research design and methodology It has provided detailed information regarding the research site, participants, instruments used, data distribution, collection procedures, and analysis methods The next chapter will present the major findings and discussions.
CHAPTER III: RESEARCH ANALYSIS AND FINDINGS
1 Results from the survey questionnaire
I distributed a survey questionnaire to 50 students across four classes in my faculty, achieving a 100% return rate with all papers completed This full response rate ensures the validity of the collected data The findings will be presented question by question.
1.1 Question 01: Students’ use of pre-writing strategies
Journaling Free-writing Brainstorming/Listing
Outlining Clustering Branching Questions-asking Talking it out Categorizing
Chart 1: Students‟ use of pre-writing strategies
The chart clearly indicates the use of pre-writing strategies among EPU students, dividing responses into "yes" and "no." Students are categorized into two groups: those who employ techniques such as brainstorming, outlining, and clustering, and those who do not, relying instead on methods like journaling and free-writing Notably, 45 out of 50 students prefer brainstorming/listing, while 42 out of 50 favor clustering, highlighting these strategies as effective for idea generation Brainstorming/listing is particularly popular due to its simplicity, while clustering, or mind mapping, is favored for visually organizing thoughts Overall, 84% of EPU students utilize clustering as a pre-writing strategy, demonstrating its effectiveness in facilitating the writing process.
In contrast to the first group, EPU students largely reject pre-writing strategies such as journaling, free-writing, and asking questions Specifically, 70% of students do not engage in free-writing, despite its benefits for generating ideas without the pressure of grammar or spelling, while 56% avoid journaling Additionally, many students find it challenging to list important questions about the topic, such as "who," "what," "when," "why," "where," and "which," which proves difficult for low-intermediate learners Furthermore, 26% of students do not utilize questions-asking during the pre-writing phase.
1.2 Students’ frequency of using pre-writing strategies Group 1: Strategies students often use
Brainstorming Outlining Talking it out Categorizing
Chart 2: Pre-writing strategies students often use
The chart illustrates that EPU students predominantly utilize various prewriting strategies, with clustering, categorizing, talking it out, outlining, and brainstorming/listing being the most common Notably, brainstorming/listing is favored by nearly all students, with 60% consistently employing this strategy for effective writing, while only 6% never use it Additionally, "talking it out" is another popular preparation method, used regularly by 44% of students and occasionally by 18% Although 15 students do not engage in this strategy, their number is relatively small Clustering also proves to be an attractive option for EPU students, with a significant proportion indicating they use it frequently.
A significant portion of students, 24% and 46% respectively, reported using prewriting strategies "sometimes" and "often." Additionally, only a small number of students indicated that they rarely or never utilize these techniques Categorizing information is frequently included among the prewriting strategies employed by many students, with most opting for the "always" option when asked about their usage.
In a recent survey, EPU students indicated that outlining is a commonly used strategy, with 34% reporting they use it "sometimes" and 42% occasionally opting for it Meanwhile, the "rarely" response accounted for just over 10% Notably, the highest percentage of students, 34%, identified "sometimes" as their preferred frequency for utilizing outlining in their studies.
Group 2: Strategies students do not often use
Chart 3: Pre-writing strategies students do not often use
Research indicates that prewriting strategies such as questioning, branching, free-writing, and journaling are underutilized among students The data reveals that free-writing fails to engage EPU students in the writing process, with half of them never using it for idea generation or exploration, and only 3 out of 50 students employing it consistently Similarly, branching is largely ineffective, as 18 students report never using it, and only a small percentage—32%—rarely engage with this strategy Additionally, journaling and questioning are largely unfamiliar to EPU third-year students, with both strategies being utilized by less than 10% of students on a regular basis.
1.3 Question 3: effectiveness of pre-writing strategies for generating ideas:
Very helpful Quite helpful Not very helpful
Chart 4: effectiveness of pre-writing strategies for generating ideas Apparently, the majority of EPU students agree that pre-writing strategies they use help them to develop ideas easily and have a good writing (70%) Moreover, 26% students discover that these strategies do not help them a lot in writing Meanwhile only 4% students suppose that this kind of planning has little usefulness in writing
In summary, EPU third-year students prefer certain prewriting strategies, categorizing them into two groups: favored and less favored methods The preferred strategies include brainstorming/listing, outlining, clustering, talking it out, and categorizing, while journaling, question-asking, free-writing, and branching are less favored Despite writing consultants highlighting free-writing as a valuable prewriting tool, about half of the students never use it, and nearly 20% rarely do Interestingly, "talking it out" is endorsed by Fletcher (1996) and is popular among students, with 22 out of 50 consistently using it Furthermore, 70% of students recognize the effectiveness of these prewriting strategies in generating and developing ideas, significantly contributing to successful writing outcomes.
Interviews are more effective than questionnaires for gathering both the quantity and quality of information, allowing researchers to clarify ambiguous ideas This study aims to assess students' awareness of pre-writing strategies and their understanding of the significance of employing these strategies in the writing process.
2.1 Students’ knowledge about pre-writing strategies
A recent survey reveals that only 40% of students are familiar with pre-writing strategies, while 60% admit to having no knowledge of these techniques Among those who do, the strategies they recognize are limited to basic methods like brainstorming and outlining, indicating a significant gap in their understanding of more comprehensive pre-writing techniques This highlights the need for improved education on effective pre-writing strategies to enhance students' writing skills.
2.2 Students’ awareness of the importance of pre-writing strategies
Among 5 interviewed students, only two students claim that it is important and necessary to use strategies at the pre-writing stage in order to write a topic The reasons are given that they can base on listed ideas to generate ideas and develop their writing Thanks to the strategies, they can choose the most appropriate ideas for writing Moreover, one student supposes that it is normal to use pre-writing strategies He can write a paragraph without listing ideas on a piece of paper before Lastly, two students do not appreciate the importance of the pre-writing stage They think it is wasteful to spend time drafting such as brainstorming/listing or outlining They suppose that they can write a paragraph without any preparation before When they write, they can think of new ideas to develop their writing
Through interviews, it was revealed that EPU students have limited knowledge of pre-writing strategies and their significance in enhancing writing skills Many students are either unaware of these strategies or possess only a vague understanding, often underestimating their importance This lack of knowledge contributes to the overall poor quality of their writing To address this issue, it is essential to teach students about various pre-writing strategies, including their advantages and disadvantages, enabling them to select the most suitable approach for different writing tasks By effectively utilizing these strategies, students will recognize the critical role pre-writing plays in improving their writing quality.
This chapter stands out as the most significant and engaging segment of the research, detailing the utilization, frequency, and effectiveness of pre-writing strategies among students at the Center for International Cooperation and Training It reveals that students lack a clear understanding of these strategies and often underestimate their importance Consequently, the research question is answered by identifying the pre-writing strategies most commonly employed by EPU students The chapter concludes with a comprehensive summary of the study, offering recommendations, acknowledging limitations, and suggesting avenues for future research.
RESEARCH FINDINGS AND DISCUSSIONS
Results from interview
Interviews are more effective than questionnaires for gathering both quantity and quality of information, allowing researchers to clarify unclear ideas from survey responses Additionally, this study aims to explore students' awareness of pre-writing strategies and their understanding of the importance of these techniques in the writing process.
2.1 Students’ knowledge about pre-writing strategies
A recent study reveals that 60% of students are unaware of pre-writing strategies, with only 40% familiar with techniques like brainstorming, listing, outlining, free-writing, and clustering This indicates a significant gap in knowledge, as most students only grasp basic strategies such as brainstorming and outlining, which are insufficient for effective writing preparation.
2.2 Students’ awareness of the importance of pre-writing strategies
Among 5 interviewed students, only two students claim that it is important and necessary to use strategies at the pre-writing stage in order to write a topic The reasons are given that they can base on listed ideas to generate ideas and develop their writing Thanks to the strategies, they can choose the most appropriate ideas for writing Moreover, one student supposes that it is normal to use pre-writing strategies He can write a paragraph without listing ideas on a piece of paper before Lastly, two students do not appreciate the importance of the pre-writing stage They think it is wasteful to spend time drafting such as brainstorming/listing or outlining They suppose that they can write a paragraph without any preparation before When they write, they can think of new ideas to develop their writing
Through interviews, it became clear that EPU students lack knowledge of pre-writing strategies and their significance in enhancing writing skills Many students are unaware of these strategies or have only a vague understanding of them, often downplaying their importance This lack of awareness contributes to the poor quality of their writing Therefore, it is essential to educate students on various pre-writing strategies, along with their advantages and disadvantages, enabling them to select the most suitable approach for different writing tasks By effectively utilizing these strategies, students will recognize their value, leading to significant improvements in their writing quality.
Summary
This chapter serves as the pivotal and engaging segment of the research, detailing the use and effectiveness of pre-writing strategies among students at the Center for International Cooperation and Training Despite their potential benefits, many students lack a clear understanding of these strategies and often underestimate their importance The findings reveal the most commonly utilized pre-writing strategies among EPU students The chapter concludes with a summary of the study, along with recommendations, limitations, and suggestions for future research.
CONCLUSION
Summary
This minor thesis investigates the pre-writing strategies employed by students at the Center for International Cooperation and Training at Electric Power University The focus of the research centers on understanding the various techniques these students utilize to enhance their writing process.
This article explores the strategies employed by students at the Center for International Cooperation and Training, Electric Power University, during the pre-writing stage of the writing process It begins with an examination of the significance of writing in second and foreign language education and outlines the three stages of the writing process: pre-writing, while-writing, and post-writing Following a review of the center's background, including its English students and teaching materials, the article highlights the critical role of the pre-writing stage Various research findings indicate that students commonly utilize strategies such as free-writing, brainstorming, clustering, outlining, questioning, journaling, discussing ideas, and categorizing during this stage The article concludes by detailing the design and methodology of the research conducted.
This thesis employs questionnaires and semi-structured interviews as research instruments to explore the pre-writing strategies utilized by students at the Center for International Cooperation and Training, Electric Power University The questionnaire, comprising 10 questions, reveals that among the nine identified effective strategies, specific approaches are favored by the students.
EPU students commonly utilize five key pre-writing strategies: listing/brainstorming, clustering/mind mapping, outlining, talking it out, and categorizing A semi-structured interview was conducted to assess students' awareness of these strategies and to determine which are deemed most significant during the pre-writing phase The findings reveal that a majority of students lack awareness of these pre-writing strategies and do not fully recognize their importance in the writing process.
Recommendations
The researcher highlights the importance of enhancing writing skills among students at CICT, EPU, by addressing common challenges they face Many students acknowledge the difficulties of effective writing, emphasizing the need for strategic approaches throughout the writing process, especially during the pre-writing phase By implementing targeted solutions, students can improve their writing proficiency and overcome obstacles to their progress.
Teachers should effectively instruct students on using pre-writing strategies, allowing ample practice to transition these strategies into automatic skills As students consciously learn and apply specific pre-writing techniques, they evolve from using strategies to developing skills When students generate and refine interesting ideas, their writing improves significantly While some individuals possess innate writing talent, others can enhance their writing through observation, reading, and collaborative efforts during the pre-writing phase It is essential for teachers to facilitate collaborative work to help students brainstorm and develop engaging ideas, which also fosters awareness of audience expectations and understanding of academic writing structures This study highlights the importance of integrating collaborative activities throughout the writing process, particularly during pre-writing.
Limitations of the study
Despite the researcher's significant efforts in conducting the study, limitations remain due to time constraints and the small sample size Consequently, the responses from participants may not fully capture the overarching objectives of the research.
One notable limitation of the study was the small number of interview participants, as it relied solely on in-depth information from five volunteers who had previously completed the questionnaire This restricted the quality and depth of the data collected, failing to meet the researcher's expectations To enhance the findings, it is essential to include a larger pool of interviewees in future studies.
Suggestions for further studies
This thesis focuses on the strategies employed by students at the Center for International Cooperation and Training, EPU To gain a more comprehensive understanding of the writing strategies utilized by tertiary students, future research should also investigate the approaches taken by non-English majors during both the while- and post-writing stages By doing so, students can enhance their writing skills across all aspects and throughout each stage of the writing process.
Future studies should involve a larger and more diverse population of informants to enhance the generalizability of the findings.
The study highlighted students' perceptions of pre-writing strategies, emphasizing the need for future research to explore various unexamined aspects, including the challenges students face during the writing process.
“effectiveness” of strategies students use in the writing process
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The survey questionnaire aims to explore strategies for enhancing students' writing skills Your assistance in answering the following questions is greatly valued, and please be assured that your identity will remain confidential throughout the discussions and data analysis.
Thank you so much for your cooperation!
1 Do you use the following strategies when preparing for writing a topic? Please put a tick on Yes or No column
Yes No a Ask yourself 6 important questions about the topic: Who? What?
Journaling techniques can enhance your writing process in various ways Start by writing continuously to capture ideas without worrying about grammar, known as free-writing Next, brainstorm by listing all relevant thoughts associated with your topic, focusing on a significant word or phrase Organize your ideas by creating an outline that includes a topic sentence, main ideas, and a concluding sentence Use clustering by placing your main idea in the center and drawing lines to related smaller circles Branching involves writing and boxing ideas at the top of the page, allowing complementary ideas to emerge Additionally, jot down relevant questions about your topic to deepen your exploration Engage in a brief discussion with a partner to verbalize your thoughts, and finally, categorize your ideas into groups based on their type for better clarity and organization.
2 For the following questions, please put a tick on A, B, C or D column to specify more about frequency of using each pre-writing strategy
Question: When given for writing a topic, how often do you do with these following options?
A B C D a Ask yourself 6 important questions about the topic:
Journaling involves asking key questions: Who, What, When, Why, Where, and Which, to explore ideas deeply Engage in free-writing by continuously jotting down thoughts without worrying about grammar or structure, allowing creativity to flow Additionally, create a list of related items on your chosen topic, concentrating on a significant word or phrase, and capture every idea that arises This process encourages self-expression and clarity of thought.
To effectively organize your ideas, begin by crafting an outline that includes a topic sentence, main ideas, and a concluding sentence Start with a central circle representing your main idea, and draw lines to smaller circles that encapsulate related concepts Utilize clustering by writing and enclosing ideas at the top of the page, allowing complementary ideas to branch off from the main concepts Additionally, jot down any relevant questions that arise regarding the topic to deepen your understanding Engage in a three-minute discussion with a partner to verbally explore the topic, and subsequently categorize your ideas into groups based on their types for better clarity and organization.
3 What are your thoughts or comments about planning your writing?
C Not very helpful at all
Các câu hỏi dưới đây nhằm nghiên cứu cách cải thiện kỹ năng viết cho người học Chúng tôi rất mong các em dành thời gian để trả lời một cách trung thực và chính xác Mọi thông tin mà các em cung cấp sẽ được bảo mật Xin chân thành cảm ơn sự hợp tác của các em!
Thông tin sinh viên Tên:………
Câu 1: Em có sử dụng những chiến lược sau khi chuẩn bị viết một chủ đề không? Hãy đánh dấu (√) vào các ô tương ứng
Để phát triển một bài viết hiệu quả, trước tiên, hãy đặt ra 6 câu hỏi quan trọng về chủ đề: Ai? Cái gì? Khi nào? Tại sao? Ở đâu? Cái nào? Tiếp theo, hãy viết không ngừng trong khoảng 3 phút trên giấy nháp để thu thập ý tưởng mà không cần lo lắng về ngữ pháp hay chính tả Liệt kê nhiều ý tưởng liên quan đến chủ đề, tập trung vào các từ và cụm từ chính Sau đó, xây dựng một dàn ý rõ ràng với câu chủ đề, các ý chính và câu kết luận để tổ chức nội dung Bắt đầu bằng một ô tròn chứa từ khóa chính, sau đó vẽ các vòng tròn nhỏ hơn liên quan đến từ khóa đó Viết hoặc vẽ các vòng tròn chứa ý chính, thường đặt ở dưới với những ý bổ trợ Đừng quên viết tất cả các câu hỏi liên quan đến chủ đề và dành khoảng 3 phút để thảo luận với một người bạn về các ý tưởng đã nêu Cuối cùng, tổ chức các ý tưởng thành nhóm theo cùng một loại để tạo sự mạch lạc và dễ hiểu cho bài viết.
Câu 2: Với những câu hỏi sau, đánh dấu (√) vào các ô A, B, C hoặc D để làm rõ tần suất sử dụng mỗi chiến lược ở giai đoạn trước khi viết
A Luôn luôn B Thi thoảng C Hiếm khi D Không bao giờ Câu hỏi: Khi được giao một chủ đề viết, em thường làm gì với những lựa chọn sau?
A B C D a Đặt ra 6 câu hỏi về chủ đề bao gồm: Ai? Cái gì? Khi nào?
Để phát triển ý tưởng cho bài viết, trước tiên hãy đặt ra các câu hỏi như "Tại sao?", "Ở đâu?", "Cái nào?" Tiếp theo, viết không dừng trong khoảng 3 phút trên giấy nháp để thu thập ý tưởng mà không cần lo lắng về ngữ pháp hay chính tả Hãy liệt kê nhiều ý tưởng liên quan đến chủ đề, tập trung vào các từ và cụm từ chính Sau đó, viết một dàn ý bao gồm câu chủ đề, các ý chính và câu kết luận để tổ chức nội dung Bắt đầu bằng một ô tròn chứa từ chính của chủ đề và vẽ các vòng tròn nhỏ hơn liên quan đến từ khóa Viết hoặc vẽ các vòng tròn chứa ý chính, thường đặt ở dưới với những ý bổ trợ Đừng quên viết tất cả các câu hỏi liên quan đến chủ đề và thảo luận khoảng 3 phút với một người bạn về nội dung đó Cuối cùng, tổ chức các ý tưởng thành nhóm theo cùng một loại để dễ dàng quản lý và phát triển thêm.
Câu 3: ý kiến của em về việc chuẩn bị trước khi viết là như thế nào? Khoanh tròn
C Không hề hữu ích chút nào
The survey questionnaire is designed for the study on how to improve students‟ writing skill I would appreciate if you could help me answer the following questions
1 Do you know strategies/preparation before writing a topic? What are they?
2 What do you think about the importance of strategies/preparation before writing?
Note: The interview would be flexible when asking
APPENDIX 03 Data statistics for questionnaire
Question 01: Students‟ use of pre-writing strategies
Question 2: Students‟ frequency of using pre-writing strategies Group 1: Prewriting strategies students often use
Strategies Always Sometimes Rarely Never
Group 2: Prewriting strategies students do not often use
Strategies Always Sometimes Rarely Never
Question 3: effectiveness of pre-writing strategies for generating ideas:
Answers Number in total (50) Percentage (%)