Aims and research questions of the study
Aims of the study …
This study aims to identify the challenges faced by 11th-grade students at Tien Du 3 High School in their writing skills and to evaluate the effectiveness of various pre-writing activities designed to enhance their writing abilities.
To achieve the above purposes, the study has to follow the steps below:
- To investigate the causes of the difficulties in writing lessons from classroom observation and classroom interaction
- To devise some pre-writing activities and use them in writing lessons to solve the problem.
Research questions of the study
This study investigates various pre-writing activities aimed at improving the writing skills of 11th-grade students at Tien Du 3 High School The research is motivated by the identified weaknesses in these students' writing abilities, prompting an exploration of effective strategies to enhance their performance.
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
Methods of the study
The study utilized an action research method to gather data through survey questionnaires, class observations, and student interviews Questionnaires were specifically designed to provide an objective evaluation of the pre-writing activities implemented for eleventh-grade students at Tien Du 3 High School The purpose was to assess students' evaluations of these activities and to collect their comments and suggestions for improvement.
Significance of the study …
The study highlights the importance of pre-writing stage in the process of a writing lesson
It may also provide some useful ideas for teachers and help them implement the activities in the pre-writing stage more effectively
Finally yet importantly, the author of the study hopes that the suggested pre-writing activities can help students improve their writing skill in class.
Design of the study
The study consists of five chapters: Chapter 1: Introduction; Chapter 2: Literature Review; Chapter 3: Methodology; Chater 4: Data Analysis; Chapter 5: Suggestion and conclusion
Chapter 1 introduces the study by outlining its background and defining the problem at hand It details the aims, significance, and design of the research while also explaining the author's rationale for selecting the specific methodology to achieve the study's objectives.
Chapter Two, the Literature Review, explores key concepts related to the research topic, including various perspectives on writing, the definition of pre-writing, and the significance of the pre-writing stage in writing lessons.
Chapter three presents the methodology used in the study The researcher attempts to improve students’ writing practice in classroom Therefore, the methodology employed in this study is action research
Chapter 4 presents an in-depth analysis of the survey questionnaires and class observations, including valuable insights from student comments This section offers a thorough examination of the collected data, highlighting key findings and trends.
Chapter 5 of this study presents significant findings on the implementation of pre-writing activities in the classroom It concludes by highlighting the key issues identified throughout the research, addressing its limitations, and offering recommendations for future studies.
This chapter offers a theoretical foundation for the study by reviewing key concepts related to the thesis topic, including the theoretical background of writing, the various stages of a writing lesson, and the factors that influence the teaching and learning of writing.
Theoretical background of writing
Definition of writing
Writing has been a topic of discussion for centuries, with perspectives ranging from Aristotle to modern thinkers While opinions vary, there is a consensus that writing transcends mere transcription of spoken language; it is a complex cognitive process that requires sustained intellectual effort Below are insights from various writers on what defines writing.
In "The World’s Writing Systems," Daniels (1996, p 3) defines writing as a method of creating enduring marks that represent spoken language, allowing for accurate retrieval of the original utterance without needing the speaker's presence.
According to Donn Byrne, “Writing involves the encoding of a message of some kind: that is, we translate our thoughts into language” (1979:1)
Writing involves the use of graphic symbols, such as letters that correspond to spoken sounds While it may seem like a simple act of marking a surface, writing encompasses much more than just sound production It requires the arrangement of symbols according to specific conventions to create words, which are then organized into sentences Typically, writing consists of a coherent sequence of sentences that are interconnected and structured in a meaningful way.
Writing is a multifaceted process comprising four key steps: prewriting, drafting, revising, and editing This recursive nature of writing often requires revisiting the prewriting stage to further develop and refine ideas during the revision phase.
The aforementioned quote highlights the essential stages of a writing lesson: pre-writing, while-writing, and post-writing It is crucial for teachers to engage students by making writing lessons both interesting and beneficial.
Types of writing
Writing can be categorized into six distinct types, as outlined by Davies and Widdowson (1974), Rivers and Temperley (1978), and Pincas (1982) The first category, personal writing, includes diaries, journals, and shopping lists created for individual use Study writing, the second type, encompasses note-taking and summarizing information for personal study Public writing involves communication with organizations, such as letters of inquiry or complaint Creative writing, the fourth category, features artistic expressions like poetry and storytelling Social writing includes personal correspondence, such as letters and invitations Finally, institutional writing pertains to professional documentation, including reports, contracts, and business letters.
Why do students need to write?
Writing is an essential skill for students to master in the classroom Historically, writing was often overlooked in language education in Vietnam, resulting in students struggling to compose letters or essays in English However, in recent years, there has been a significant shift, with increased emphasis placed on developing writing skills among learners.
Writing is a challenging skill, especially for students Mastering writing in their native language poses difficulties, while writing in a foreign language is even more complex For many high school students, writing often remains their least developed skill, despite significant practice.
John M Lannon (1989) emphasizes that writing goes beyond mechanical correctness; its primary goal is to fulfill the writer's purpose while addressing the reader's needs He highlights the crucial connection between reading and writing, advocating for the promotion of active reading to enhance this relationship.
Writing skills are crucial for students as they enhance essential abilities in planning, drafting, and revising their work These skills also empower students to assess the rhetorical effectiveness of their writing, focusing on valuable content, logical organization, and clear style Additionally, writing provides students with opportunities to explore, develop, and articulate their ideas for diverse purposes.
Effective writing, unlike speech, demands careful organization of ideas and information, ensuring clarity and precision to eliminate ambiguity It involves the use of sophisticated grammatical structures for emphasis and focus, alongside a thoughtful selection of vocabulary and sentence patterns This approach creates a writing style that is tailored to the subject matter and resonates with the intended audience.
Writing in high school English classrooms serves as a crucial tool for learning, helping students consolidate new vocabulary and structures while tracking their progress It enables students to receive valuable feedback from teachers and identify areas for improvement As noted by Donn Byrne (1979), written work offers tangible evidence of language development, fulfilling a psychological need, even if it may not accurately reflect overall attainment Additionally, writing plays a significant role in both formal and informal assessments.
Writing is an essential skill to cultivate in foreign language lessons, making it vital for teachers to implement engaging and effective teaching methods To achieve mastery, students should dedicate ample time to practicing writing both in the classroom and at home.
Factors affecting written communication
Effective written communication hinges on understanding several key factors Knowing the background and prior knowledge of your intended audience significantly reduces the risk of misunderstandings Critical elements influencing how, what, and how much information to convey include audience awareness, clarity of message, and relevance of content.
* The relationship between the writer and the reader whether it is at a formal or intimate level
* The purpose of the activity - whether the message is conveyed for giving information, seeking permission, soliciting advice and so on
* The previous knowledge of the reader – whether the message is new to him, partly known or known from a different angle
* The type of message - whether it is simple, complex, involves technical expressions or not
* Intended response - whether the writer wants to please the reader, persuade him, threaten him or enrage him
The writer should keep all these factors in mind if he wants the reader to understand his message properly and react in the way he wants him/her to
To effectively teach writing, it is essential to analyze the nature of writing, understand the challenges of written communication, and identify the factors that influence it.
Writing process
The teaching and learning process has evolved significantly over the years, leading to a shift in the emphasis placed on various language skills This change in focus on writing has influenced the selection of topics, as well as the methods used for teaching and assessing writing skills.
The writing process in class usually consists of the following stages: Pre-writing, while-writing and post-writing
In other situations, there are different opinions about the writing process However, the main steps in the writing process are as followed:
- write a rough draft (your first try or second )
- revise (look for ways to improve your paper)
- edit (check for spelling and grammatical errors)
The writing process is crucial for all writers, as emphasized by Ron White (1980) in his discussion on "Process Writing." He asserts that it is essential for educators to involve students in this creative journey, sparking their enthusiasm for the development of their texts and providing them with valuable insights into their own creative operations.
The product of writing
To achieve high-quality writing, students must develop essential skills that contribute to producing outstanding final products Key skills include effective research techniques, strong organizational abilities, clear and concise communication, critical thinking, and adaptability in writing styles Mastering these competencies will significantly enhance the overall quality of their written work.
- Using the conventions of layout correctly, e.g in letters
- Using a range of sentence structures
- Linking ideas and information across sentences to develop a topic
- Developing and organizing the content clearly and convincingly.
Pre-writing stage and pre-writing activities …
Pre-writing stage
Pre-writing is the crucial first stage of the writing process that lays the foundation for effective writing It involves brainstorming ideas, organizing thoughts, and outlining the structure of the piece Engaging in pre-writing helps writers clarify their objectives, identify their audience, and gather relevant information, ultimately leading to a more coherent and focused draft Understanding when and why to implement pre-writing is essential for enhancing creativity and improving the overall quality of the writing.
Webster’s Dictionary defines pre-writing as, “The formulation and organization of ideas preparatory to writing”
(http://www.merriam-webster.com/dictionary/prewritings)
Prewriting encompasses all the activities undertaken prior to drafting a document, such as brainstorming, outlining, and gathering information This process involves thinking critically, taking notes, engaging in discussions, and conducting research through interviews and library resources.
(http://web.mit.edu/writing/Resources/Writers/process.html)
“Prewriting is the first stage of the writing process, and includes all the things you do before you are ready to write out the first version of your text”
(http://www.openenglish.com/learn-english/2008/the-writing-process-prewriting/)
Pre-writing is a crucial classroom activity that fosters idea generation, helping students overcome the challenge of a blank page By stimulating thoughts and encouraging the gathering of information, pre-writing enables students to develop tentative ideas, paving the way for more effective writing.
Some common pre-writing activities
Prewriting is an essential step in the writing process, akin to planning a vacation, designing a house, or preparing a meal Just as one would not embark on a trip or start a construction project without a clear plan, writers should not attempt to write without a structured approach Establishing a writing plan ensures clarity and direction, making the writing process more effective and organized.
Hereunder are some common pre-writing activities used at high-school:
Brainstorming is an effective technique for generating a multitude of ideas without judgment or censorship, allowing writers to explore content creation and organization freely This method encourages rapid, uninhibited thinking to produce numerous concepts related to a specific topic or problem Brainstorming can be conducted individually or in groups, with classroom settings often favoring collaborative efforts In group brainstorming sessions, participants can share ideas while one person, often the instructor, records them Subsequently, the group can prioritize and organize these ideas to facilitate the planning of individual or collaborative writing projects.
Brainstorming can be used to:
- Identify a reason or purpose for writing
- Find an appropriate form in which to write
- Develop the organization of ideas
The brainstorming method encourages students to generate a comprehensive list of words and phrases related to a given topic without filtering their ideas initially Students should focus on quantity over quality, allowing for the inclusion of seemingly unimportant, repetitive, or unrelated terms For instance, when exploring the topic "Money," students can collaborate in pairs or small groups to freely write down their thoughts, fostering creativity and expansive thinking.
(1) traveling (2) savings (3) bribery (4) studying abroad (5) prostitution (6) beautiful clothes (7)stealing (8) loan (9)payment
Students should start by reviewing their initial list of items, collaboratively identifying and crossing out those that are irrelevant or repetitive Once this process is complete, they can organize the remaining items into three distinct subgroups for better clarity and categorization.
Creating lists can greatly benefit students who feel overwhelmed by a topic, as it helps them narrow down a wide array of possibilities While lists typically lack a specific order, organizing these ideas allows students to develop a foundational outline for their work.
Rapid free writing serves as an effective pre-writing technique that helps students enhance their writing skills by allowing them to generate ideas without the constraints of grammar, punctuation, or organization This method encourages fluency in writing, enabling students to focus on expressing their thoughts freely By starting with the essay topic and writing continuously within a set timeframe, students can stimulate their creativity and discover that they have more to say than they initially thought This approach not only fosters idea generation but also alleviates the pressure of perfectionism, ultimately leading to richer content.
Start with a central idea and relate words, phrases, or ideas to it This activity is used to find a direction for thoughts
Example: The topic is writing about somebody’s daily life
Students can do the clustering activities as followed
Clustering is a brainstorming technique where ideas are quickly noted without criticism The process starts with a central word related to the topic, surrounded by additional words and phrases Ample white space around these entries allows for easier connections between ideas, enabling the writer to group them with circles and link them with lines Using colorful felt-tip markers can enhance the enjoyment of this creative activity.
To effectively create content, students can utilize wh-questions—who, why, what, where, when, and how—to generate ideas about a topic This approach not only sparks active thinking but also uncovers valuable details that enhance their writing By exploring these questions, students can clarify their message and determine what to include or exclude in their paragraphs For instance, asking targeted wh-questions can lead to a more focused and enriched writing process.
(1) “What” questions: What’s the problem? What’s my opinion? What’s the reason?
(2) “Who” questions: Who was involved? Who did it? Who was affected?
(3) “Why” questions: Why did it happen? Why did I do it?
(4) “When” questions: When did it happen? When did I realize this?
(5) “How” questions: How did it happen? How can I change the situation?, etc
Creating a simple outline is a powerful strategy for students to enhance their writing speed and organization By drafting an outline, students can clarify their main ideas and ensure their points are logically arranged, serving as a valuable reference during the writing process Completing a well-structured outline accounts for 50 percent of the writing task, making the actual writing phase more efficient and focused With a clear outline in hand, students can concentrate on articulating their thoughts without the stress of figuring out what to say next.
Students can develop ideas basing on the three main points: Enjoyment, Banking and Finance, Evil things
A Enjoyment: (1) Traveling around the world; (2) Buying beautiful clothes; (3) Studying abroad
B Banking & Finance: (1) Payment; (2) Loan; (3) Savings
C Evil things: (1) Bribery; (2) Stealing; (3) Prostitution
* Percolating: Thinking about your topic Deeply examining, with the mind, what needs to be said
* Reading/Researching: Find information about the subject
* Discussing: Talk to other people, with varying levels of knowledge on the topic, about the piece
To enhance writing motivation, students can draw inspiration from diverse multimedia sources such as printed materials, videos, and films, as well as through direct interviews, talks, surveys, and questionnaires Providing various methods for information gathering during the pre-writing phase significantly boosts students' engagement and creativity in their writing endeavors.
Benefits of pre-writing activities
In general, the main benefits of pre-writing activities are:
Brainstorming brings immense joy and creativity to the writing process, allowing students to explore a wide range of ideas, no matter how unconventional During this stage, students freely generate thoughts, gather resources, and take notes, enabling them to navigate various directions in their writing It's essential for them to delve into these ideas until they discover the ones that resonate most with their vision.
Secondly, a student can easily evaluate new ideas that come flooding into his/her mind
Thirdly, pre-writing activities allow the student to write the first draft more easily because he/she knows what he/she wants to write at each writing session
Pre-writing activities significantly boost a student's confidence in their writing abilities By engaging in these exercises, students can assess the validity of their ideas and determine their capacity to develop and complete the topic effectively.
By the conclusion of the pre-writing process, students will have a comprehensive outline of their topic, allowing them to visualize the entire project at once Spreading the outline across their workspace enables students to thoroughly examine their work and identify key elements of their creation.
Inadequate organization of the ideas
Gaps in ideas and content
Whether the student has one paragraph or more
Whether the writing needs cutting down in size
Pre-writing activities offer several key benefits for students, including stimulating thoughts to ease the writing process, alleviating mental blocks and distractions that hinder idea generation, fostering a more engaging and motivating writing experience, and promoting a cooperative and enjoyable classroom environment However, it is important to approach these activities with caution.
Pre-writing activities are essential for aiding students in the writing process, but they come with a cautionary note Both teachers and students can become overly engrossed in this stage, potentially hindering progress to drafting and revising Similar to the research phase, writers often invest excessive time in planning, which can lead to insufficient time for actual writing during lessons Therefore, careful preparation is crucial for teachers to ensure that writing sessions remain productive and focused on moving beyond pre-writing.
An action research was carried out in order to answer the two research questions of this study:
1- What are the causes of difficulties in students’ writing?
2- How do the pre-writing activities affect 11 th form students in Tien Du 3 High School in their writing?
In this action research, data were collected from two main data collection instruments: survey questionnaires and tests.
Overview of action research
Action research is characterized by its focus on practical problem-solving within social contexts, aiming to enhance the quality of actions taken According to Burns (1994), it involves collaborative efforts among researchers, practitioners, and community members to address issues effectively.
According to Wallace (1998), action research for language teachers involves systematically collecting and analyzing data from everyday teaching practices to inform and enhance future instructional decisions.
Action research typically involves five key phases: problem identification, planning of action, data collection, data analysis, and future action planning Nunan (1992) supports this framework but breaks it down into more detailed steps, which include initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, and dissemination.
This action research utilized Nunan’s six steps, encompassing various researchers' perspectives The study was conducted over two periods, spanning a total of eight weeks in the second semester The first period lasted two weeks (weeks 1 and 2), while the second period extended over six weeks (from weeks 3 to 8).
Descriptions of the research
Description of the participants of the study
The research is carried out in class 11 A3 of Tien Du 3 High School The class size is
46 There are 21 males and 25 females Their ages are from 17 to 18 They are from different communes of Tien Du district, Bac Ninh Province They have learnt English (E) 6, E7, E8, E9 and E10 They did not acquire the same level of English Especially in English writing tests, they often got low marks Some students even do not know how to get started to write This reason encouraged the researcher to choose them as the objectives of the study
Also taking part in the study of this action research was the teacher of class 11A3- Tien
Du 3 High School It is obvious that the teacher plays a very important part in students’ writing Oxford (1990) has shown that the roles of the teachers are traditionally viewed as an authority figure, instructor, director, manager, leader, evaluator, controller, and even the doctor who must cure the ignorance of the students
According to Oxford (1990), the teacher's roles have evolved to include being a "diagnostician," "language learner," "learner trainer," "coordinator," and "coach." The teacher's status is now determined by the quality of their relationship with learners rather than hierarchical authority When learners assume greater responsibility for their education, it leads to increased learning and a sense of success for both teachers and students.
In order to make the study more objective, the researcher has asked a teacher of Tien
Du 3 High School to code and rate the pre- and post-tests If the marks given by the rater are the same as the marks given by the teacher of class 11A3, the marks will be accepted If there are differences in marks between them, they will have to discuss and agree on which marks to be accepted
The "English 11" textbook, developed by the Ministry of Education, was first implemented in the 2007-2008 school year and follows a theme-based and task-based approach This curriculum includes 16 units spread over 103 periods across two terms, with three English classes each week Each unit comprises five 45-minute sessions focused on reading, speaking, listening, writing, and language skills, with writing receiving one dedicated period However, students frequently struggle with writing assignments in class, resulting in lower grades for this skill.
Planning-identifying the current problems and the causes of the problem s 18 1 Pre-test instrument
The researcher identified that students struggled with writing skills, often facing challenges in starting essay topics and taking excessive time to complete their writing assignments To investigate the underlying issues affecting their writing abilities, the researcher posed the question: “What are the causes of difficulties in students’ writing?” To address this inquiry, pre-tests and questionnaires were employed to pinpoint the specific problems encountered by the students during writing lessons and assessments.
A writing test was conducted to assess students' language proficiency, utilizing content aligned with the textbook topic (refer to appendix 3.1) The pre-test was administered without the inclusion of any pre-writing activities.
Upon completing the pre-test, a pre-study questionnaire was distributed to students to gather insights into their writing challenges, preferences for pre-writing activities, and evaluations of the implemented pre-writing activities.
The aims of the questions in the survey questionnaire are as followed:
Question 1 aims at finding out the students’ attitude toward writing skill
Question 2 aims at finding out the number of students who have troubles thinking about what to write
Question 3 helps the researcher know the factors that cause the difficulties in students’ writing
Question 4 aims at finding out how students would like to participate in pre-writing activities Question 5 aims at finding out the students’ assessment on some of the pre-writing activities given in textbook and applied by the teacher
Question 6 is asked for the purpose of finding out the role of the pre-writing activities to the improvement of students’ writing
To ensure that the informants understood the questionnaires, the teacher explained all the questions carefully and guided students when necessary.
Preliminary investigation
To confirm the problem stated in phase 1, the researcher conducted the lessons of unit
The researcher conducted observations and interviews with students to identify the reasons behind their writing difficulties The interview questions aimed to uncover the specific challenges faced by the students in their writing process.
What do you think about the pre-writing activities available in your textbook?
Which pre-writing activities do you like most?
How would you like to participate in the pre-writing activities? (In pairs, in groups, individually)
The researcher documented participants' responses and indicated their preferences for the implementation of pre-writing activities in the classroom, focusing on which specific activities they favored during the pre-writing stage.
Hypothesis
Following the collection of data from pre-tests and pre-study survey questionnaires, several key factors contributing to low marks and challenges in writing lessons were identified.
- The pre-writing activities in the textbook are not sufficient enough
- The students’ language competence and proficiency is low.
Action, developing an action plan and conducting the experiment
8) Based on the data collected and the reasons found out in the first phase, the researcher added some pre-writing activities to the writing lessons to solve the problem The activities were carried out in the writing lessons of unit 13, 14, 15 in class 11A3, Tien Du 3 High School (Second semester).At first, the researcher reviewed the pre-writing activities provided in the textbook and considered other activities which help make the writing easier The activities most students preferred in the pre-writing stage were brainstorming, drawing, asking and answering questions, listing, clustering, drawing (describing pictures) and rapid free-writing Therefore, the researcher implemented these activities in unit 13, 14, 15 and 16 (week 5, 6, 7,
8) depending on the content of each lesson
In week 5 of the action research, the researcher implemented a pre-writing activity focused on "asking and answering questions." Students began by brainstorming names for collections depicted in pictures, working in pairs to generate ideas After five minutes, representatives shared their answers on the board The researcher then provided wh-questions, prompting students to rearrange them into a logical order in groups Each group wrote their answers on paper and exchanged them to discuss and enhance their ideas The teacher collected the responses to evaluate the students' readiness for writing and subsequently suggested a list of ideas for the students to choose from when answering the questions.
In general, most students could do these tasks well They remembered the order of the ideas that should be written in their papers in the while-writing stage
In Unit 14's writing section, the teacher implemented two pre-writing tasks to prepare students for a passage about "the class’s camping holiday." Task 1 involved a whole-class brainstorming session where students recalled activities typically done while camping, guided by the teacher's suggestions within a 5-minute timeframe This activity aimed to activate prior knowledge and set the mood for writing In Task 2, students individually matched activities from the textbook to corresponding pictures, providing them with essential details for their writing After discussing the answers, students gathered information on the timeline of their camping trip, including departure times, campsite activities such as wildlife watching, cooking, swimming, and fishing, and the time they left the campsite, equipping them with the necessary context for their passage.
In Unit 15, students engaged in a writing task focused on creating a biography of Neil Armstrong The teacher initiated the lesson by having students examine a picture of Armstrong and discuss their knowledge about him in pairs for five minutes They explored details such as his date and place of birth, career, and famous quotes, while the teacher recorded their responses without corrections Following this discussion, students completed a task from the textbook that involved selecting appropriate headings to fill in blanks based on the provided information Once they finished, they were instructed to write a biography of Armstrong, using the organized information from the previous task The teacher encouraged students to include additional details beyond the textbook content, facilitating a comprehensive writing experience.
In the previous writing lesson, students tackled the challenging topic of writing a report based on a visitor's notes about the Ponaga Cham Towers in Nha Trang The teacher initiated two pre-writing activities: a Q&A session and outlining Students who had visited the towers shared their experiences, while those who hadn't described a picture shown by the teacher To facilitate understanding, the teacher posed guiding Wh- questions and clarified unfamiliar terms Students then created individual outlines based on the provided notes, receiving guidance as needed The teacher selected the best outline for peer review, which boosted students' confidence for the subsequent report writing stage.
In the pre-writing stage of units 13, 14, 15, and 16 for English 11, I implemented key pre-writing activities and closely observed student engagement and responses My observations focused on identifying challenges students faced with these activities, including issues related to content comprehension and collaboration in individual, pair, and group settings These insights proved valuable for interpreting variations in the end-of-study surveys, allowing me to pinpoint the underlying issues impacting students' writing abilities.
At the conclusion of each writing lesson, I invited students to share their feedback on the pre-writing activities facilitated by the teacher, carefully recording their insights Additionally, students were encouraged to submit individual written comments addressing specific questions: What challenges did you face during the pre-writing tasks? Did collaborating with peers enhance your learning experience? Do the pre-writing activities help simplify the writing process for you?
To assess the impact of pre-writing activities on students' attitudes towards writing, I conducted a follow-up survey using the same questions from the initial survey.
Observation, collecting data and observing the effects of the action
During the implementation of the action plan, the researcher gathered data and conducted pre-writing activities in the classroom Initial data from questionnaires collected in the first two weeks identified students' preferred pre-writing activities Following this, the researcher introduced these preferred activities, along with additional ones, to assess any changes in student performance After eight weeks, students completed a writing post-test to evaluate the impact of the implemented pre-writing activities on their writing quality Additionally, students retook the survey questionnaires from the first week to determine any improvements in their writing skills A detailed analysis of the collected data is presented in Chapter 4.
Reflection, evaluating the action plan and the evaluated effects of the action 23 3.3.8 Data collection instruments and their procedures
3.3.8 Data collection instruments and their procedures
The pre-test was done in March 2009 and the post-test was done in May, 2009 The procedures of collecting data were carried out as follows:
The pre-test was administered to 11A3 students at Tien Du 3 High School to identify current writing difficulties, marking the first step of the action research The teacher analyzed the pre-test results to determine if the absence of pre-writing activities contributed to these challenges Additionally, this assessment aimed to evaluate improvements in student writing after implementing specific pre-writing activities, with the pre-test topic sourced from Unit 13 (see appendix 1).
To investigate the impact of pre-writing activities on 11th-grade students at Tien Du 3 High School, the researcher administered a post-test and an attitudinal survey following the implementation of these activities The findings were then analyzed in comparison to initial results to assess the extent of improvement in students' writing skills.
Summary
This section outlines the research methodology and the various instruments used for data collection, along with the rationale behind the chosen method The data procedures and the execution of the action plan were meticulously organized Following the collection of data from the pre-test and attitudinal survey, the research aimed to identify the challenges students faced in writing An action plan was subsequently developed, incorporating effective pre-writing activities over the final four units of the second term The evaluation of the action research was based on the analysis of results from the action plan implementation and the data gathered from tests.
Chapter 4: Data analysis and discussion
This chapter centers on the analysis of data and a discussion of the key findings from the study It includes the presentation of data and insights gathered throughout the research process.
The analysis of student attitudes involved comparing responses from pre and post surveys, where participants answered the same six questions at both the beginning and end of the study.
An analysis of the pre- and post-writing test results revealed a significant improvement in writing quality, indicating that the pre-writing activities effectively enhanced students' writing skills during class.
To minimize bias in evaluating writing tests, each composition was photocopied and coded, as some students preferred using colored ink for their assignments An independent individual, unfamiliar with the students, randomly assigned numbered labels to the writing tests, effectively mixing pre and post-tests while concealing students' names These labels were securely placed to prevent any visibility of the names A corresponding list of names and numbers was prepared and sealed in an envelope, which the researcher did not access until after the writing tests were evaluated and scored.
The researcher employed various criteria to evaluate writing tests, focusing on five main aspects Firstly, the clarity and coherence in developing and organizing the topic are essential Secondly, grammatical accuracy is crucial Thirdly, a diverse range of vocabulary and sentence structures enhances the writing Additionally, proper adherence to layout conventions, such as in letters or reports, is important Lastly, accuracy in spelling and the use of meaningful punctuation are vital for effective communication.
To reduce bias in assessing student compositions, initial ratings were recorded before remixing the works An independent rater, unfamiliar with the students, evaluated the compositions based on established criteria The researcher compared the ratings, and if both the teacher and rater agreed on a category, the composition was permanently assigned to that category Discrepancies were resolved through reevaluation and discussion Finally, the pre- and post-test scores were analyzed to assess the impact of various pre-writing activities on students' writing outcomes.
4.2 The results of the students’ pre-test and post-test
The purpose of the tests outlined in section 3.3.2.1 is to evaluate the impact of pre-writing activities on students' writing outcomes The researcher aims to determine if these implemented pre-writing strategies effectively enhance students' writing skills.
The results of the pre- and post-test were analyzed using SPSS (Statistical Package for the Social Sciences), version 17.0 A significance level of 05 was established for this study, indicating that a P value of less than or equal to 05 would be considered statistically significant.
A Pair-sample T-test was conducted to compare the pre- and post-test results, aiming to assess any changes in students' writing skills following the implementation of an action plan that incorporated additional pre-writing activities into the writing lessons over the final eight weeks of the second term The findings are illustrated in Table 1 and Chart 1.
Tests Mean N Std Deviation Std Error Mean T P
Table 1 The results of the pre-test and post-test
The analysis of Table 4.1 and Chart 1 reveals a significant enhancement in students' writing skills, as evidenced by the pre-test and post-test results Specifically, the data shows a notable difference between the two assessments, with a T-value of -6.797 (T < -2) and a P-value of 000, indicating strong statistical significance in the improvement observed.
The post-test mean improved significantly, rising by 0.9778 compared to the pre-test mean, with scores of 5.6889 for the pre-test and 6.6667 for the post-test This notable increase is visually represented in Chart 1 above.
4.3 The result of the students’ pre- and post-study attitudinal survey
A six-item attitude survey was conducted with 46 students at both the beginning and end of an action research study to evaluate their attitudes toward writing Out of the original participants, 45 completed both the pre- and post-study surveys, while one student did not respond The survey aimed to identify challenges faced by students in their writing and to gather their opinions on writing skills and pre-writing activities By administering the same questionnaire at the conclusion of the research, the study assessed the impact of the pre-writing activities on students' attitudes The findings from the survey are presented in the subsequent tables and charts.
4.3.1 The students’ attitude towards writing
To know the students’ attitude towards writing, the teacher asked students to respond to the first question: “Do you like writing at school?”
Chart 1 The results of the pre-test and post-test in mean
Chart 2 illustrates the students' attitudes toward writing skills before and after the implementation of an action plan focused on pre-writing activities Initially, 38% of students expressed a dislike for writing, while 33% liked it only a little, 20% liked it a lot, and just 9% had a strong liking for English Overall, a significant portion of the class was not fond of writing However, following the action plan, the results shifted: the percentage of students who disliked English decreased to 27%, those who liked it a little rose to 31%, and the combined total of students who liked English a lot or a whole lot increased to 42%.
The implementation of the action plan led to a notable decrease in students who disliked English, as shown in Column A, while Columns C and D indicate a significant increase in those who developed a liking for the subject.
4.3.2 The problems that cause the difficulties in students’ writing
The results of the students’ pre- and post-attitudinal survey
The students’ attitude towards writing
To know the students’ attitude towards writing, the teacher asked students to respond to the first question: “Do you like writing at school?”
Chart 1 The results of the pre-test and post-test in mean
Chart 2 reveals students' attitudes toward writing skills at the start of the research, with 38% expressing a dislike for writing, 33% liking it only a little, 20% liking English a lot, and just 9% showing a strong preference for English Overall, a majority of students were not fond of writing in school However, after implementing more pre-writing activities as part of the teacher's action plan, these attitudes shifted significantly By the end of the research, the percentage of students who disliked English dropped to 27%, those who liked it a little increased to 31%, and 42% of students reported liking English either much or a whole lot.
The implementation of the action plan resulted in a notable decrease in students who disliked English (Column A), while simultaneously, the number of students who expressed a liking for the subject increased (Columns C and D).
The problems that cause the difficulties in students’ writing
To determine the challenges students face in generating ideas for writing, the researcher posed questions 2 and 3 to the participants.
Chart 2: The students’ attitude towards writing
In a pre-study survey regarding writing tasks, only 7% of students reported having no trouble at all with generating ideas Conversely, 29% experienced slight difficulty, while 42% faced moderate challenges, and 22% struggled significantly Notably, nearly two-thirds of the students indicated some level of trouble in thinking about what to write, highlighting a common issue in the classroom.
Following the teacher's implementation of additional activities to facilitate the writing process, there was a noticeable decrease in students' difficulties with generating ideas The number of students experiencing minimal or no challenges in completing writing tasks increased significantly, while the percentage of those facing substantial difficulties declined.
The researcher aimed to identify the reasons behind students' challenges in starting to write on a topic in class To achieve this, students were surveyed with question number 3, which inquired about the specific factors that contribute to their writing difficulties.
Chart 3: The students’ trouble thinking about what to write
A, The lack of background knowledge
C, The lack of pre-writing activities in class
A pre-study survey revealed that 38% of students identified the absence of pre-writing activities in class as a significant challenge in their writing lessons The importance of these activities was well recognized among students Additionally, 22% of respondents attributed their writing difficulties to a lack of background knowledge, while 29% cited insufficient vocabulary as a contributing factor Only 11% believed that challenges with grammatical structure hindered their writing ability.
In a study examining the impact of pre-writing activities on students' writing, it was found that 36% of students identified a lack of vocabulary as the primary challenge in their writing Additionally, 24% attributed their difficulties to insufficient background knowledge, while only 22% believed that the absence of pre-writing activities contributed to their struggles Furthermore, 18% of students pointed to other factors, such as grammatical structure and writing topics, as obstacles in their writing process.
The students’ preferences for participating in the pre-writing activities … 30 4.3.4 The students’ assessment of some pre-writing activities
In response to question number 4, the researcher explored students' preferences for participation in pre-writing activities Findings from both the pre-study and post-study indicated that the majority of students favored collaborative work in groups or as a whole class under the guidance of their teacher (See table 2).
Chart 4: Factors that make it difficult for students to write a topic in class
Whole class with teacher directing
In a pre-study survey, 24% of students expressed a preference for working in pairs, while 18% favored individual work Additionally, 36% of students indicated a desire to collaborate in groups, and 22% preferred to engage in whole-class activities with teacher guidance.
The post-study survey revealed a clear preference among students for participation in pre-writing activities, with only 13% favoring pair work and 7% preferring individual tasks In contrast, 47% of students preferred group work, while 33% enjoyed working in the whole class with teacher guidance This suggests that group activities may help students activate their existing knowledge and share their experiences effectively.
It also helped them to play an active part in discussions Therefore, they preferred group-work to pair-work and individually
In question number 4, a significant majority of students expressed a preference for participating in pre-writing activities within groups or as a whole class, guided by the teacher In contrast, the number of students who favored working in pairs or individually decreased notably.
4.3.4 The students’ assessment of some pre-writing activities
Students are familiar with pre-writing activities, primarily recalling brainstorming, asking questions, and listing from their secondary education However, techniques such as outlining and rapid free-writing were seldom employed by their teachers.
In the survey question number 5, the researcher aimed at finding out which pre-writing activities were preferred most by students From the result of the pre-study survey, the
In a recent study, students expressed their preferences for various pre-writing activities, guiding the researcher in selecting and implementing these strategies in the classroom Following the study, a post-survey was conducted to assess any shifts in students' perceptions of the effectiveness of the pre-writing activities introduced.
Useful Not very useful Useless
Pre Post Pre Post Pre Post
A recent study revealed that a significant majority of students favored brainstorming activities during the pre-writing stage In the pre-study survey, 89% of the 40 participants found brainstorming useful, while only 11% deemed it not very useful, with no students rating it as entirely useless Following the study, the post-survey results indicated a unanimous 100% of students recognizing the brainstorming activity as highly beneficial for their writing process.
In the pre-writing stage, students favored the activity of asking and answering questions, typically conducted in pairs For more challenging questions, the teacher engaged the entire class in seeking answers According to a pre-study survey, 71% of students found this activity beneficial, while 29% considered it less useful.
In a recent assessment of common pre-writing activities, 82% of students found these activities useful after the study, while 18% rated them as not very useful Notably, no students in either the pre-study or post-study surveys deemed the activities to be completely useless.
In the pre-writing stage, listing is a commonly used activity, but students in class 11A3 showed a preference for brainstorming The assessment of the listing activity remained relatively stable between the pre-study and post-study surveys In the pre-study survey, 60% of students found the listing activity useful, while 27% considered it not very useful, and 13% deemed it useless After the study, the post-survey results indicated a slight increase in the perceived usefulness, with 62% rating it as useful, 29% as not very useful, and 9% as having no utility at all.
In the pre-writing stage, outlining is often overlooked in high school due to limited time for writing lessons This activity, which involves brainstorming and organizing ideas, can be time-consuming and is typically conducted when students already have concepts in mind A pre-study survey revealed that 47% of students found outlining useful, while nearly one-third rated it as not very useful, and 22% deemed it of no use Following the study, the post-survey results showed a slight shift, with 53% of students evaluating outlining as useful, 36% considering it not very useful, and 11% finding it of no use.
Clustering is a commonly used pre-writing activity, but it is often less favored by students compared to brainstorming, with only 38% finding it useful initially A significant portion, 42%, considered it not very useful, while 20% deemed it entirely ineffective However, following the study, student perceptions shifted positively, with 49% rating clustering as useful, 36% as not very useful, and only 15% viewing it as useless.
Drawing and describing pictures are popular pre-writing activities among students, with a pre-study survey revealing that only 6% found them useless and 18% considered them not very useful In contrast, a significant 76% acknowledged their usefulness in enhancing writing skills, as many students find it easier to write about topics when they can reference images Following the study, the post-survey results showed a notable decrease in students viewing the activity as useless, dropping to 2%, while 16% still rated it as not very useful Conversely, those who found the activity useful increased to 82%, highlighting its effectiveness in supporting student writing.
Rapid free-writing is the least utilized pre-writing activity among high school students, with only 31% initially finding it useful, a figure that dropped to 27% after a study Both pre-study and post-study surveys indicated that 29% of students deemed this activity useless, while those considering it not very useful increased from 40% to 44% Overall, only a small group of proficient writers engaged effectively in rapid free-writing, as many students struggled to produce more than a few lines.
The findings from Table 3 reveal that students favored pre-writing activities such as brainstorming, question-and-answer sessions about the topic, listing, and picture description In contrast, outlining and clustering were less preferred, despite their equal importance according to the researcher Notably, outlining and free-writing were rated as the least liked and least useful activities Additionally, the post-study survey indicated an overall increase in the perceived usefulness of the pre-writing activities, with the exception of rapid free-writing.
4.3.5 The role of pre-writing activities to the improvement of students’ writing
The students’ comments on the pre-writing activities implemented
During the process of implementing the pre-writing activities, the researcher observed the class and recorded what were happening to see how students worked and how they reacted
Incorporating a variety of pre-writing activities significantly aids students in overcoming initial writing challenges, as they can easily generate ideas for their topics Moreover, these engaging activities foster active participation among students, enhancing their overall writing experience.
In a recent interview conducted by the teacher, students shared their insights on the pre-writing activities featured in the textbook While the majority found these activities engaging, they expressed that they were inadequate for enhancing writing quality Although students were able to generate topics, they felt their overall writing lacked depth and effectiveness.
Table 4 The role of pre-writing activities to the improvement of students’ writing
The teacher also encouraged students to send her their written, individual comments after each writing lesson so as to improve the teaching method Some of these comments were:
“It’s creative and it’s fun”
“Everyone gets into the topics easier when there are more pre-writing activities”
“I enjoyed doing the pre-writing activities employed by the teacher I felt it was helpful and fun”
I am enthusiastic about engaging in the teacher's pre-writing activities, as they lack provided answers, unlike the pre-writing tasks found in textbooks that come with keys This absence of keys encourages a more genuine learning experience, allowing us to explore our ideas without the influence of predetermined answers.
“I like the pre-writing activities in the form of game I want to win the others to get point/mark/present”
“I like working in groups We can freely discuss our ideas”
“Working individually makes the lesson boring to us though we still have ideas for writing”
“The pre-writing activities employed made it easier for us to write”, etc.
Discussion
Based on the analysis of pre- and post-tests, along with attitudinal survey questionnaires, the findings reveal significant insights into the effectiveness of the teacher's pre-writing activities Students provided valuable feedback that highlights the positive impact these activities had on their writing skills and overall engagement in the learning process.
Pre-writing activities are crucial for enhancing students' writing skills To effectively motivate students and elevate their writing, it is essential to incorporate appropriate and impactful pre-writing exercises in every lesson Therefore, teachers should dedicate ample time to prepare for the pre-writing phase.
Pre-writing activities significantly enhance students' writing skills, leading to improved performance in class assessments These activities boost student motivation and foster creativity, resulting in higher quality writing.
The study's findings demonstrated a significant positive impact of pre-writing activities on students' writing skills Analysis of pre- and post-test results indicated a clear improvement in writing performance after the implementation of various pre-writing strategies during the last four units of the second term Notably, the post-test scores showed a marked increase compared to the pre-test scores, underscoring the effectiveness of these activities in enhancing student writing.
At the beginning of the study, many students expressed a strong dislike for writing and often felt intimidated by writing lessons, struggling to generate ideas when tasked with writing assignments Some could only produce a few lines of text To address these challenges, the researcher investigated the root causes, discovering that the absence of pre-writing activities in the textbook contributed significantly to the students' difficulties After incorporating additional pre-writing activities into the lessons, there was a notable shift in students' attitudes toward writing; the number of students who enjoyed writing increased significantly, while those who feared it decreased.
The study indicates that students favor collaborative work, particularly in group settings with teacher guidance during the pre-writing phase This preference is evident in their enjoyment of brainstorming and engaging in Q&A activities, which are typically designed for pairs or groups, over individual tasks like outlining or free-writing Working in pairs or groups fosters a fun learning environment, enabling students to activate their existing knowledge more effectively Additionally, collaboration allows for better preparation and the opportunity to enhance each other’s ideas.
Incorporating additional pre-writing activities into high school writing lessons is essential for enhancing student performance While the textbook offers interesting pre-writing exercises, they fall short of meeting students' needs Initially, some students underestimated the significance of these activities; however, following the implementation of an action plan, all students acknowledged their importance This shift in perspective highlights the value of pre-writing activities, leading students to anticipate their flexible integration in future writing lessons.
Concluding remarks
Chapter 4 presents an analysis of data collected from pre- and post-tests involving 45 students A Paired-sample t-test was employed to compare the pre-test and post-test results, revealing that increased implementation of flexible pre-writing activities in writing lessons is essential for enhancing student writing skills This conclusion is supported by the findings displayed in Table 1 of the Paired Samples t-test.
An analysis of pre- and post-survey questionnaires revealed the challenges faced by students and informed the researcher about effective pre-writing activities The findings indicate that these activities significantly enhance students' writing skills, as they demonstrate increased motivation during writing lessons and achieve higher scores on writing tests.
Students' feedback on writing sessions prompted the researcher to create engaging pre-writing activities tailored to their preferences They generally favor game-based activities that foster competitiveness, while expressing a dislike for individual tasks, which they find dull This input is invaluable for the researcher in refining her teaching methods to better align with students' interests and needs.
The final chapter consists of three key sections: the first offers suggestions based on the major findings, the second addresses the study's limitations and presents recommendations for future research, and the last section concludes the study.
The aim of this section is to propose some suggestions to improve students’ writing ability based on the findings related to the implementation of the pre-writing activities
Chapter 4 highlights the significant positive impact of pre-writing activities on students' writing abilities The study demonstrates that incorporating more pre-writing activities into writing lessons effectively enhances students' writing skills To achieve successful writing outcomes, it is crucial to consider these key aspects of pre-writing activities.
Teachers have a variety of pre-writing activities to choose from for their classes, but not all of these activities are suitable for every student The effectiveness of a particular activity can vary based on the context, so educators must carefully select which pre-writing tasks to implement Ultimately, the choice of activities should align with the students' language proficiency levels to ensure optimal learning outcomes.
Survey results indicate that group activities and games, such as brainstorming and Q&A sessions, are more effective and motivating for students While activities like drawing or describing pictures require significant preparation time from the teacher, they often enhance enjoyment in the classroom However, effective time management is crucial, as teachers may struggle to fit these activities into the schedule Additionally, rapid free-writing is one of the least favored pre-writing activities among students, suggesting it may yield better results if conducted when ample writing time is available.
The findings of this study reaffirm the crucial role of pre-writing activities in enhancing students' writing skills To achieve optimal writing outcomes, it is essential for teachers to receive training in creating tailored and effective pre-writing exercises for each writing lesson Additionally, educators should be equipped with the skills to implement these pre-writing activities successfully.
Limitations of the study and recommendations for further research
The study has gained some remarkable results in improving students’ writing ability by applying different pre-writing activities into the writing lessons However, limitations are inevitable
In chapter 3, it was noted that all students understood how to engage in pre-writing activities, but their performance varied significantly due to differing levels of knowledge proficiency While some students excelled and actively participated, others remained passive, merely observing and taking notes, which could hinder the effectiveness of the pre-writing exercises For future research, it would be beneficial to group students by their knowledge levels to maximize the advantages of the pre-writing activities.
The action research was conducted in a single eleventh-form class, highlighting the impact of topic familiarity on student engagement and writing performance When students are interested in a topic, they can easily brainstorm and participate in pre-writing activities, leading to better writing test results Conversely, unfamiliar topics hinder their ability to engage, resulting in poorer outcomes To enhance the reliability of the research findings, it would be beneficial to compare test results and survey responses between two eleventh-form classes: one receiving treatment and the other not This approach would clearly illustrate the improvements in the treatment group.
The research primarily utilized close-ended questions, with only one open-ended question, which limited the responses Only two students identified grammatical structure as a challenge in class, while others did not specify any difficulties, suggesting a potential issue with the open-ended format This limitation indicates that students may understand the concepts but struggle to articulate their thoughts Future research should address this question design flaw to enhance response quality.
Due to time constraints, the researcher limited the study to two tests for students Having additional pre-tests and post-tests would have enhanced the accuracy and reliability of the results.
Conclusion
This study investigates the most commonly utilized pre-writing activities in the writing lessons for 11th-grade students at Tien Du 3 High School and evaluates their impact on student writing The findings from the post-test and post-study survey indicate significant improvements in students' writing skills, along with a positive shift in their attitudes toward writing As a result, students exhibit increased confidence and heightened interest in their writing lessons.
This study addresses two key research questions regarding students' writing difficulties Firstly, it identifies that the challenges faced by students are not due to insufficient vocabulary or background knowledge, but rather a lack of pre-writing activities in their textbooks Secondly, it examines the positive effects of pre-writing activities introduced by the teacher, revealing that students respond favorably and demonstrate improved writing skills The positive feedback from students on these activities significantly motivates the researcher.
Effective pre-writing activities are essential for teachers to enhance student engagement in writing lessons By carefully designing and organizing these activities, teachers can alleviate students' creative blocks and boost their enthusiasm for writing This action research not only revitalized my students' interest in writing but also reignited my passion for teaching Initially, I felt apprehensive about the study's feasibility, but as I implemented the pre-writing activities, I eagerly embraced the dynamic learning environment they created in my classroom.
In conclusion, this study lays the groundwork for further exploration of various pre-writing activities and their impact on writing skills Ongoing research in this field will enable educators to better equip their students, ultimately enhancing their writing abilities and overall proficiency in English.
SCHEDULE FOR WRITING LESSONS OF THE SECOND TERM
Unit 9: THE POST OFFICE (Pg 107)
Task 1: Work with a partner Imagine that you have been using some of the services by Thanh
Ba Post Office (you have read about this post office in the reading section) Discuss the things that may make you satisfied (or dissatisfied) with the services there
Dear Director of Thanh Ba Post Office, I am writing to share my experiences with the services provided at your post office over the past year Overall, I have found the staff to be courteous and efficient, ensuring that my mail is processed quickly and accurately However, there have been instances of long wait times during peak hours, which could be improved with better staffing Additionally, I appreciate the introduction of new services, such as online tracking, which has greatly enhanced my convenience I hope these insights will help in further enhancing the quality of services at Thanh Ba Post Office Sincerely, [Your Name]
Unit 10: NATURE IN DANGER (Pg 120)
Write a description of Cat Ba National Park, using the facts and figures below (Page 120)
Unit 11: SOURCES OF ENERGY (Pg 130)
Task 1: Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart
Task 2: Continue your description of the trends in energy consumption in the year 2005 in Highland
Task 3: Describe the chart, using the information from Tasks 1 and 2
Unit 12: THE ASIAN GAMES (Pg 143)
Suppose Vietnam is going to host the coming Asian Games Write a paragraph of 120 words to describe the preparations for the Games, using the cues given
Write about your collection, real or imaginary, following these guidelines
Task 1: Last weekend, class 11A2 went to Ba Vi for a camping holiday Below are some of their activities during their two-day holiday Match them with the correct pictures
Task 2: Imagine you are one of the students in class 11A2 Write a passage about your class’s camping holiday, using the information in Task 1
Task 1: Below is some information about Neil Armstrong, the first human to set foot on the moon Put each of the headings in the box in the appropriate blank
Task 2: Write a biography of Neil Armstrong from the information given in Task 1
Unit 16: THE WONDERS OF THE WORLD (Pg 184)
Write a biography of Mark Twain, using the following information
APPENDIX 2 Appendix 2.1 : Questionnaire for students before and after the action plan (English version)
This survey questionnaire is designed for the thesis titled "The Use of Pre-writing Activities to Enhance Writing Skills Among 11th Grade Students at Tien Du 3 High School, Bac Ninh – An Action Research."
Thank you for your goodwill and cooperation in completing the questionnaires; rest assured that your information will be kept strictly confidential Your participation is greatly appreciated!
Please answer the following questions in brief or circle in the appropriate answer that you choose You may circle more than one response if necessary
1 Do you like writing at school?
2 When doing a writing task, do you have any trouble thinking about what to write?
3 Which of the following factors make it difficult for you to write a topic in class?
A, The lack of background knowledge
C, The lack of pre-writing activities in class
4 How would you like to take part in the pre-writing activities?
D, Whole class with teacher directing
5 How do you find the following pre-writing activities? (Please tick your choice)
Useful Not very useful Useless Brainstorming
Outlining Clustering Drawing Rapid free-writing
6 How do you find the role of pre-writing activities to the improvement of your writing?
Thank you very much for your co-operation!
Full name: ……… Class: 11A3-Tien Du 3 High School
Final score in number: ……… In words: ………
Topic: Write about your collection, real or imaginary, following these guidelines:
When you started your collection
Your plan for the future
Full name: ……… Class: 11A3-Tien Du 3 High School
Final score in number: ……… In words: ………
Topic: Below are some notes made by a visitor to the Ponagar Cham Towers in Nha Trang Use his/her notes to write a report on the visit
Brief tour to Ponagar Cham Towers in Nha Trang
Example of Cham architecture in central Vietnam
Located on Cu Lao Marble Hill, 2 km north of Nha Trang
Built between 8 th and 13 th centuries
Each tower dedicated to a different god
Largest tower 22.5m high, built in honour of Lady Thien Y, contain sandstone statue, sit on Buddha’s throne
Statue 2.6 m high, with 10 hands, hold objects, illustrate the Buddha’s power
APPENDIX 4 Results of the Pre- and Post-tests
Name Pre-test Post-test Name Pre-test Post-test
Appendix 5: Results of the Pre- and Post-study survey questionnaire
1 Do you like writing at school? Pre-study Post-study
2 When doing a writing task in class, do you have any trouble thinking about what to write?
3 Which of the following factors make it difficult for you to write a topic in class?
A, The lack of background knowledge 10 (22%) 11 (24%)
C, The lack of pre-writing activities in class 17 (38%) 10 (22%)
4 How would you like to take part in the pre-writing activities?
D, Whole class with teacher directing 10 (22%) 15 (33%)
5 How do you find the following pre-writing activities? (Please tick your choice)
Useful Not very useful Useless
Pre-study Post-study Pre-study Post-study Pre-study Post-study
Asking questions 32 (71%) 37 (82%) 13 (29%) 8 (18%) 0 0 Listing 27 (60%) 28 (62%) 12 (27%) 13 (29%) 6 (13%) 4 (9%) Outlining 21 (47%) 24 (53%) 14 (31%) 16 (36%) 10 (22%) 5 (11%) Clustering 17 (38%) 22 (49%) 19 (42%) 16 (36%) 9 (20%) 7 (15%)
6 How do you find the role of pre-writing activities to the improvement of your writing?
Appendix 6: Sample lesson plans for applying pre-writing activities in class
- By the end of the lesson, students will be able to write about a collection
- Work in pairs/groups effectively
- The students will be given writing prompts about collections
- Students will be able to write about their collections, real or imaginary
- Paper, pen, posters, handouts, laptop, etc
-have students play a game: jumbled word Lolecoctin
-call one student to write the word on the board
-lead in the lesson: today you are going to learn how to write about your collection
-show a picture of a doll collection and ask ss:
-write the answer on the board
It is a collection of dolls
-ask ss to work in pairs to write the names of the following collections
-look at the picture and answer:
-a st writes the answers on board
Activity 2: Read the following guidelines and rearrange them into a logical order
4 When you started your collection
7 Your plan for the future -ask ss to work in groups to rearrange them into a logical order
-call one student to write the answer on the board -give feedback
-work in groups to rearrange them into a logical order
Activity 3: Match the guidelines with the ideas
2 When you started your collection
7 Your plan for the future
Collections can be found in albums, boxes, and on shelves, serving various purposes such as relaxation, entertainment, and knowledge expansion Whether it's a book collection or a coin collection, the joy of collecting lies in continually enriching and expanding these treasures Engaging in activities like buying, asking, and exchanging items enhances the collection experience Reflecting on past experiences, such as when I was 14 years old, highlights the long-lasting passion for collecting that can develop over the years.
… g Into categories, ages, countries, colors,
-Write about your collection, real or imaginary, following the guidelines above
-go around the class to observe and offer help when necessary
- Do the writing task as required
-show the writing of 2 students to correct
- ask students to find the mistakes and correct