Rationale of the study
English has emerged as a global language, essential for various fields, as highlighted by Flanegin and Rudd (2000) Its importance in today's world is undeniable, encompassing four key skills: listening, speaking, reading, and writing Among these, writing is often regarded as the most challenging aspect of learning English.
The expression of feelings, thoughts, desires, and plans is crucial for effective communication, as highlighted by Akkaya and Kirmiz (2010) Rita Rani Mandal (2009) emphasizes that this form of expression serves as an essential tool, allowing individuals to connect with others in various ways.
Writing is not only a mandatory subject in schools but also a crucial skill for real-life applications, enhancing students' language abilities and supporting skills like reading and speaking It serves as a vital tool for exploring various fields, including literature and technology, making it essential for students Unfortunately, many secondary students underestimate its importance, leading to frequent mistakes in their writing Grade 6 students, in particular, struggle with writing paragraphs correctly, which contributes to low scores in writing exams and negatively impacts their overall learning outcomes Therefore, it is a significant challenge for teachers to employ creative teaching methods that foster independent learning and utilize innovative techniques This research aims to identify the writing difficulties faced by grade 6 students and propose strategies to improve their writing skills.
At secondary school X, significant investments have been made in English education, including specialized classrooms and foreign teachers The student body consists of two groups: those who attended primary school X and those from other primary schools Throughout the teaching and learning process, it became evident that most students faced challenges with writing Both groups exhibited similar writing errors, although the frequency of mistakes varied Consequently, it is essential to identify these writing difficulties and propose strategies to enhance students' writing skills.
Aims and objectives of the study
The aim of the study is to identify difficulties grade 6 students often have in learning writing in order to suggest ideas which can minimize these weaknesses
This study aims to identify the challenges faced by sixth-grade students in learning English writing and to propose effective solutions to improve their writing skills.
Research questions
- From the grade 6 students‟ perspective, what are the writing difficulties in their learning process?
Scope of the study
This article highlights the challenges that sixth-grade students face in developing their writing skills, amidst the broader difficulties encountered in all four main English language skills It emphasizes the need for targeted research on these writing challenges and offers practical suggestions to help students overcome their obstacles in learning to write effectively.
The research employed a qualitative approach, beginning with the collection of 50 written artifacts Analyzing these writing samples from grade 6 students allowed for the identification of common writing challenges faced by this age group.
A questionnaire was administered to 50 Grade 6 students to gather information about their challenges in writing Subsequently, personal interviews were conducted to gain insights into their perspectives, difficulties, and strategies for reducing writing errors.
Finally, recommendations for the solutions to the students‟ English writing difficulties were proposed based on the collected data
The new English language curriculum in Vietnam, known as Project 2020, has garnered attention from students, parents, and educators alike This curriculum emphasizes the development of four essential skills: Listening, Speaking, Reading, and Writing Among these, writing is often perceived as the most challenging skill for secondary students to master Therefore, it is crucial to examine the writing instruction at the secondary level and address the challenges that students face in learning this skill.
Many Grade 6 students find writing to be a challenging task, with only a few demonstrating the ability to write a coherent paragraph correctly Their proficiency in academic English writing can be affected by various factors, including their literacy background in their native language Understanding the writing difficulties through students' self-awareness is crucial for enhancing their learning abilities and improving their writing skills.
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the study consists of three chapters: Chapter 1, the Literature Review, establishes a theoretical framework by examining prior research and defining key concepts related to writing, particularly the types of writing that Grade 6 students encounter in school Chapter 2, Methodology, details the research setting, participants, research type, data collection methods, and procedural steps Chapter 3 focuses on data analysis and interpretation, provides discussions, and offers pedagogical recommendations Finally, Part three summarizes the research findings, addresses the study's limitations, and suggests areas for future research.
The article concludes with a comprehensive list of references, featuring a diverse range of authors, psychologists, and researchers Additionally, the appendices include essential materials such as the survey, a compilation of interview questions, the six-trait scoring rubrics from the NWREL Model, the Northern Nevada Writing Project’s secondary writing guide, a table of general paragraph rubrics, and written artifacts from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is regarded as one of the most significant inventions in human evolution, as highlighted by 1990 studies Third-year students at the National University of Singapore in 1994 described writing as a creative process that involves exploring and discovering one's thoughts, emphasizing its role in meaning-making Through writing, individuals can effectively share their knowledge, opinions, and emotions However, Burke (2010) noted important considerations regarding this process.
Writing should be viewed through the lens of society rather than from an individual standpoint, as highlighted by Nunan (1991) He also noted that creating a coherent, fluent, and extended piece of writing is one of the most challenging tasks in language learning, particularly for those learning a second language.
In English language education, students focus on developing all four language skills, with writing often being a primary concern This research addresses writing challenges faced by students, which include difficulties in grammar usage, vocabulary range, and time management during the writing process.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration a Description
Descriptive writing is a form of expression where students articulate the characteristics of a person, place, or object, emphasizing vivid details This style engages the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to immerse themselves in experiences Consequently, the significance of descriptive writing extends beyond education, playing a vital role in everyday life.
Exposition is a writing style aimed at defining, explaining, or clarifying a topic in a clear and logical way It is structured around a central theme and follows a specific pattern or combination of patterns to enhance understanding The primary objective of exposition is to convey information, analyze, or elucidate a particular subject.
Letter writing is a vital communication skill with various purposes, including complaint letters, thank-you notes, request letters, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills Furthermore, writing letters fosters good social skills, teaching individuals the importance of expressing gratitude and making polite inquiries.
Narrative writing primarily aims to tell a story, whether based on real events or fictional creations It often includes characters and dialogue, enhancing the storytelling experience A factual narrative relies on verifiable events, while a fictional narrative is crafted entirely from the writer's imagination This form of writing, found in fiction, non-fiction, and poetry, shares personal experiences, fostering empathy and understanding in readers about the world around them.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory in the early 1980s, is an analytical framework that evaluates essential writing traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas are the cornerstone of writing, requiring clarity, focus, and interest, supported by qualifying details Organization pertains to the logical structure of the writing, encompassing a clear beginning, middle, and end for reader comprehension Voice reflects the writer's unique style and personal experiences, making it essential for it to be individual and appropriate Word choice involves using vivid and precise language to create imagery and evoke emotions, ensuring that it is both specific and memorable Sentence fluency focuses on the rhythm and flow of sentences, enhancing the auditory appeal of the writing through varied structure and length Conventions encompass the grammatical rules and correctness that writers must adhere to, including spelling and punctuation Finally, presentation refers to the visual appeal of the writing, emphasizing the importance of layout and form for an engaging reader experience.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
Significance of the study
The new English language curriculum in Vietnam, known as Project 2020, has garnered significant attention from students, parents, and teachers alike This curriculum emphasizes the importance of mastering four key skills: Listening, Speaking, Reading, and Writing Among these, writing is often perceived as the most challenging skill for secondary students to acquire Therefore, it is crucial to examine the writing challenges faced by students at the secondary level to enhance their learning experience.
Many Grade 6 students find writing to be a challenging task, with only a few able to construct a proper paragraph Their proficiency in academic English writing can be affected by various factors, including their literacy background in their native language Understanding the writing difficulties these students face through self-awareness is crucial for enhancing their learning abilities.
Design of the study
Part one gives information about (1) the rationale of the study, (2) the aims and objectives, (3) research question and (4) the scope, (5) the method, (6) the significance and (7) the design of the study
Part two of the article is divided into three chapters: Chapter 1, the Literature Review, establishes a theoretical framework by examining prior research and defining key concepts related to writing, particularly the types of writing that Grade 6 students encounter in school Chapter 2, Methodology, details the research setting, participants, research type, data collection methods, and procedural steps Chapter 3 focuses on data analysis and interpretation, includes discussions, and offers pedagogical recommendations Part three concludes the research with a summary, discusses the study's limitations, and provides suggestions for future research.
The article concludes with a comprehensive list of references, highlighting contributions from various authors, psychologists, and researchers Additionally, the appendices include essential materials such as the survey, a collection of interview questions, the six-trait scoring rubrics from the NWREL Model, the Northern Nevada Writing Project’s secondary writing guide, a table of general paragraph rubrics, and written artifacts from Grade 6 students.
PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most significant inventions in human evolution, as it allows individuals to express their thoughts and emotions According to third-year students at the National University of Singapore, writing is a creative process that facilitates meaning-making and the sharing of knowledge and opinions.
Writing should be viewed through the lens of society rather than solely from an individual perspective Nunan (1991) highlighted that producing a coherent, fluent, and extended piece of writing is one of the most challenging tasks in language learning, particularly for second language learners.
In English language education, students engage in all four language skills, with writing often being a significant concern This research addresses writing challenges faced by students, highlighting issues such as grammatical errors, limited vocabulary, and difficulties in time management during the writing process.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration a Description
Descriptive writing is a form of expression that involves detailing a person, place, or object, emphasizing the importance of vivid illustrations It engages the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to fully immerse themselves in the experience This type of writing is crucial not only in educational contexts but also in everyday life, enhancing our understanding and appreciation of the world around us.
Exposition is a writing style focused on defining, explaining, or clarifying a topic in a clear and logical way Organized around a central theme, it utilizes various patterns to effectively develop the subject matter The primary aim of expository writing is to inform, analyze, or elucidate a specific topic.
Letter writing is a fundamental communication skill with various purposes, including letters of complaint, thank you notes, requests, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills Additionally, it fosters essential social skills by teaching the importance of expressing gratitude and making polite inquiries.
Narrative writing serves the primary purpose of storytelling, incorporating relevant details to engage readers It can depict real events or fictional scenarios crafted by the writer, often featuring characters and dialogues A factual narrative is grounded in reality, able to be proven or observed, while a fictional narrative is entirely imaginative This form of writing, whether in fiction, non-fiction, or poetry, shares personal experiences and fosters empathy and sympathy, enriching readers' understanding of the world.
1.2.2 The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory in the early 1980s, is an analytic framework that evaluates essential writing traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas are the cornerstone of effective writing, requiring clarity, focus, and engagement to enrich the topic Organization involves structuring the writing with a clear beginning, middle, and end, facilitating reader comprehension Voice reflects the writer's unique style and personal experiences, making it essential for authenticity Word choice employs vivid and precise language to create imagery and evoke emotions, thus enhancing the writing's impact Sentence fluency focuses on the rhythm and flow of sentences, aiming for a smooth reading experience that resonates audibly Conventions encompass the grammatical rules and mechanics that ensure clarity, including correct spelling and punctuation Lastly, presentation pertains to the visual appeal of the writing, emphasizing the importance of layout and formatting for reader engagement.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm
1.2.3 Main causes of writing problems
According to Al-Khsawneh (2010), students' weaknesses in English stem primarily from ineffective teaching methods and unsupportive learning environments Factors contributing to their lack of proficiency include insufficient motivation among students and a lack of teacher engagement Additionally, Rabab'ah (2003) notes that students often possess a limited vocabulary, leading to repetitive language use and difficulties in expressing their thoughts clearly Many students struggle to assess the accuracy of their writing independently, which hampers their learning Furthermore, inadequate feedback and insufficient practice time in writing contribute significantly to their challenges in mastering English writing skills.
1.3 Review of previous related studies
Writing skills have historically been recognized as crucial, with studies highlighting the challenges students face in this area Abdul Haq (1982) noted that many students feel overwhelmed when writing, resulting in frequent errors in grammar, vocabulary, and organization Conversely, recent research has explored the effectiveness of blended learning, a flexible teaching method that combines classroom instruction with online courses This approach allows students to engage with their peers' writing and revisit lectures as needed (Graham, C., 2006) Numerous studies indicate that this method has garnered positive feedback from students and contributed to improved writing scores (Boyle, 2003; Dowling, 2003; Dziuban, 2004) Despite these advancements, writing remains a complex skill for many learners (Graham, Harris & Mason).
Previous studies have consistently identified common writing mistakes and their underlying causes This study aims to uncover additional writing challenges and offer further solutions to enhance students' writing skills.
1.4 The importance of writing skills to Grade 6 students
In secondary school, writing is a crucial English skill that significantly enhances the learning process It involves strategic techniques like outlining and brainstorming, enabling students to articulate opinions on real-life situations Additionally, writing demands a long-term commitment, serving as a vital tool for deepening knowledge and understanding of subject matter Overall, writing effectively communicates thoughts and ideas, making it essential for success in high school and university education.
This section outlines the relevant prior research and theoretical framework that underpin the development of the survey and interview questions It explores the challenges associated with writing and identifies potential solutions to these issues.
Literature review 5-10 1.1 Definition of terms
Definition of Writing 1.1.2 Definition of Writing Problems 1.2 An overview of writing 5-8 1.2.1 Types of writing in Grade 6
Writing is regarded as a thinking tool for the creation of ideas and the consolidation of the language development That is the reason why Robert
Writing is considered one of the most significant inventions in human evolution, as it enables individuals to share knowledge, opinions, and feelings According to third-year students at the National University of Singapore, writing is a creative process that involves exploring and discovering one's thoughts, ultimately serving as a means of meaning-making.
Writing is best understood within the context of society rather than through the lens of an individual, as highlighted by Nunan (1991) He pointed out that producing a coherent and fluent extended piece of writing is one of the most challenging tasks in language learning, particularly for those learning a second language.
In English language education, students develop all four essential skills, with writing often being a primary focus This research addresses the challenges students face during the writing process, highlighting issues such as grammar usage, vocabulary range, and time management.
1.2.1 Types of writing in Grade 6
In the course of English 6, students are introduced four main types of writing: Description, Exposition, Letter writing and Narration a Description
Descriptive writing is a vital skill for students, as it involves illustrating details about a person, place, or object This form of writing emphasizes the use of the five human senses—sight, sound, smell, taste, and touch—allowing both writers and readers to engage with the world more fully Consequently, the ability to create vivid descriptions is essential not only in educational settings but also in everyday life.
Exposition is a writing style aimed at defining, explaining, or clarifying a topic in a clear and logical manner It is structured around a specific subject and developed through various organizational patterns The primary objective of expository writing is to inform, analyze, or explain a particular topic effectively.
Letter writing is a fundamental communication skill with various purposes, including complaints, expressions of gratitude, requests, and suggestions Regular practice in writing letters enhances students' communication abilities and handwriting skills Additionally, engaging in letter writing fosters good social skills, teaching individuals the importance of expressing thanks and making polite inquiries.
Narrative writing serves to tell a story, whether based on real events or fictional creations, and typically includes characters and dialogue Factual narratives are grounded in truth and can be verified, while fictional narratives are entirely imagined by the writer This form of writing, found in fiction, non-fiction, and poetry, shares personal experiences and fosters empathy and sympathy in readers, enabling them to connect with diverse perspectives and understand the world better.
The 6+1 Traits Writing Model (NWREL Model)
The 6+1 Traits Writing Model, developed by the Northwest Regional Educational Laboratory in the early 1980s, is an analytical framework that evaluates essential writing traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation Ideas are the core of writing, requiring clarity, focus, and engagement to enrich the topic Organization involves structuring the writing with a clear beginning, middle, and end to enhance reader comprehension Voice reflects the writer's unique style and personal experiences, making it essential for authenticity Word choice employs vivid and precise language to create imagery and evoke emotions, ensuring that it remains specific and memorable Sentence fluency pertains to the rhythm and flow of sentences, aiming for a smooth, musical quality that appeals to the ear Conventions encompass the grammatical rules that ensure clarity and correctness in writing, necessitating careful attention to spelling, punctuation, and grammar Finally, presentation focuses on the visual appeal of the writing, emphasizing the importance of layout and formatting for effective communication.
The following chart is applied for teaching Writing in secondary schools (see Appendix 03), and it shows the connection between the writing process and these traits writing
(Valle, 2007) http://writingfix.com/process/response.htm.
Main causes of writing problems
According to Al-Khsawneh (2010), students' weaknesses in English stem primarily from ineffective teaching methods and unsupportive learning environments These weaknesses are often linked to a lack of student motivation and insufficient teacher engagement Rabab'ah (2003) identified that students frequently possess a limited vocabulary, leading them to repetitively use the same words and struggle to express their thoughts clearly Additionally, many students lack the ability to self-assess their writing, making it difficult for them to determine the correctness of their work Furthermore, inadequate feedback and insufficient practice time contribute significantly to their challenges in mastering English writing skills.
1.3 Review of previous related studies
Writing skills have historically been recognized as crucial, with studies highlighting that many students struggle with this essential ability Abdul Haq (1982) found that students often feel overwhelmed when writing, leading to frequent mistakes in grammar, vocabulary, and organization However, recent research has explored the effectiveness of blended learning, a flexible teaching method that combines classroom instruction with online courses This approach allows students to engage with their peers' writing and revisit lectures, fostering improvement in their skills (Graham, C., 2006) Numerous studies indicate that students respond positively to blended learning, which has contributed to enhanced writing scores (Boyle, 2003; Dowling, 2003; Dziuban, 2004) Despite these advancements, writing remains a complex skill for many to master (Graham, Harris & Mason).
Previous studies have consistently identified common writing mistakes and their underlying causes This study aims to uncover additional writing challenges and propose effective solutions to enhance students' writing skills.
1.4 The importance of writing skills to Grade 6 students
In secondary school, writing is a crucial English skill that enhances students' learning processes It involves strategies like outlining and brainstorming, enabling students to express opinions on real-life situations effectively Writing demands a long-term commitment, serving as a tool for deepening knowledge and learning subject matter Overall, it is an essential method for communicating thoughts and ideas, playing a vital role in academic success in high school and university.
This section reviews prior research and theoretical frameworks that underpin the development of survey and interview questions It explores the challenges associated with writing and identifies potential solutions to these difficulties.
The importance of writing skills to Grade 6 students
In secondary schools, writing is a crucial English skill that enhances the learning process It involves strategies like outlining and brainstorming, enabling students to effectively express opinions on real-life situations Writing demands a long-term commitment from students, serving as a powerful tool for deepening their knowledge and understanding of subject matter Overall, writing is essential for communicating ideas and is key to achieving success in high school and university education.
Summary
This section presents a review of prior studies and the theoretical framework that underpins the research, forming the foundation for the development of survey and interview questions The analysis focuses on identifying writing difficulties and exploring potential solutions to address these challenges.
Methodology 11-15 2.1 Setting of the study
Data collection procedure
A study was conducted with 50 sixth-grade students to collect written artifacts, facilitated by English teachers within a 30-minute timeframe, resembling a mini-test The collected writing samples were analyzed to identify common writing issues, which were categorized into five areas: grammar, vocabulary, ideas, background knowledge, and additional challenges such as time management Additionally, four writing samples from students who were interviewed are included in the appendices for further illustration of these issues.
A survey was administered to 50 sixth-grade students in Vietnam, following a consistent data collection procedure across two classes Initially, the purpose and implementation of the survey were explained to the students, who then completed it within 10 minutes Once collected, the data was converted into numerical format, leading to the creation of a detailed table of specifications.
Four grade 6 students from secondary school X were selected for interviews, including two from primary school X and two new students This diverse group provided valuable insights into the writing process of grade 6 students The face-to-face interviews took place in the teachers' room, recorded with the students' consent, and were subsequently transcribed, analyzed, and summarized.
Data collection instruments
This study utilized surveys, interviews, and written artifacts to gather essential information, employing both qualitative and quantitative data The quantitative data, derived from surveys conducted in Vietnamese, complemented the qualitative insights obtained from interviews and students' written artifacts This mixed-method approach provided an insider perspective while minimizing subjectivity.
In collaboration with English teachers, a mini-test was conducted to collect writing samples from 50 grade 6 students within 30 minutes The objective was to identify the challenges students face in their writing process, providing essential insights for developing the survey The identified issues were categorized into five areas: grammar, vocabulary, ideas, background knowledge, and other concerns, including punctuation and time management.
A survey was conducted with 50 sixth-grade students to gather insights into their perspectives on writing The survey featured 13 statements in Vietnamese to ensure clarity and comprehension, minimizing any potential confusion To assess the frequency of their experiences, a scale ranging from Never to Always was utilized, enabling the identification of challenges and solutions related to students' writing difficulties The collected data were organized into five distinct clusters for analysis.
- Cluster 1: Statement 1, 2, 3: Identify students‟ grammar problems
- Cluster 2: Statement 4, 5, 6: Identify students‟ vocabulary problems
- Cluster 3: Statement 7, 8: Identify students‟ idea problems
- Cluster 4: Statement 9, 10: Identify students‟ background knowledge problems
- Cluster 5: Statement 11, 12, 13: Identify other students‟ problems such as punctuation marks, time management, etc
A set of interview questions was developed based on survey findings to explore students' perspectives, challenges, and strategies for reducing writing errors Four students participated, with two from primary school X (Group 1) who had learned English early, while the other two (Group 2) came from different schools and underwent an English entrance test to assess their proficiency Each group included one student who struggled significantly with writing and another who faced fewer challenges This selection aimed to identify and compare the writing difficulties experienced by the two distinct groups.
To ensure clarity and accuracy, all interviews were conducted in Vietnamese with the consent of the students and took place five days after the survey data was processed Each interview followed a structured three-step format.
- Step 1: Introduce students the purpose as well as the content of the interview After that, I asked the students to be recorded the interviews
In Step 2, I posed questions and documented the responses, ensuring to verify the information for clarity Additionally, I observed the students' reactions to gauge the sincerity of their answers, allowing me to gather more insights for confirmation.
- Step 3: Thank the students for their cooperation as well as their helpful information After that, I listened to the interviews, transcribed and recapitulated them
This chapter outlines the research question, study setting, participant details, types of research, data collection instruments, and procedures It serves as a structured guide for addressing the research questions effectively.
CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS
2.1 Results from students’ written artifacts
- Students learned English at the primary school X are students in group 1
- Students learned English in other primary schools are students in group 2 a Common problems in students’ writing
Many sixth-grade students face common challenges in writing English paragraphs, including reliance on simple sentences, frequent verb tense errors, and limited vocabulary that hinders their ability to convey complete ideas Additionally, a lack of background knowledge can impede their understanding and explanation of various topics.
Common grammar errors often arise from subject-verb agreement issues For instance, a sentence like "In my house has 3 rooms" should be corrected to "In my house, there are 3 rooms" or "My house has 3 rooms." Additionally, students sometimes use the incorrect verb form, as in "He is not go to work on Sunday," which should be revised to "He is not going to work on Sunday" to properly use the gerund form of the verb Another frequent mistake involves word choice, exemplified by the sentence "This film is interested," where the correct form should be "This film is interesting."
“interesting” has to be used instead of the word “interested.”
Many grade 6 students struggle with common writing errors, including word-for-word translations, incorrect use of connectives, misplaced modifiers, and a lack of clarity These issues often stem from their similar age and shared learning materials Even if a student excels, they may still lack experience, resulting in subpar writing A comparison between the writings of Group 1 and Group 2 highlights these challenges further.
In general, writings of students in group 1 are better than writings of students in group 2 Based on The 6+1 Traits Writing Model (see Appendix 4) and
General paragraph Rubrics (see Appendix 5), the following table shows some short comments on writing quality of students in two groups
- Have 3 parts: beginning, middle and end
- Be easily understandable for readers
- Have 2 parts: beginning and middle
Cohesion - Use many linking words and conjunctions
- Have few linking words and conjunctions
- Make some errors but the writing are still easy to read
- Interrupt the flow of writing
Presentation - Be clean and clear
2.2 Results from the survey 2.2.1 Question about Grammar problems
Em quên/ không biết cách sử dụng các thì đã học 8 16 15 11
A study revealed that 52% of students frequently forget or struggle with using tenses correctly Among these students, those who learned English at primary school X (Group 1) numbered 8, which is nearly equal to the 18 students from other primary schools (Group 2) Conversely, 32% of the participants reported rarely making such mistakes, with Group 1 having 11 students compared to 5 in Group 2 Notably, 16% of students indicated they "never" make tense errors, with Group 1's count of 6 students tripling that of Group 2.
Students learned English at the primary school X (Group 1)
Students learned English in other primary schools(Group 2)
2 (2 students) These results indicate that many Grade 6 students, both students in group 1 and students in group 2, make mistakes of verb tenses when writing English paragraphs
Em quên/ không biết cách sử dụng các thể đã học (chủ động, bị động) 5 23 18 4
Merging the scales of "Usually" and "Many times" reveals that 44% of students report experiencing difficulties in both active and passive forms This indicates that nearly half of the students face challenges in these areas.
Students learned English at the primary school
Students from Group 1, who learned English in different primary schools, total 8, while Group 2 comprises 14 students The combined percentage of students who reported learning English "Never" and "Seldom" is 56%, slightly higher than the 44% from other frequency scales Additionally, the number of students in Group 1 reflects a significant trend in English learning experiences.
(3 + 14 = 17) is higher than the number of students in group 2 (2 + 9 = 11)
Em quên/ không biết về sự đồng nhất giữa chủ ngữ và động từ 7 8 19 16
Figures 3.1 and 3.2 reveal that approximately 38% of students, comprising 9 from group 1 and 10 from group 2, find subject-verb agreement to be a significant challenge, frequently making mistakes in their writing Following this, 32% of students, including 6 from group 1 and 10 from group 2, reported difficulties with a related scale.
Students learned English at the primary school X (Group 1)
A significant number of students from Group 2 reported difficulties with subject-verb agreement, with 16% (8 students) indicating they seldom experience this issue and 14% (7 students) stating they never encounter it.
Em không nhớ cách viết từ chính xác 3 11 27 9
Data analysis 16-33 3.1 Results from students’ written artifacts
PART III: CONCLUSION 1 Recapitulation
Writing is a crucial aspect of human history and a significant challenge for secondary students, particularly in grade 6, where many conceal their writing deficiencies until assignments or exams reveal them It is vital for both students and teachers to recognize common writing issues and work towards minimizing these difficulties to enhance the learning process.
This case study research focuses on identifying the writing difficulties faced by grade 6 students in a local school Through an analysis of students' writing samples, surveys, and interviews, the findings highlight the specific challenges these students encounter in their writing Additionally, the study offers suggestions aimed at enhancing students' writing abilities.
The study is expected to significantly enhance writing skills for students while also providing valuable insights for English teachers in their instruction, particularly in teaching writing effectively.
2 Conclusions and recommendations of the research 2.1 Conclusions
Based on results of the survey, the interview and the students‟ writing, the following conclusions are made:
In general, the background knowledge of the grade 6 students is enough for them to write a passage because of the familiarity of given topics in the course book – English 6
A large number of grade 6 students met with difficulties in using verb tenses, verb forms and subject – verb agreement
Most grade 6 students have problems in expressing themselves through writing because they have limited vocabulary and do not know how to find out, explain and arrange ideas logically
Many students struggle with effective time management, particularly when it comes to completing writing assignments within deadlines A significant factor contributing to this issue is the limited practice they receive in writing in English.
Regardless of their varying levels of English proficiency, students from primary school X and those from other primary schools encounter similar writing challenges and make comparable mistakes during their learning journey.
At primary school X, the number of students achieving proficiency in English writing is consistently lower compared to their peers in other primary schools.
The writing quality of students who learned English at other primary schools is not as good as the writing quality of students who learned English at primary school X
Reasons behind these writing difficulties are the shortage of knowledge, the lack of practice and the deficient methodology applied
Based on the results of this study, the following recommendations can be offered to remedy grade 6 students‟ writing problems, especially grade 6 students at secondary school X
Grade 6 students should gradually apply writing techniques to develop well-organized and focused paragraphs Reading plays a crucial role in enhancing writing skills, so students are encouraged to read extensively They should feel comfortable asking their teachers questions to better understand writing requirements and clarify any doubts To further motivate Grade 6 students in their writing tasks, several recommendations are suggested.
Making outline or using note form
Trying to vary sentence types and structures
Making peer reviews with classmates
Checking and improving the draft before submitting the final draft
Trying to follow the writing process:
(Step 1) Brainstorm – (Step 2) Prewrite – (Step 3) Draft – (Step 4) Revise – (Step 5) Edit – (Step 6) Publish
Teachers play a crucial role in enhancing student writing skills by providing clear paragraph guidelines and writing samples to alleviate feelings of overwhelm They should create a supportive and collaborative classroom environment that encourages students to share their thoughts comfortably Additionally, fostering a love for reading is essential, as proficiency in reading often correlates with writing skills Incorporating technology into lessons can also engage students more effectively To cultivate a consistent writing habit, teachers should personalize topics to make them relevant to students' lives and consider individual needs and abilities when assigning writing tasks.
3 Limitation and suggestions for further studies
This research acknowledges several limitations Firstly, the survey was conducted with only 50 sixth-grade students from secondary school X, making it insufficiently representative of the broader student population and limiting the generalizability of the findings Secondly, the study specifically addresses the writing challenges that these students perceive, which narrows the focus to writing issues among sixth graders However, the research could yield more robust results if it were expanded into an ethnographic study, allowing for more comprehensive and in-depth data collection.
Future studies should consider focusing on specific gender groups, either male or female students, to explore the impact of gender on writing difficulties Additionally, research could expand to include high school or university students to assess how age influences writing challenges Comparative studies examining the effectiveness of the product approach versus the process approach in teaching writing could further enhance students' writing skills Lastly, while this research concentrated on writing, future investigations should also encompass other essential skills such as listening, speaking, and reading.
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Các em hãy cung cấp câu trả lời của mình để chúng tôi thu thập ý kiến chung về việc học Writing Mỗi câu trả lời đều có giá trị như nhau Vui lòng đọc kỹ các câu hỏi dưới đây và đánh dấu hoặc điền vào phần trả lời của mình Phiếu khảo sát này sẽ mất khoảng 5 phút để hoàn thành.
Trong quá trình học Writing em gặp khó khăn với vấn đề dưới đây:
Không bao giờ Thỉnh thoảng Nhiều lần Thường xuyên
1 Em quên/ không biết cách sử dụng các thì đã học
2 Em quên/ không biết cách sử dụng các thể đã học (chủ động, bị động)
3 Em quên/ không biết về sự đồng nhất giữa chủ ngữ và động từ
4 Em không nhớ cách viết từ chính xác
5 Em không hiểu đúng nghĩa của từ
6 Em không có đủ từ để diễn đạt ý mình muốn viết
7 Em không có đủ ý tưởng để viết bài
8 Em không biết nên dùng ý nào trước khi viết bài
9 Em không hiểu vấn đề mà đề bài đưa ra
10.Em không hiểu rõ vấn đề mà đề bài đưa ra
11 Em không rõ cách dùng dấu câu khi viết bài
12 Em không thể hoàn thành bài viết trong thời gian quy định
13 Các khó khăn khác (vui lòng nêu rõ) ………
CÁC EM ĐÃ HOÀN THÀNH PHIẾU ĐIỀU TRA CÁM ƠN CÁC EM RẤT NHIỀU!!!
TIEU LUAN MOI download : skknchat@gmail.com
- To know the Grade 6 students‟ point of view toward writing paragraphs as well as difficulties they have to cope with when learning writing skill at school
- To find out the ways the Grade 6 students solve their problems and improve their writing ability
- Answer the following questions The answers given will lead I to determine students‟ writing problems as well as their methods of improvement on the learning process
1 Con thấy học Writing có khó không? Con hãy nêu một vài lý do
2 Khi viết bài, con có hay bị nhầm lẫn trong việc chia động từ không? Con hãy cho ví dụ
3 Khi viết bài, con có hay quên/ không biết viết hoặc không chọn được từ phù hợp không? Ví dụ
4 Khi viết bài, con có hay không tìm được ý phù hợp không? Ví dụ
5 Khi viết bài, con có khi nào không hiểu yêu cầu của đề bài không?
6 Khi viết bài, con có khi nào dùng dấu câu chưa đúng không? Ví dụ
7 Khi viết bài, con có hay thiếu thời gian để hoàn thành không? Ví dụ
8 Khi gặp những lỗi sai như trên con có hỏi lại giáo viên hoặc xem lại kiến thức đã học không? Nếu không, cách giải quyết của con là gì?
The Northern Nevada Writing Project’s Secondary Writing Guide
All sources used for quotes and facts are credible and cited correctly
All sources used for quotes and facts are credible and most are cited correctly
Most sources used for quotes and facts are credible and cited correctly
Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly
The conclusion is strong and leaves the reader with a feeling that they understand what the writer is
The conclusion is recognizable and ties up almost all the loose ends
The conclusion is recognizable, but does not tie up several loose ends
There is no clear conclusion, the paper just ends
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader
Details are placed in a logical order, but the way in which they are presented/ introduced sometimes makes the writing less interesting
Some details are not in a logical or expected order, and this distracts the reader
Many details are not in a logical or expected order There is little sense that the writing is organized
The introduction is inviting, states the main topic and previews the structure of the paper
The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader
There is no clear introduction of the main topic or structure of the paper
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported
Supporting details and information are typically unclear or not related to the topic
There is one clear, well- focused topic
Main idea stands out and is supported by detailed information
Main idea is clear but the supporting information is general
Main idea is somewhat clear but there is a need for more supporting information
The main idea is not clear There is a seemingly random collection of information
Every paragraph has sentences that vary in length
Almost all paragraphs have sentences that vary in length
Some sentences vary in length
Sentences rarely vary in length
The conclusion is strong and leaves the reader with a feeling that they understand what the writer is
The conclusion is recognizable and ties up almost all the loose ends
The conclusion is recognizable, but does not tie up several loose ends
There is no clear conclusion, the paper just ends
Writer makes no errors in grammar or spelling that distract the reader from the content
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content
Paper is neatly written or typed with no distracting corrections
Paper is neatly written or typed with
The writing is generally readable, but the reader has to exert quite
OR there are several corrections (e.g., dark cross-outs; bumpy white- out, words written over) a bit of effort to figure out some of the words distracting corrections
The writer successfully uses several reasons/appeal s to try to show why the reader should care or want to know more about the topic
The writer successfully uses one or two reasons/appea ls to try to show why the reader should care or want to know more about the topic
The writer attempts to make the reader care about the topic, but is not really successful
The writer made no attempt to make the reader care about the topic
Writer makes no errors in capitalization or punctuation, so the paper is exceptionally
1 or 2 errors in capitalization or punctuation, but the paper
Writer makes a few errors in capitalization and/or punctuation that catch the reader's
The writer's numerous capitalization and punctuation errors disrupt the reading experience, capturing the reader's attention and significantly interrupting the flow of the text.
All sentences sound natural and are easy- on-the-ear when read aloud Each sentence is clear and has an obvious emphasis
Almost all sentences sound natural and are easy- on-the-ear when read aloud, but 1 or
2 are stiff and awkward or difficult to understand
Most sentences sound natural and are easy- on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand
The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand
All sentences are well- constructed with varied structure
Most sentences are well- constructed with varied structure
Most sentences are well- constructed but have a similar structure
Sentences lack structure and appear incomplete or rambling
Rating Scale: 1 - 5=Very poor 5 – 7 = Good 8-10= Terrific
First sentence contains appropriate idea from thesis Details are ordered in a coherent way
Conclusion rephrases sums up, or expresses a result, advice
Cohesion is used in a correct way (Conjunctions,
- Student A1 and student B1 are students who learned English at the primary school X
- Student A2 and student B2 are students who learned English in other primary schools
Topic 01: Write a passage (about 120 – 150 words) about your favorite day in a week
Topic 02: Imagine that you are a famous author Try to write a new story (maximum 300 words)