(LUẬN VĂN THẠC SĨ) An investigation on 10 graders’ anxiety at pre stage in English writing lessons at Tien Thinh High School, Me Linh, Hanoi Causes and Solutions

The participants

A study was conducted with 128 students from classes 10A2, 10A4, and 10A6 at Tien Thinh High School in Hanoi These participants were selected due to their consistently lower writing scores compared to peers in other classes The group consists of both male and female students, all aged sixteen, who have been studying English for a minimum of four years at the secondary school level Despite this experience, they demonstrate characteristics typical of English beginners.

Five teachers, including the author, are responsible for teaching English to 10th-grade students Among them, two graduated from VNU-ULIS, two completed an in-service course at Thai Nguyen University, and one is an alumnus of Hai Phong University.

Scope of the study

This study, conducted at Tien Thinh High School in Me Linh, Hanoi, aims to investigate the factors contributing to anxiety among 10th-grade students during the pre-writing phase of lessons Additionally, it seeks to identify effective solutions to enhance the quality of writing instruction and learning outcomes.

Overview of the thesis

This minor thesis is divided into five main chapters:

Chapter One: Introduction, presents the Rationale, the research questions, the method of the study, the participants, the scope of the study and the overview of the thesis

Chapter Two: Literature Review, deals with the definitions of writing, pre-writing, anxiety in learning writing

Chapter Three: Methodology outlines the context of Tien Thinh High School and provides an analysis of the textbook "English 10." It details the research methods employed and describes the data analysis process, offering clear explanations and findings from the study.

Chapter Four: Suggested Solutions: In this chapter, the author offers some personal recommendations to improve the learning and teaching writing at Tien Thinh High School to get better results

Chapter Five: Conclusion, offers a summary, limitations and suggestions for further study

Writing

Pre- writing/ What is pre-writing?

Starting any writing project can be challenging, with pre-writing often considered the most difficult phase This initial stage involves essential tasks like brainstorming, listing ideas, clustering concepts, engaging in quick writing, and formulating Wh- questions To achieve effective writing, it is crucial to invest time and effort in thoroughly preparing during this pre-writing phase.

Pre-writing is a crucial classroom activity that encourages students to generate ideas and prepare for writing It helps students organize their thoughts, laying the groundwork for the composing stage and enhancing their writing fluency According to Richmond, pre-writing is the initial stage of the writing process, encompassing all activities that inspire ideas for writing.

Following are some main pre - writing activities:

1 Brainstorming: This can be done individually, in pairs or in groups Students list all the ideas they can think of related to a topic, either in writing or speaking aloud, quickly and without much planning

2 Listing: This can be a quiet and essentially individual activity Students are encouraged to produce a list of all the subcategories that come to mind as they think about the topic

3 Clustering: This begins with a key word or central idea placed in the centre of a page (or on the blackboard) around which students jot down in a few minutes all of the free associations related to the key word or central ideas provided These associations are simply words or short phrases

4 Quick writing: Within a limited time of 5 to 10 minutes, individual students freely and quickly write down single words and phrases about a topic without paying attention to spelling, grammar or punctuation

5.Wh -questions: Students generate who, what, where, when and how questions about a topic More such questions can be asked of answers to the first string of wh-questions

6 Model analysis: Students are provided with a model writing and have to analyze its language, structure or typical features Then based on the model students generate ideas for their writing

Students begin by generating ideas, then refine their selections by deciding which to retain and which to discard, ultimately organizing them Teachers play a crucial role in guiding students to structure these ideas effectively, assisting them in creating a detailed plan or outline for their writing (Nguyen and Nguyen, 2001).

Teaching writing is a complex work Each teacher has her own method to teach writing

No single writing method is universally the most effective; teachers must evaluate their unique circumstances and the proficiency levels of their students to determine the most suitable approach Raimes (1983) outlines several writing strategies that can be adapted to fit various teaching contexts.

The Communicative Approach emphasizes developing communicative competencies by focusing on the purpose of writing and understanding the audience In this method, teachers create contexts where students engage as real readers through role-playing, exchanging letters, and asking questions, while providing constructive feedback to enhance their learning experience.

(2) Free- writing approach: this approach focuses on the fluency and quantity of writing rather than quality Students write freely without worrying about grammar and spelling

The process approach to teaching writing shifts the focus from the final written product to the writing process itself, emphasizing the communication of ideas, feelings, and experiences This method highlights the importance of purpose, theme, and text type, allowing students ample time to brainstorm, plan, and draft their work While various approaches exist, the process and product approaches remain the most prominent in writing instruction According to Steele (2002), the process approach fosters a more engaging and reflective writing experience for students.

+ text as a resource for comparison + ideas as starting point

+ more than one draft + focus on purpose, theme, text type + collaborative

(3) Product approach: This is a traditional approach which pays much attention to the outcome of a writing process and students need to produce only one writing version of the task

Features of the product approach according to Steele (2002) + intimate model text

+ organization of ideas is more important than ideas themselves + one draft

+ features highlighted including controlled practice of those features + individual

Effective writing instruction varies based on student needs, text types, and educational contexts, as highlighted by Steele (2002) There is no one-size-fits-all method; instead, skilled teachers blend different approaches to achieve optimal outcomes in writing skills.

According to Brown (1994), effective teaching involves a structured approach that includes two key stages: pre-writing and while-writing This method integrates various teaching strategies, notably the communicative and process-oriented approaches, to enhance the writing skills of students.

+ Exploiting the model text in term of form, vocabulary, grammar, organization + Defining the tasks

+ Limiting the topic + Generating the ideas

Methodology in teaching writing

Teaching writing is a complex work Each teacher has her own method to teach writing

There is no universally superior writing method; teachers must evaluate their unique circumstances and the proficiency levels of their students to determine the most appropriate approach Raimes (1983, pp 5-10) outlines various writing strategies that educators can consider.

The Communicative Approach emphasizes developing communicative competencies by focusing on the writing's purpose and its intended audience In this method, teachers create engaging contexts where students act as real readers, participating in role-playing, letter exchanges, and question-asking, while also providing constructive feedback.

(2) Free- writing approach: this approach focuses on the fluency and quantity of writing rather than quality Students write freely without worrying about grammar and spelling

The process approach to writing instruction shifts the focus from the final written product to the writing process itself, promoting students' expression of ideas, feelings, and experiences This method emphasizes the importance of purpose, theme, and text type, allowing students time to brainstorm, plan, and draft their work While various approaches to teaching writing exist, the process and product approaches remain the most widely recognized According to Steele (2002), several key features define the process approach, highlighting its effectiveness in enhancing student engagement and communication.

+ text as a resource for comparison + ideas as starting point

+ more than one draft + focus on purpose, theme, text type + collaborative

(3) Product approach: This is a traditional approach which pays much attention to the outcome of a writing process and students need to produce only one writing version of the task

Features of the product approach according to Steele (2002) + intimate model text

+ organization of ideas is more important than ideas themselves + one draft

+ features highlighted including controlled practice of those features + individual

Effective writing instruction varies based on student needs, text types, and educational contexts, with no single best method applicable to all situations (Steele, 2002) A skilled teacher adeptly integrates multiple approaches to optimize student outcomes and enhance writing skills.

According to Brown (1994), effective teaching procedures for writing encompass two key stages: pre-writing and while-writing This methodology integrates various approaches, particularly emphasizing communicative and process-oriented strategies.

+ Exploiting the model text in term of form, vocabulary, grammar, organization + Defining the tasks

+ Limiting the topic + Generating the ideas

+ revise + write the final version

Writing is a challenging skill for both educators and students, influenced by various factors that hinder effective teaching Among these factors are inappropriate teaching methods employed by teachers and the negative emotions experienced by students in the classroom Anxiety frequently manifests in English classes, impacting student engagement and learning Here are some definitions of anxiety.

Anxiety

What is anxiety?

Human was born with psychological feelings: fear, joy, sadness, anxiety These feelings can affect their activities in life

Anxiety is one of the negative feelings of human beings Different researchers have different definitions about anxiety

Anxiety is an emotional reaction triggered by perceived physical threats, as noted by Darwin (1972) May (1977) further elaborates that it is a response to threats against values crucial to an individual's identity Additionally, Spielberger (1983) describes anxiety as a subjective experience characterized by tension, apprehension, nervousness, and worry, linked to the activation of the autonomic nervous system.

Anxiety in learning Foreign Languages

Foreign Language Anxiety, as defined by Horwitz et al (1986), encompasses a unique combination of self-perception, beliefs, emotions, and behaviors that specifically relate to language learning in a classroom setting This anxiety stems from the distinctive challenges associated with acquiring a new language, a concept further explored by MacIntyre.

(1999, p27) stated that anxiety is “the worry and negative emotional reaction aroused when learning a second language”

- There are 3 kinds of foreign language anxiety:

+ Communication apprehension: According to McCroskey (1978), communication apprehension is an individual’s level of fear or anxiety associated with either real or anticipated communication with other persons

Test anxiety refers to the fear of negative outcomes associated with poor performance in evaluative situations, as defined by Sarason (1978) This psychological phenomenon often arises in students who have experienced unsatisfactory results in past assessments.

+ Fear of negative evaluation: Borrowing from Watson and Friend (1969), Horwit et al

(1986, p.128) defined it as apprehension about others’ evaluation, distress over their negative evaluations, and the expectation that others would evaluate oneself negatively

- Tobias (1986) stated that anxiety would be a hindrance at three stages: at the input stage, at the processing stage and at the output stage

+ At the input stage: anxiety would be likely to hamper the individual’s taking in of new material, through interference by distraction and lack of attentiveness

+ At the processing stage: anxiety would be possibly disadvantageous to memory, through encumbering efficient ordering and storage of material

Anxiety significantly hinders the effective retrieval of learned material, impacting areas such as test scores, verbal expression, and the quality of free speech (MacIntyre & Gardner, 1994a, p.287).

To sum up, it is easily recognized that anxiety negatively affects learners’ foreign language performance.

The factors causing students' anxiety in writing lessons

Students in a classroom often have varying language levels, which can pose challenges for teachers in selecting appropriate teaching methods, language, and activities (Harmer, 2001) Certain techniques and exercises may work well for some students but be less effective for others If teachers fail to recognize these differences, they may assign identical tasks to all students, resulting in poorly designed activities that can increase student anxiety during lessons.

Understanding students' diverse learning styles is crucial for effective lesson planning, as highlighted by Harmer (2001) Each student has unique preferences for activities and varying expectations for teacher support, which influences their engagement during lessons If teachers overlook these individual differences, it can lead to student anxiety and passive participation in class activities.

Effective teacher instructions are crucial in alleviating students' anxiety during lessons When students struggle to understand the teacher's directions, it can lead to increased stress and inaction To enhance clarity in writing lessons, educators should prioritize easily understandable instructions Linguistic research, such as Ur's (1996) recommendations, emphasizes the importance of preparation, capturing student attention, and repeating information for better retention Additionally, using concise language and incorporating demonstrations can further clarify instructions and support student understanding.

Teaching methods can be categorized into two primary types: teacher-centered and learner-centered approaches Selecting an unsuitable method for a specific class can lead to student anxiety For instance, if a teacher exclusively employs a teacher-centered method in a class with students who struggle with English, it may result in passivity and increased anxiety among the students.

Teachers are often viewed as a primary source of knowledge, with their main role being to impart this knowledge to students (Breach, 2005) In the initial stages of lesson planning, it is crucial for teachers to concentrate on their students' language abilities and to empathize with the challenges they encounter Underwood emphasizes that a teacher's depth of knowledge about the lesson enhances student engagement, as it allows learners to see language in action.

Summary

Teachers

At TTHS, there are five English teachers with varying levels of proficiency and diverse teaching methods Two teachers are graduates of VNU-ULIS, two completed an in-service course at Thai Nguyen University, and one graduated from Hai Phong University All five educators have participated in training courses organized by the Vinh Phuc Education and Training Department and are currently teaching 10th-grade students.

Facilities

Classrooms are facing a significant shortage of facilities, featuring only two rows of five desks and tables designed for four to five students each This setup leaves minimal space for movement between teachers and students Furthermore, many classrooms lack modern amenities, with only one public room available that is equipped with a single projector for use across all subjects.

The aim of writing lessons in “Tieng Anh 10” Textbook is to develop language skills It account for 20% of 80 periods In the textbook, there are 16 writing lessons

Units Genre of writing lessons

1 A day in the life of… Writing a narrative

The Textbook " English 10"

4 Special Education Writing a letter of complaint

5 Technology and you Writing a set of instructions

6 An excursion Writing a confirmation letter

7 the mass media Writing about the advantages and disadvantages of the mass media

8 the story of my village Writing an informal letter

9 Undersea World Describing information from a table

10 Conservation Writing a letter of invitation

11 National parks Writing a letter of acceptance or refusal

13 Films and Cinemas Describing a film

14 The world cup Writing an announcement

Table 1: Checklist of writing tasks in English 10

The Study 1 Addressing the problem

Data collections

Using classroom observation and questionnaires to collect data is the author’s purpose Classroom observation is chosen as a data collection instrument of this thesis for the following reasons:

Classroom observation has become a popular approach for evaluating teaching effectiveness Regardless of the teaching context, there are various strategies that can enhance the preparation, execution, and follow-up of observations, ultimately increasing their value for educators.

Observation is primarily utilized to gather data on a teacher's subject matter expertise, analyze language acquisition, and evaluate teaching methods and classroom lesson processes.

Because of the reasons presented above, classroom observation is chosen as an effective tool to collect data in this thesis

There are two different questionnaires used in this study: Questionnaires for Students and Questionnaires for Teachers

Questionnaires are valuable tools for collecting information on individuals' opinions by asking them to express their level of agreement or disagreement with specific statements A key benefit of using questionnaires is their ability to generate quantifiable data, which can be easily analyzed through methods such as tallying responses or conducting content analysis on open-ended replies.

The primary objective of these questionnaires is to assess students' feelings towards writing lessons and their attitudes towards writing skills and the topics covered in the English textbook for grade 10 Additionally, the questionnaires aim to explore how pre-writing factors influence students' anxiety levels.

The questionnaires do not require students to provide their names to secure confidentiality

A questionnaire was administered to 128 students from classes 10A2, 10A4, and 10A6 at Tien Thinh High School following two writing lessons The purpose was to assess their anxiety levels, identify the reasons behind this anxiety during writing tasks, and evaluate their attitudes toward writing During the questionnaire process, the author was present in the classroom to provide any necessary clarifications.

The Questionnaire for Teachers was distributed to four English teachers at Tien Thinh High School, excluding the author, to gather insights on the processes of teaching and learning writing.

Data analysis

This part of the thesis is the treatment of all data collected from survey questionnaires conducted on four teachers and 128 students and classroom observations

Two volunteer teachers joined the author in observing writing lessons in classes 10A2, 10A4, and 10A6, concentrating on the pre-writing activities and student reactions After the lessons, the observers gathered students' writing samples from all three classes for comparative analysis of the results.

Topic for writing task: Filling in a form Teacher’s activities Students’ activities The observers’ comments

+Have you ever filled in a form?

+ What do you often fill in a form? ( T called one student to answer this question )

T said “ Today, we are going to learn how to fill in a form”

+ T asked Sts to answer the

+ Some said: Yes and some said :No

+ The student answered: name, age, job……

Most of the students kept silent and did nothing

+ Some students answered and some made noise

The teacher's lack of preparation for her English 10 class is evident, as she provided no handouts or lesson plans Instead, she merely wrote notes on the board, leading to student disengagement and boredom Additionally, her approach of calling on students to answer questions did not enhance the learning experience.

+ T ask Sts to do task 2 and

3 and explained some new words

+ Teacher explained some other new words in task 4 and asked Sts to do task 4 for while-writing

+ Sts write new words in their notebooks

Topic for writing task: Filling in a form

Teacher’s activities Students’ activities The observers’ comments

Teacher showed a form and asked

T said “we are going to have a writing:” filling in a form”

+ T wrote task 1 on the blackboard and asked students to do

+ T explained new words when Sts were doing the task

+ Some said: A form and some said nothing Some students kept silent and some made noise

+ the students looked at the blackboard and listened to what the teacher said + Sts wrote new words in

The teacher focused solely on completing textbook tasks without engaging with her students or considering their feelings, indicating a lack of preparation for her lessons.

+ T asked Sts to do task 2 and 3 and explained some new words

+ Teacher explained some other new words in task 4 and asked Sts to do task 4 individually their notebooks

+ Most students seemed very worried because they could not fill in the form in task 4

Topic for writing task: Filling in a form

Teacher used a projector to show some forms and asked:

+What kind of paper is this?

+ When to fill in a form?

Called some Sts to answer

T said “our writing topic today is “filling

+ Some said: “they are forms”

+ St 1: Applying for a job + St 2: Opening an account + St 3: Attending a club, a course…

Some students seemed eager to answer but some others did nothing, just listened to the teacher

The lesson was well-prepared by the teacher, who utilized visual aids effectively to enhance the learning experience By combining strong presentation skills with a student-centered approach, she made the lesson more engaging As a result, students became more active participants, although a few appeared to have some concerns.

+ T said “Form do not usually ask questions, but ask for information You will work in groups to note down information that a form often asks”

+ T gave each group an A1 paper and a pen to write and after 3 minutes asked them to attack their paper on the board

+ Teacher gave a correction and some more information

+ From the information Teacher asked Sts to make questions for it

+ Sts were divided into 2 groups and worked together to share their ideas

+ S showed their answers on the board Here are their answers:

+ Most students seemed very eager to work in groups, but several Sts took advantage to talk privately

They were eager to work in groups to share their ideas

+ T used projector to show some Block Capital and signatures… on the screen to explain the meaning of these words for students and asked them to do Task

+ Teacher went around to observe her students and provided help

+ Teacher explained some other new words in task 4 and asked Sts to do task 4 individually

Topic for writing task: Writing a confirmation letter

T asked two Sts to go to the blackboard to write the new words of the previous lessons

Then, T said: “Today we are going to learn writing part

- Two Sts went to the blackboard to write and others did nothing but made noises

No warm –up activities were conducted This makes Sts feel bored with the lesson with the subject “writing a confirmation letter””

T asked Sts to read 2 letters of Nga and Hoa individually She explained some new words

“Do you know which letter is the confirmation letter?”

T explained the form of the letter and asked Sts to do Task 2

T asked Sts to choose one of the two topic to write

- Sts read the two letters individually They seemed to be bored with the lesson

Sts answered in chorus: “ the second letter”

- Sts seemed worried with the teacher’s requirement

No pair work and group work activities were carried out Sts were passive because they did not have brainstorming

Teacher did not explain the purpose, content of the confirmation letter and the way to write this kind of letter

T only explained the new words and structures in the two letters She did not provide new words and structures often used in a confirmation letters

This teacher was careless in her teaching She only introduced the tasks in the book She did not provide students with structures and new words to write

This teacher carried out ineffective pre-writing activities

T asked two questions + When we are away from our family, how can we communicate with them?

+ How many kinds of letters do you know?

Then, T said: “Today we are going to learn a new kind of letter: a confirmation letter”

T reviewed the form of a letter and explained what a confirmation letter was

T asked Sts to read 2 letters of Nga and Hoa individually She explained some new words and structures

+ on phone + through internet + writing letters

+ love letter + business letter + thank-you letter + invitation letter

- Sts just listened to the T

T only used Wh- questions to lead in This warm-up activity was not interesting

T did not use pair work and group work activities She only used presentation skill This teacher-centered approach makes Sts passive

This teacher seemed to have ineffective pre-writing activities

T only focused on the content of the lesson She did not carry out activities

T said that Hoa’s letter was the confirmation letter and explained the form of the letter and asked Sts to do Task 2

T asked Sts to choose one of the two topics to write

- Sts wrote down so that Sts could take part in

T asked Sts to take part in a crossword game:

+ Find a word with six letters based on the following clues:

+ It is traditionally used to send information in a far distance

+ It is put inside an envelope

- Sts worked in 4 groups to find out the answer

+ love letter + business letter + thank-you letter + invitation letter

This warm-up activity seemed to be interesting Sts liked the game very much

+ How many kinds of letter do you know?

T showed the form of a letter and explained what a confirmation letter was

-T showed some pictures to teach new words and structures

The teacher instructed students to read two letters from Nga and Hoa individually The teacher clarified that Hoa's letter served as a confirmation letter, elaborating on its format before asking the students to complete Task 2.

T asked Sts to choose one of the two topics to write

- Sts listened to the T and wrote down

- Sts seemed tired and nervous and tried to finish their task

This teacher began the lesson quite well but she still has ineffective pre- writing activities

At first, Sts were eager to paticipate in the lesson but after that Sts seemed bored with the tasks because the T did not give activities in the pre-stage

After the 6 lessons, the author collected 20 student’s writings in each lesson The researcher asked 3 English teachers give marks to these writing papers Here are the results:

Ineffective pre-writing activities can significantly hinder student engagement and motivation during writing lessons when teachers fail to adequately prepare The resulting boredom and anxiety among students highlight the need for improved lesson planning To gather more insights, the author administered surveys to both students and teachers.

3.2.3.2 Questionnaires 3.2.3.2.1 Data analysis of students’ survey questionnaires

Question 1: How is your writing lesson today?

Very interesting Interesting Not interesting Boring

Table 2 reveals that a significant 56.2% of students find their writing lessons uninteresting, while only 3.9% and 16.4% consider them very interesting and interesting, respectively Additionally, 23% of students rated their writing lessons as poor These findings clearly indicate that the current writing lesson format is ineffective and requires substantial improvement.

Question 2: How did you feel in the writing lesson today?

Anxious because I wrote nothing 84 65.7 Not satisfied because the writing was not good

Satisfied because the writing was very good

Eager with the pre- writing activities 8 6.2

A significant majority of students (65.7%) reported feeling anxious and dissatisfied with their writing lessons, primarily because they produced no written work In contrast, only 6.2% expressed satisfaction due to the quality of their writing, and an equal percentage felt enthusiastic about pre-writing activities This data indicates that anxiety is prevalent among students during writing lessons, highlighting the need to identify the underlying causes of this anxiety Addressing these issues is essential for teachers to design more effective lessons that enhance students' writing skills.

Question 3: In your opinion, which writing stage most affect your writing result?

A significant 70.3% of respondents indicated that pre-writing is the most influential stage in their writing process, highlighting its crucial role in enhancing the quality of writing education This finding suggests the need for the author to collaborate with colleagues in developing pre-writing activities aimed at alleviating students' anxiety during writing lessons.

Question 4: Do you like those pre-writing activities used by your teachers today?

According to Table 5, a significant majority of students, 86.5%, expressed dissatisfaction with the teachers' activities, while only 13.5% reported enjoying the pre-writing activities conducted that day.

Question 5: Which is the main cause of your anxiety in the writing lesson?

A The writing topic is difficult

B I am not provided enough vocabularies and structures relating to the writing lesson in the pre-writing stage

C The teacher only explains in English so I can not understand well

D I have no ideas to write

A significant factor contributing to students' anxiety is the insufficient vocabulary and structures provided during the pre-stage, accounting for 50.7% of cases This highlights the critical role of the pre-stage in enhancing the quality of writing instruction Additionally, other factors such as students' lack of ideas, teachers' moods, and the clarity of teachers' explanations also contribute to student anxiety and should be addressed.

3.2.3.2.2 Data analysis of teachers’ survey questionnaires

To enhance understanding of the significance of the pre-writing stage in teaching writing, the author engaged in discussions with four English teachers at Tien Thinh High School.

Question 1: Do you like teaching writing skill?

Among the four teachers surveyed, two expressed a passion for teaching writing, while the other two indicated a dislike for it This disparity highlights the varying levels of enthusiasm teachers have for lesson preparation in writing skills.

Question 2: In your opinion, which of these writing stages is the most important?

Table 8 highlights teachers' perspectives on the significance of various stages in writing lessons Notably, 50% of the surveyed educators identified pre-writing as the most crucial phase, while the remainder favored post-writing Interestingly, none of the participants regarded the warm-up or while-writing stages as the most important.

Clearly, the findings show that only a half of English teachers in Tien Thinh High School realized the importance of pre-writing stage

Question 3: Do you prepare well for the pre-writing activities?

A survey conducted among teachers at Tien Thinh High School revealed varying levels of preparation for pre-writing activities Only one teacher reported consistently preparing for these activities, while two indicated they prepare sometimes, and one teacher admitted to rarely preparing Encouragingly, all teachers acknowledged that they at least prepare for their lessons, with no responses indicating a complete lack of preparation.

Question 4: Do you think that your students feel anxious in your writing lessons?

A yes, most of my students

B Yes, all of them feel anxious

C No, they are not completely anxious

Findings and discussions 3 2.4.1 Tien Thinh High school students' anxiety and the causes

3 2.4.1 Students' anxiety and the causes

The study identified several key factors contributing to students' anxiety during the pre-stage of writing lessons, with a primary cause being insufficient vocabulary and structural knowledge By equipping students with relevant vocabulary and sentence structures, and guiding them to compose simple sentences before progressing to paragraph formation, teachers can alleviate students' fears about writing This approach fosters confidence and demonstrates that writing is an attainable skill, ultimately reducing anxiety related to vocabulary and structure limitations.

A significant reason students struggle with writing is the lack of ideas, indicating that teachers may not adequately prepare during the pre-writing stage To enhance idea generation, educators should go beyond merely providing vocabulary and structures; they should incorporate engaging activities that encourage brainstorming Implementing pair and group work can facilitate idea sharing among students, fostering a collaborative environment that boosts creativity and writing skills.

Unclear instructions from teachers, coupled with a negative atmosphere and low enthusiasm, significantly contribute to students' anxiety Many educators tend to explain tasks in lengthy and complex English sentences, often overlooking the fact that most students struggle with the language Additionally, there is a lack of effort to ensure that students fully understand the assignment requirements.

Effective teaching requires clear and concise instructions, often accompanied by demonstrations to enhance student comprehension To support learners with varying levels of English proficiency, English teachers should provide explanations in both English and Vietnamese Additionally, 10% of surveyed students reported that a teacher's negative mood and lack of enthusiasm can contribute to their anxiety Conversely, enthusiastic teachers foster a low-anxiety classroom environment, engaging students through entertaining stories and interactive activities that capture their interest.

Students at Tien Thinh High School experience significant anxiety during writing lessons, a challenge that has been observed by the author, an English teacher at the school Writing is identified as one of the weakest skills among students, leading to various difficulties This study aims to identify the factors contributing to students' anxiety and to propose effective strategies for both teachers and students to alleviate this issue.

3.2.4.2 The ineffectiveness in using pre-writing activities

The ineffectiveness in using pre-writing activities of Tien Thinh High School teachers resulted from the following reasons:

First, the teachers are not aware of the importance of pre- writing stage

At Tien Thinh High School, 50% of surveyed teachers expressed a preference for teaching writing, indicating a divided attitude towards the importance of writing skills Among the four stages of writing instruction—warm-up, pre-writing, while-writing, and post-writing—only 50% of teachers recognized the significance of pre-writing and post-writing stages Furthermore, teacher preparation for pre-writing activities was found to be inadequate, with only half acknowledging its importance in the teaching process This lack of preparation often leads to monotonous lessons, as teachers relying solely on textbook content fail to engage students with creative and enjoyable activities.

Third, teachers do not care about how students feel in pre-writing stage

Based on questionnaire findings and classroom observations, it was evident that while most teachers recognized students' anxiety during writing lessons, they largely ignored it Their focus remained on completing textbook tasks rather than engaging with students or acknowledging their emotional needs This lack of attention suggested a disconnection between teachers and students regarding the latter's feelings and challenges in the classroom.

Many teachers at Tien Thinh High School aspire to improve their teaching methods but feel uncertain about how to initiate change Acknowledging the current ineffectiveness in their approach is crucial for enhancing writing instruction.

Summary

Providing students with new words and structures in effective ways

Teachers play a crucial role in introducing new vocabulary and grammar structures to students, as these elements are essential for effective writing It is important for educators to identify which words and structures require clarification and to explain them in an engaging manner Utilizing visual aids can enhance the effectiveness of these explanations, making the learning process more interesting for students.

Creating free anxiety classroom

To foster a positive and non-threatening classroom environment, teachers should prioritize understanding and addressing students' anxieties and fears Building strong relationships with anxious learners through friendly conversations and sharing experiences is essential Additionally, cultivating positive traits like patience and a sense of humor can help students feel more at ease Incorporating visual aids and integrating songs and music into lessons can further create a relaxing atmosphere, capturing students' attention and enhancing their learning experience.

4.2 Recommendations for students to reduce their anxiety in pre-writing stage

Students often experience anxiety due to insufficient writing practice in both classroom and home settings To alleviate this, it is recommended that they engage in more writing exercises Utilizing various textbooks as supplementary resources can enhance their skills, while maintaining a diary to document daily activities in English can also be beneficial By committing to writing simple sentences each day, students can significantly improve their writing abilities through consistent practice.

4.2.2 Participating in pair work and group work

Many students reported feeling anxious due to a lack of ideas for writing Engaging in pair and group work activities allows them to learn from peers and share their thoughts, which can help alleviate this anxiety.

To alleviate anxiety, students should proactively enhance their English skills, as improved language proficiency can help them overcome challenges related to vocabulary and grammar Actively participating in class and engaging in extracurricular activities, such as joining an English club, conversing with foreigners, and working with a tutor, is essential Additionally, utilizing media like TV, radio, and the internet serves as an effective means of communication that can further boost students' English proficiency.

In this chapter, the author presents effective strategies to enhance writing instruction quality and alleviate student anxiety Recommendations for teachers include delivering clear and comprehensible instructions, introducing new vocabulary and structures in engaging ways, and fostering a supportive, anxiety-free classroom environment.

Students should focus on building confidence by engaging in pair and group work activities, which facilitate the sharing of ideas and feelings, ultimately enhancing their English proficiency.

CHAPTER FIVE: CONCLUSIONS 5.1 Summary of the study

This study is carried out as a contribution to the knowledge of all teachers and students of English in their teaching and learning

The article begins with an introduction outlining the study's rationale, research questions, methodology, participants, scope, and thesis overview The core section reviews literature on the theoretical aspects of learning and teaching writing, focusing on pre-writing factors that alleviate students' anxiety during writing lessons Following this, the study presents data analysis and findings derived from questionnaires and classroom observations The final chapter offers suggested solutions aimed at enhancing the quality of writing instruction for 10th graders The author hopes this research will provide valuable insights for both teachers and students in their language teaching and learning journey.

As a teacher at TTHS, I have observed the current challenges in teaching and learning writing skills faced by both students and educators This study aims to identify the factors contributing to students' anxiety and to offer recommended strategies to help alleviate this anxiety for both teachers and students.

Based on the survey questionnaires and classroom observations, the author can arrive at the following conclusions:

Learners often experience anxiety during writing lessons due to several key factors First, students lack adequate vocabulary and structural support related to the writing task before the lesson begins Additionally, insufficient teacher instructions, coupled with a lack of enthusiasm and positive mood from instructors, contribute to this anxiety Furthermore, many teachers do not recognize the significance of the pre-writing stage, leading to inadequate preparation for pre-writing activities Lastly, there is often a lack of attention to students' emotional states during this crucial phase, which exacerbates their anxiety.

+ Some strategies that could be employed for teachers and students to reduce anxiety and improve teaching and learning writing skill include the following:

Teachers can significantly help students reduce anxiety by offering clear and understandable instructions, introducing new vocabulary and structures effectively, and fostering a supportive, anxiety-free classroom environment.

On the part of students, they can reduce their own anxiety by having more writing practice, participating in pair work and group work, improving English proficiency

5.2 Limitations and suggestions for further study

This study has notable limitations, primarily due to its small scale, which only examines the pre-writing stage's impact on reducing student anxiety, neglecting the while-writing and post-writing stages Additionally, the reliance on questionnaires raises concerns about the reliability of the collected data The research is confined to classroom writing lessons within the English 10 textbook, suggesting that any application beyond this context requires careful evaluation Furthermore, the study does not fully address issues related to students' low English proficiency, which necessitates time and focused improvement efforts To enhance outcomes, teachers must refine their teaching methods and preparation strategies The author anticipates that future research will address these challenges.

1 Bộ giáo dục và đào tạo ( 2006) Tiếng Anh 10, Nxb Giáo dục, Hà Nội

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(2003), Teaching academic writing: A toolkit for higher education, London: Routledge

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10 MacIntyre, P.D ( 1999), Language anxiety: A review for the reseach for language teachers In D.J Young (Ed), Affect in foreign language and second language learning:

A practical guide to creating a low-anxiety classroom asmosphere ( pp.24-45) NY: Mc

11 May, R.(1977), The meaning of anxiety New York: Washington Square Press

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Schwarzer (Ed.) Self-related Cognition In Anxiety And Motivation Hillsdale, NJ:

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20 Steele, V (2002) Product and process writing: A comparison Retrieved from the World Wide Web 27 July 2006 at http://www.teachingenglish.org.uk/think /write/ approaches.shtml

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22 Tribble, C (1996), Writing, Oxford University Press, Oxford

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Appendix 1: Survey Questionnaires for the teachers

This survey questionnaire is designed for my Thesis “Using pre-writing activities to reduce 10 graders’ anxiety in English writing lessons at Tien Thinh High School,

Your participation in the survey questionnaires regarding Me Linh, Hanoi, is greatly valued Rest assured that all information you provide will be used solely for research purposes, and your identity will remain confidential in any discussions related to the data.

Thanks you very much for your cooperation!

1 Do you like teaching writing skill?

2 In your opinion, which of these writing stages is the most important?

3 Do you prepare well for the pre-writing activities?

4 Do you think that your students feel anxious in your writing lessons?( if yes please answer the next question)

F yes, most of my students

G Yes, all of them feel anxious

H No, they are not completely anxious

5 In your opinion, what is the main cause of the students’ anxiety?

D The topic is difficult or uninteresting

E Your instructions in pre- writing stage is not clear enough

F Students’ language competence is limited

6 What is your suggestion toward reducing students’ anxiety in the writing lessons? (Please write down your suggestions)

Appendix 2 A: Questionnaires for the students

Các câu hỏi dưới đây nhằm thu thập ý kiến của các em về ảnh hưởng của các hoạt động trước khi viết đến quá trình học viết Sự đánh giá này sẽ giúp chúng tôi điều chỉnh các phương pháp dạy viết, từ đó nâng cao chất lượng học viết tại trường.

Rất mong nhận được sự hợp tác của các em Mọi thông tin các em cung cấp đều được bảo mật Xin chân thành cảm ơn các em!

Em hãy khoanh tròn vào câu trả lời tương ứng sau đây

1 Giờ viết của các em hôm nay như thế nào?

2 Em cảm thấy như thế nào trong giờ viết hôm nay?

A Lo lắng vì không viết được gì

B Không hài lòng lắm vì bài viết chưa tốt

C Vui vẻ vì được tham gia vào các hoạt động trước khi viết

D Hài lòng vì viết rất tốt

3 Theo quan điểm của em, giai đoạn nào của quá trình viết có thể gây ảnh hưởng nhất đến kết quả bài viết của em?

B Giai đoạn trước khi viết

C Giai đoạn trong khi viết

D Giai đoạn sau khi viết

4 Em có thích các hoạt động trước khi viết được cô giáo sử dụng ngày hôm nay không?

5 Em hãy chọn một lí do chính trong những lí do dưới đây khiến em cảm thấy lo lắng trong giờ viết

A Chủ đề bài viết khó

B Em không được chuẩn bị kĩ về từ vựng và cấu trúc trước khi viết

C Cô giáo chủ yếu giải thích bằng tiếng anh nên em không hiểu yêu cầu của bài viết

D Em không có ý tưởng để viết

E Những lí do khác: Sự nhiệt tình, tâm trạng của cô giáo…

Appendix 2.B: Questionnaires for the students

D Boring Question 2: How did you feel in the writing lesson today?

B Not satisfied because the writing was not good

C Satisfied because the writing was very good

D Eager with the pre- writing activities Question 3: In your opinion, which writing stage most affect your writing result?

D Post- writing Question 4: Do you like those pre-writing activities used by your teachers today?

D No Question 5: Which is the main cause of your anxiety in the writing lesson?

F The writing topic is difficult

G I am not provided enough vocabularies and structures relating to the writing lesson in the pre-writing stage

H The teacher only explained in English so I can not understand well

I I have no ideas to write

Appendix 3 – Tasks in writing lessons (Source: Tieng Anh 10 Textbook) Lesson 1: Filling in a form (Unit 1: Writing, p27, 28)

Task 1: Work in pairs Answer the following questions

1 On what occasions do you have to fill in a form?

2 What sort of information do you often have to provide when you fill in a form?

Task 2: Forms do not usually ask questions, but they ask for information Match a line in

7 Occupation a What do you do? b Where are you living at the moment? c Are you married or single? d What’s your first name? e When was you born? f What’s your surname? g Where were you born?

Task 3: Forms asks you to do certain things Do the following:

1 Write your name in block capitals

I am a student/ an employee/ an employer

4 Put a cross if you are male

5 Put a tick if you are female

Task 4: Fill in the following form

THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM

PLEASE WRITE IN CAPITAL LETTERS Mr./Mrs./Miss*

Reasons for learning English: Business/Pleasure/Exams/Other ( If others, please specify)………

How many hours a day do you want to stay at the school?

What date do you want to start?

Lesson 2: Writing a confirmation letter (Unit 6: Writing, p.69) Task 1: Work in pairs Read the two letters below and find the requests in Nga’s letter and the confirmation in Hoa’s

My class is going to have a picnic at Ao Vua this weekend This is the first time I go for a pinic

Can you go shopping with me to buy the things we need for the trip? I will pick you up at 2: 30 p.m tomorrow Is the time convenient for you?

Please let me know as soon as possible

Suggestions for students to reduce their anxiety in pre-writing 1 Having more writing practice

Improving English proficiency

To effectively reduce anxiety and enhance English proficiency, students should actively engage in their learning process Improving language skills can help overcome challenges related to vocabulary and grammar Participation in class and involvement in extracurricular activities, such as joining an English club, conversing with foreigners, and working with a tutor, are essential Additionally, utilizing media resources like watching TV, listening to the radio, and accessing the internet can significantly aid in improving English communication skills.

In this chapter, the author presents effective strategies to enhance the quality of writing instruction Key recommendations include providing clear and comprehensible instructions, introducing new vocabulary and structures effectively, and fostering a low-anxiety classroom environment to help alleviate students' anxiety These approaches aim to support both teachers and students in creating a more positive learning experience.

Students should focus on building confidence and engaging in pair and group work activities, as these collaborative efforts foster the sharing of ideas and feelings while enhancing their English proficiency.

CHAPTER FIVE: CONCLUSIONS 5.1 Summary of the study

This study is carried out as a contribution to the knowledge of all teachers and students of English in their teaching and learning

The article begins with an introduction outlining the study's rationale, research questions, methodology, participants, scope, and thesis overview The core section provides a comprehensive literature review on the theoretical foundations of learning and teaching writing, focusing on pre-writing factors that alleviate students' writing anxiety Following this, the study presents data analysis and findings derived from questionnaires and classroom observations The final chapter offers practical solutions aimed at enhancing the quality of writing instruction for 10th graders The author hopes this research will benefit both teachers and students in their language teaching and learning endeavors.

As a teacher at TTHS, I have observed the current challenges in teaching and learning writing skills, which affect both students and educators This study aims to identify the factors contributing to students' anxiety and to offer recommended strategies for both teachers and students to alleviate this anxiety.

Based on the survey questionnaires and classroom observations, the author can arrive at the following conclusions:

Learners often experience anxiety during writing lessons due to several key factors Firstly, a lack of adequate vocabulary and structural guidance prior to writing contributes to their unease Additionally, insufficient and uninspired instruction from teachers can exacerbate this anxiety Many educators may overlook the significance of the pre-writing stage, leading to inadequate preparation for related activities Furthermore, a lack of attention to students' emotional states during this critical phase can hinder their confidence and engagement Addressing these issues is essential for creating a supportive learning environment.

+ Some strategies that could be employed for teachers and students to reduce anxiety and improve teaching and learning writing skill include the following:

Teachers can help alleviate student anxiety by offering clear and understandable instructions, introducing new vocabulary and structures effectively, and fostering a low-anxiety classroom environment.

On the part of students, they can reduce their own anxiety by having more writing practice, participating in pair work and group work, improving English proficiency

5.2 Limitations and suggestions for further study

The study has several limitations, including its small scale, which only addresses the pre-writing stage and neglects the while-writing and post-writing stages Additionally, the reliance on questionnaires raises concerns about the reliability of the collected data The research is confined to classroom writing lessons in the English 10 textbook, making it necessary to exercise caution when applying the findings outside this context Furthermore, the study does not fully address issues related to students' low English proficiency, which requires time and focused teaching strategies for improvement The author expresses hope that future research will address these challenges.