Rationale
As globalization accelerates, the world is increasingly interconnected through cultural and economic exchanges, with English emerging as a vital international communication tool Consequently, Vietnam has made English a mandatory subject in schools and colleges to enhance language proficiency and prepare students for a globalized future.
At Tay Ha Polytechnic College, the administration and English teachers recognize the significance of English proficiency and strive to enhance students' skills Many first-year students express their struggles with English, citing difficulties in learning and poor performance despite their efforts The challenges stem from limited background knowledge, inadequate pronunciation, insufficient vocabulary, and weak grammatical skills, with a notable lack of ideas in both oral and written communication This prompted me to explore methods to assist students with low English efficiency in generating ideas I believe that brainstorming can be an effective strategy for idea generation in small groups within a set timeframe Therefore, I aim to research the impact of brainstorming on freshmen at Tay Ha Polytechnic College to help improve their English language performance.
Aims of the study
This study aims to investigate how brainstorming influences students' performance in English, particularly in writing skills The focus is on transforming students' attitudes towards writing and increasing their engagement in English writing classes at Tay Ha Polytechnic College.
The findings aim to enhance the teaching and learning of English skills, specifically writing, for both teachers and students at Tay Ha Polytechnic College.
Research questions
To achieve the aims which are mentioned above, this study was designed to test the following hypothesis:
- H 1 : Students who take part in the experimental brainstorming activities will make more improvement in writing performance than those who do not
- H 0 : There is no difference in writing performance between students who take part in the experimental brainstorming activities and those who do not
In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised:
1) How does brainstorming affect the first-year students’ writing skill at Tay Ha Polytechnic College?
2) What are the effects of brainstorming on the students’ attitude towards writing and the participation in in-class writing lessons?
3) What are the students’ opinions about brainstorming?
Scope of the study
Writing is a crucial means of communication and significantly enhances language learning by allowing students to apply grammatical structures and vocabulary However, many students struggle with writing, often showing a lack of engagement and unsatisfactory skill levels This study focuses on the impact of brainstorming on the writing abilities of first-year students at Tay Ha Polytechnic College during the second term, utilizing the writing tasks outlined in the course book syllabus.
―New Cutting Edge- Elementary‖ by Sarah Cunningham and Peter Moor (2005).
Method of the study
This study utilizes a quasi-experimental design to address the proposed research questions, focusing on first-year students at Ta Ha Polytechnic College The methodology includes three essential components: the target population, the treatment method of brainstorming, and the evaluation of the treatment's effectiveness using a t-test.
In addition to the experiment, pre- and post-questionnaires were administered to students to gather their feedback on shifts in their writing attitudes Furthermore, observations were conducted during the teaching sessions to assess the differences in participation levels between the control and experimental groups.
Design of the study
The study is composed of three main parts: Introduction, Development with three chapters, and Conclusion
The introduction provides a comprehensive overview of the study, detailing the rationale behind the research, its objectives, and the key research questions It also defines the scope of the study, describes the research methodology employed, and outlines the main content that will be covered.
The development includes three chapters:
Chapter 1 presents the literature review that is relevant to the study
Chapter 2 describes the research methods used in the study with the necessary components before supplying the information about the procedures of collecting the data in details
Chapter 3 displays the findings and discussions from the collected data analysis
The Conclusion presents a summary of major findings from which some pedagogical implications were derived It also provides some limitations and suggestions for further study.
Summary
This article provides an overview of the study, outlining its rationale, objectives, research hypothesis, and questions It also details the research methods and study design utilized Chapter 1 of the subsequent section will present a theoretical framework for the study.
LITERATURE REVIEW
Generating ideas in writing
Generating ideas is a vital aspect of the writing process, as it involves organizing information and effectively communicating meaning Initiating the writing journey can be challenging, making the idea-generation phase essential for overcoming the initial hurdles (White & Arndt, 1991).
In the initial stages of idea generation, two primary discovery techniques are employed: guided and unguided Guided techniques involve providing a set of prompts or questions to help writers uncover ideas, with their responses shaped by these prompts In contrast, unguided techniques allow writers to independently generate ideas without relying on external cues.
Some typical ways of generating ideas in writing
A part from brainstorming, White & Arndt (1991) suggested some ways of generating ideas as follows:
Questions play a crucial role in enhancing creativity and encouraging participation among writers, as they eliminate the pressure of needing immediate answers The responses generated from these questions serve as a foundation for developing future action plans After establishing a list of questions, prioritizing them can help in systematically identifying the best solutions A key skill for effective writers is the ability to formulate engaging questions, which lead to insightful answers This questioning technique is particularly beneficial in collaborative settings, such as pair or group work.
Writers can enhance their creativity by using targeted questions to stimulate thinking and draw on personal experiences when brainstorming on a given topic This approach not only fosters the development and shaping of ideas but also encourages both creativity and individualism in the writing process.
Note-making is akin to brainstorming on paper, utilizing designated headings to help organize ideas for drafting It can be categorized as structured or unstructured; structured note-making involves predetermined headings where information is organized accordingly, while unstructured note-making allows students to freely jot down ideas without immediate organization Popular note-making techniques include spider-grams, mind mapping, and network diagrams, which facilitate the visualization of concepts and relationships.
Using visuals is a highly effective method for generating ideas and vocabulary in writing instruction Visual materials can be categorized into representational (photographs and pictures), realia (physical objects), and symbolic (charts, diagrams, and maps) Each type of visual serves distinct purposes, with more detailed materials leaving less room for imaginative input Conversely, vague and ambiguous visuals encourage creativity and are particularly beneficial for fostering divergent and original writing within groups.
Role play and simulations are effective educational techniques that engage students by having them take on specific roles within realistic scenarios During role play, students draw on their personal experiences and creativity to act out situations, typically lasting between 5 to 10 minutes, while their peers observe attentively This interactive approach fosters discussion post-performance, enhancing students' confidence and empathy as they explore different perspectives Ultimately, well-executed role plays encourage learners to generate practical solutions and guidelines for various issues.
Role play and simulations effectively enhance behavior, language, and creativity in a contextual setting beyond the traditional classroom They provide students with a wealth of ideas and diverse perspectives, enriching their writing tasks Additionally, these interactive methods serve as valuable stimuli for various writing genres, fostering deeper engagement and exploration of themes.
Brainstorming, defined by Alex Osborn as "a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members," was popularized in his 1953 book, Applied Imagination This creative problem-solving tool has a diverse range of applications and has been effectively utilized in business for invention and innovation since the 1930s In educational settings, particularly language classrooms, brainstorming is commonly employed in teaching writing, incorporating activities like free-association and word-mapping during the pre-writing or warm-up phases.
―Tools for Developing Prewriting Skills,‖ The English Journal 72, No 2 (February 1983: 58-60) asserts that prewriting activities, including group brainstorming, are the most important part of the writing process
Brainstorming is an effective technique for generating ideas, as noted by White & Arndt (1991: 18) Whether conducted individually or in groups, this process encourages quick, uninhibited thinking to produce a wide range of ideas related to a specific topic or problem It fosters creativity and can lead to unique and unconventional concepts, ultimately enhancing the quality of writing Brainstorming can assist in selecting topics, defining writing purposes, determining suitable formats, developing plots, and organizing ideas effectively.
Research has shown that brainstorming can be an effective method for generating high-quality solutions A study by Meadow and Parnes (1959) demonstrated that trained individuals working in brainstorming groups produced significantly more valuable ideas compared to those in a critical evaluation approach This finding has been supported by various scholars, including Gerlach, Schutz, Baker, and Mazer (1964), Parloff and Handlon (1964), Price (1985), and Weisskopf-Joelson and Eliseo (1961) Additionally, Zhenhui Rao (2007) further explored the efficacy of brainstorming in his research.
Training in brainstorming and writing skills has shown that explicit instruction in brainstorming strategies significantly enhances writing performance, with students expressing positive feelings towards this method Brian Cullen (1998) also highlighted brainstorming as a valuable activity that can be seamlessly integrated into language classes, ultimately aiding students in becoming more effective learners.
Brainstorming, as defined by Osborn (1957), is a collaborative technique where individuals and groups follow four essential rules to foster creativity First, criticism is prohibited during the session to prevent negative feedback from stifling idea generation, although it may be addressed later Second, participants are encouraged to focus on quantity, as generating numerous ideas increases the likelihood of discovering valuable concepts Third, freewheeling is promoted, allowing participants to share unconventional ideas, which can later be refined Lastly, the practice of combination and improvement, often referred to as piggybacking, enables participants to build upon and enhance each other's ideas, leading to innovative solutions.
Osborn (1957) posited that group work is more effective than individual efforts when following specific brainstorming rules, leading to a higher generation of ideas (Parnes & Meadow, 1959) Theoretically, group brainstorming enhances idea sharing among members (Paulus, 2000), and larger groups can access a wider range of problem-related domains Additionally, each member's unique cognitive architecture contributes to diverse idea synthesis (Stasson & Bradshaw, 1995).
This study highlights four popular variations of brainstorming that are particularly effective for language learning, showcasing the diverse approaches that can enhance creativity and idea generation in different contexts.
Individual brainstorming involves solitary techniques such as free writing, free speaking, word association, and mind mapping to organize thoughts visually This method is particularly effective for creative writing and has demonstrated advantages over traditional group brainstorming approaches.
Individual brainstorming allows for the free expression of ideas without the fear of ridicule, enabling individuals to share concepts they might hesitate to voice in a group setting This personal approach can lead to the development of innovative ideas that may not emerge during collaborative brainstorming sessions.
METHODOLOGY
The context of the study
Tay Ha Polytechnic College, located in Tan Lap, Dan Phuong, Ha Noi, is a newly established institution offering programs in Accounting, Business Management, Hotel Management and Hospitality, Finance and Banking, Electronics and Telecommunication, and Information Technology Each class typically accommodates approximately 50 students.
Students at the college hail from various provinces and were admitted based on their national university entrance exam scores However, the overall entrance quality, particularly in English proficiency, tends to be low.
In the realm of English learning experiences, students can be divided into two main categories: those who have never learned English in schools and those who have had the opportunity to learn but only to a limited extent Approximately 90 percent of students fall into the second category, while the first category comprises mainly pupils from remote areas with a scarcity of English teachers or those affected by policy changes Results from the English entry test at the start of the first term indicate that most students are at a beginner level, reflecting their apprehension towards learning the language Consequently, many students possess minimal knowledge of English and are essentially restarting their learning journey as beginners.
Recognizing the significance of English for students, the college has developed a comprehensive syllabus consisting of 300 periods across five terms The initial three terms focus on general English, utilizing the widely acclaimed course book "New Cutting Edge" by Sarah Cunningham and Peter Moor (2005), which targets elementary and pre-intermediate levels This curriculum emphasizes the four essential skills: speaking, listening, reading, and writing, while grammar is effectively taught through the "Language Focus" sections of each module The objective of these terms is to equip students with foundational English knowledge, preparing them for English for Special Purposes in the final two terms Additionally, the college enhances the learning experience by providing essential teaching tools, including a laboratory, cassettes, and projectors.
Participants
The study involved 95 first-year accounting students from two classes, KTB and KTC, aged 18 to 22, with a higher number of female students in both groups KTB comprised 47 students, including 8 boys and 39 girls, while KTC had 48 students, consisting of 11 boys and 37 girls These two classes were selected for the study due to their similarities in size, gender distribution, age, English proficiency, and motivation to learn, with KTB serving as the control group and KTC as the experimental group.
In the second term of the 2009-2010 school year, a study was conducted after students completed the first seven modules of the "New Cutting Edge - Elementary" textbook by Sarah Cunningham and Peter Moor At this point, both groups had acquired some basic knowledge of English and were somewhat familiar with the new learning environment; however, their overall English proficiency remained low Many students lacked self-confidence in practicing English in class and showed inactivity in their learning An evaluation of their first-term English results indicated that their proficiency across all four skills was at the beginning level of elementary.
The experimental program
The experimental program focused on enhancing students' English writing skills by fostering idea generation and encouraging active participation in class activities It aimed to motivate learners while providing a structured syllabus for writing lessons, detailing the roles of both teachers and students in the process.
In the second term, students at the college will cover modules 8 to 15 of "New Cutting Edge - Elementary" by Sarah Cunningham and Peter Moor over a span of 10 weeks, dedicating the first and last weeks to general revision Each module consists of 6 teaching periods per week, organized into 2 class meetings, with each writing lesson lasting 45 minutes The college's English Group has collaboratively developed a syllabus for these writing lessons based on this framework.
Week Module Content of writing lesson
2 Module 8: Fact or Fiction? A Dairy
3 Module 9: Buying and selling Describing a place
4 Module 10: Street life Describing people
5 Module 11:The world around you Improve your writing: Punctuation
6 Module 12: A weekend away Writing about a holiday place
7 Module 13: Learning for the future Writing about your future plan
8 Module 14: Keeping in touch Writing a note
The experimental program of this study was implemented based on the above schedule
In the pre-writing stage, various brainstorming activities such as individual, group, round robin, and brainwriting were implemented, utilizing techniques like free writing, listing, free speaking, word-mapping, and similes To ensure effective brainstorming, Osborn's four rules—no criticism, encouragement of freewheeling ideas, a focus on quantity, and the pursuit of combination and improvement—were strictly followed Each brainstorming session was time-limited to 7 to 10 minutes to maximize productivity.
3.3 Role of the teacher and the students
In the experimental program, the researcher, who also served as a teacher, introduced topics, organized groups, established rules, and ensured that all students understood their tasks Additionally, she acted as a facilitator, providing praise and encouragement to enhance student participation in activities Furthermore, she took on the role of an observer, noting students' participation levels and motivation to learn.
Students demonstrated increased engagement in their learning, both individually and collaboratively During group activities, roles such as team leader, secretary, and supporter were assigned, rotated, or shared, allowing students to organize and present ideas, document contributions, and provide support to their peers.
Data collection instruments
4.1 Pre- test and post- test
A pre-test was conducted to evaluate the writing skills of students in two groups Each student was tasked with composing a 100-120 word paragraph on the topic "Your reasons to learn English" within a 30-minute timeframe This assessment took place during the first week of the second term, following a review of first-term knowledge, without any guidance or assistance provided during the test.
A post-test was administered following the program to assess the writing improvements of two student groups Students were tasked with writing a 100-120 word paragraph on the topic "Your Reasons to Learn English" within 30 minutes This topic and task requirements mirrored those of the pre-test, allowing for a precise evaluation of the students' writing progress.
The scoring criteria outlined in Appendix 3 assesses students' writing performance based on content, organization, and language This evaluation particularly emphasizes content, reflecting the primary focus of the program on enhancing students' ability to convey meaningful ideas effectively.
Pre-questionnaire and post-questionnaire were delivered to 47 students of the experimental group only to find out their changes in the attitude towards writing
In the first week of the second term, students completed a pre-questionnaire that gathered their general information, along with 10 questions about their attitudes towards writing in English and 5 questions regarding their participation in writing lessons.
In the ninth week of the program, students completed a post-questionnaire within 20 minutes, which consisted of three parts Two sections mirrored the pre-questionnaire, focusing on students' opinions about writing and their participation in writing lessons The additional section gathered students' views on brainstorming The administration of the post-questionnaire followed the same procedure as the pre-questionnaire.
The researcher, who also served as the teacher for both groups, conducted observations during the teaching sessions to gather evidence on student motivation and participation in class activities Additionally, the researcher evaluated the students' writing speed by analyzing their pre-test and post-test performance.
Data collection procedures
Data collection took place during the second term of the 2008-2009 school year at Tay Ha Polytechnic College, specifically in the KTB and KTC classes The procedures for this study were systematically implemented to ensure accurate results.
After completing the first term with 60 periods of English, students in both groups had acquired basic knowledge and familiarity with the four skills of the language During the first week of the second term, the teacher conducted a general revision of the previous term's content In a writing lesson, students were tasked with composing a paragraph on "your reasons to learn English," which served as a pre-test document for assessing their initial writing skills The teacher-researcher evaluated these writings according to established scoring criteria Additionally, a pre-questionnaire was administered to the experimental group and collected after 20 minutes.
The teacher-researcher employed various teaching methods in writing lessons for two groups In the control group, a product-oriented approach was utilized, incorporating techniques such as expanding outlines, providing model texts for imitation, making minor modifications, and constructing paragraphs from given prompts Conversely, the experimental group engaged in a process-based approach, featuring a two-month program focused on brainstorming during the pre-writing stage Throughout the teaching period, the teacher emphasized student participation and interest in class activities, meticulously observing and noting interactions among students in both groups.
In week 9, just before the term's conclusion, students from both classes participated in a post-test on the same topic as the pre-test After 30 minutes, the teacher assessed the writings, comparing the results to the pre-test to evaluate overall writing improvement and content-specific advancements Additionally, a post-questionnaire was administered to the experimental group to gather insights on changes in students' attitudes toward writing and their perspectives on brainstorming, which were then compared to pre-questionnaire results.
Methods of data analysis
6.1 Data Analysis of Pre- test and Post- test
The analysis of test scores utilized both independent and dependent t-tests to evaluate writing performance The independent t-test compared the control and experimental groups, while the dependent t-test assessed pre-test and post-test results within the experimental group Descriptive statistics were derived from online statistical tools, including GraphPad and other resources The significance level was set at an alpha of 0.05, with a critical value of 1.988 for both tests.
The analysis of the questionnaire results aimed to evaluate the impact of brainstorming on students' attitudes towards writing, their participation in writing lessons, and their opinions on brainstorming after the experiment The data, presented in percentage form, included a reduction of the 5-point scale items into three categories for clarity: strongly agree/agree and strongly disagree/disagree were combined By comparing the pre- and post-questionnaire results from the experimental group, the study identified any increases or decreases in the percentage of students who strongly agreed or agreed with the statements, highlighting the effectiveness of brainstorming in enhancing students' writing experiences.
This chapter thoroughly outlines the study's methodology, detailing the context, participants, and experimental program It also provides an in-depth description of the data collection methods and procedures The following chapter will present the findings and discussions derived from the analysis of data obtained through tests and questionnaires.
FINDINGS AND DISCUSSIONS
The findings of the study
1.1 The results of writing tests 1.1.1 The results of pre-tests scores of the two groups
Figure 1: Pre-test results of both groups
The distribution of pre-test scores among students in both the control and experimental groups, as depicted in Figure 1, provides insights into their writing proficiency prior to the experiment The graph's vertical axis represents the number of students, while the horizontal axis displays the test scores The calculated measures based on these results are reported accordingly.
Table 1: Pre-test descriptive statistics
The pre-test scores of the control and experimental groups exhibit similar central tendencies, with both groups sharing the same mode and median Although their means are close, the control group's maximum score is 8 points, which is 1 point lower than the experimental group's maximum score Both groups have an identical minimum score of 3 points, resulting in a difference in their ranges Additionally, there is a minor difference in standard deviation, with the control group at 1.18 and the experimental group at 1.23, indicating that both groups have nearly the same spread of pre-test scores.
The P value of 0.8275 exceeds the alpha level of 0.05, indicating that the difference in writing performance between the control and experimental groups is not statistically significant Additionally, the obtained t value of 0.2185 is significantly lower than the critical t value of 1.989 Although the control group shows a marginally better mean writing performance (0.05 difference), we cannot reject the null hypothesis, which states that there is no difference in writing performance between students engaged in experimental brainstorming activities and those who are not Consequently, the analysis concludes that the writing proficiency of both groups was not significantly different at the start of the experiment.
1.1.2 The results of post-tests scores of the two groups
Figure 2: Post-test results of both groups
Figure 2 illustrates the distribution of post-test scores for both the control and experimental groups, highlighting the differences in writing proficiency following the experiment The accompanying table provides a summary of key descriptive statistics related to these scores.
Table 2: Post-test descriptive statistics
The experimental group achieved higher scores than the control group, as indicated by all three measures of central tendency: mean, mode, and median This demonstrates a superior level of central tendency in the experimental group's performance Additionally, the spread of post-test scores revealed a smaller range in the experimental group (4) compared to the control group (5), highlighting a more consistent performance among the experimental participants.
The results indicate that the experimental group outperformed the control group by an average of 0.56 points This difference is statistically significant, as the obtained t-value of 2.7061 exceeds the critical value of 1.989, and the P value of 0.0081 is well below the threshold of 0.05 Consequently, we can reject the null hypothesis, which posited no difference in writing performance between the two groups, and accept the alternative hypothesis that participation in experimental brainstorming activities leads to greater improvements in writing performance.
The experimental program significantly improved writing proficiency, with the experimental group achieving higher post-test scores than the control group This indicates that the brainstorming intervention effectively enhanced the writing skills of the experimental group compared to their counterparts.
1.1.3 The results of the experimental group’s writing performance after the experiment
To evaluate the enhancement in students' writing performance through the experimental program, a comparison was conducted between their pre-test and post-test scores The subsequent figure illustrates the distribution of the students' post-test scores.
Figure 3: Pre-test and Post-test results of the experimental group
The following table shows the descriptive statistics made by the experimental group before and after the experiment
Table 3: Pre-test and post-test descriptive statistics of the experimental group
The post-test statistics indicate a notable improvement in students' writing scores compared to the pre-test, with the mode and median both showing an increase of 1 point Additionally, the mean score is 1.26 points higher than that of the pre-test, confirming a higher central tendency in post-test performance Conversely, the dispersion metrics, including the range and standard deviation, are lower for the post-test scores, suggesting a more consistent performance among students.
Table 3 indicates a highly significant difference between the pre- and post-test scores of the experimental group, with a P value of less than 0.0001 This result demonstrates a statistically significant improvement in the writing skills of the experimental group.
In conclusion, both the control and experimental groups demonstrated improvements in writing proficiency by the end of the term; however, the experimental group, which utilized brainstorming techniques, showed significantly greater progress This reinforces the effectiveness of brainstorming in enhancing students' writing skills.
1.2.1 Comparison of students’ attitudes towards writing before and after the experiment
Pre-questionnaire post-questionnaire Comparison Level of agreement
2.I like writing lesson at class
3.I like writing activities at class
4.I think writing activities at class are various
5.I think writing activities at class are interesting
(3= strongly agree/ agree, 2=uncertain; 1= strongly disagree/ disagree)
Table 4: Students‘ interest in writing skill
Table 4 reveals a significant shift in students' interest in writing in English before and after the experiment.
A study revealed that initially, 59.6% of students were not inclined to learn English writing skills, with only 12.8% enjoying it and recognizing its benefits However, the implementation of brainstorming techniques significantly boosted motivation, leading to a 40.4% increase in students who developed a liking for writing, while the percentage of those who disliked the skill decreased to 34.1%.
A significant 66% of students expressed disinterest in writing lessons, with 57.4% opposing the writing activities due to their lack of interest and monotony Neutral opinions were prevalent, resulting in only 8.5% to 12.8% of students holding positive views However, the implementation of an experimental program shifted this trend, as most students recognized the diversity and enjoyment of the new writing activities A comparison of pre- and post-questionnaire results revealed a notable increase of 49%, 40.5%, and 44.8% in students who found the activities enjoyable, varied, and interesting, respectively, while fewer students reported feeling uninspired, providing significant encouragement for the teacher-researcher.
In conclusion, the use of brainstorming in writing lessons significantly improved students' perceptions of writing Most students shifted from a negative attitude to a neutral or positive view regarding their writing skills and classroom writing lessons after the experiment The next focus is to explore students' opinions on the challenges they face in writing.
Pre-questionnaire post-questionnaire Comparison Level of agreement
6.I think writing in English is difficult 89.4
7.I don‘t have confidence in writing in
8.It takes me a lot of time to write in English 87.2
(3= strongly agree/ agree, 2=uncertain; 1= strongly disagree/ disagree)
Table 5: Students‘ opinions of writing in English
Discussions on the study results
The study demonstrated that the experimental program significantly enhanced students' writing skills, with those in the brainstorming context outperforming their peers in the traditional control group Notably, brainstorming positively impacted freshmen's writing performance, leading to increased engagement and motivation in learning The findings will be analyzed in relation to the research questions posed.
1) How does brainstorming affect to the first- year students’ writing skill at Tay Ha Polytechnic College?
2) What are the effects of brainstorming on the students’ attitude towards writing and the participation in in-class writing lesson?
3) What are the students’ opinions about brainstorming?
2.1 Effects of brainstorming on the students’ writing proficiency
Despite initial similarities in writing performance, the experimental group outperformed the control group by the end of the experiment due to the implementation of brainstorming strategies Brainstorming sessions provide students with greater opportunities to express their ideas and learn from their peers, enhancing their understanding of different thought processes, idea generation, and language use Additionally, these sessions foster creativity by allowing students to build upon each other's ideas The consistent practice of thinking and discussing in English during these sessions significantly contributed to the students' success This study's findings highlight the effectiveness of brainstorming in improving students' writing skills.
2.2 Effects of brainstorming on students’ attitude towards w riting and their participation in the writing lessons
The experimental group showed a significant increase in motivation towards learning writing skills following the experiment Students transitioned from feeling bored and tired in class to actively enjoying in-class brainstorming activities This positive shift in engagement can be attributed to the pleasant and relaxing learning environment they experienced Consequently, it can be concluded that brainstorming activities played a crucial role in fostering a more positive attitude towards writing among students.
Brainstorming significantly enhances the classroom atmosphere and positively influences student behavior by transforming them from passive listeners to active participants This engagement fosters a willingness to take risks, as students immerse themselves in the brainstorming process According to McCoy (1976), developing problem-solving skills through brainstorming can alleviate anxiety, as there are no 'right' or 'wrong' answers, eliminating the fear of correction from teachers.
Engaging in a straightforward brainstorming exercise enhances students' sense of competence and boosts their confidence in making informed guesses, leading to a significant increase in their participation in classroom activities.
Significant improvements in writing proficiency are closely linked to increased class participation and positive attitudes towards brainstorming activities Students recognized the benefits of brainstorming in generating ideas, which stemmed from the freedom to express opinions and collaborate with peers This method not only stimulated creativity but also motivated students by fostering a student-centered environment, allowing them to engage more actively in their learning The enjoyable, game-like nature of brainstorming made writing lessons more engaging and created a relaxed atmosphere, boosting students' confidence Overall, the majority of students found brainstorming to be a valuable tool for enhancing their writing skills.
Summary
This chapter presents the study's results based on data collected during the program, highlighting the comparison of writing performance between the control and experimental groups in pre-tests and post-tests The findings indicate that students in the experimental group significantly outperformed those in the control group, demonstrating greater participation in writing lessons and a positive attitude towards brainstorming The upcoming Conclusion section will summarize these results, discuss their implications, and address limitations while offering suggestions for future research.
Summary of the main findings and conclusion
The study's findings indicate that incorporating brainstorming into writing lessons offers significant benefits for both teachers and students It effectively enhances idea generation, leading to improved writing skills among students Additionally, brainstorming fosters self-confidence and increases student engagement in class activities, creating a more dynamic classroom environment The post-questionnaire analysis revealed that students responded positively to brainstorming, with many acknowledging its impact on their creativity, confidence, and motivation to write in English, expressing a desire to continue using brainstorming in their writing lessons.
The study concludes that brainstorming effectively enhances student ideation and participation in writing activities It is particularly beneficial during the pre-writing stage, improving the writing performance of elementary students with limited English proficiency, background knowledge, and self-confidence.
Pedagogical implications
This empirical study aims to enhance English writing proficiency among students at Tay Ha Polytechnic College by implementing its findings in practical applications Key implications for integrating brainstorming techniques into the teaching and learning of English writing skills are outlined below.
2.1 Preparation and experience in brainstorming are essential
The success of brainstorming sessions hinges on the effective execution of the group leader's role before, during, and after the meeting Key responsibilities include preparing the group, task, and environment to ensure maximum productivity Additionally, facilitators must possess adequate training, background, and experience in brainstorming techniques To maximize the impact of this tool, it is essential for those teaching or training in brainstorming to invest the necessary time in advance preparation.
Experience plays a crucial role in effectively implementing brainstorming in the language classroom Skilled teachers who excel in brainstorming possess significant hands-on experience, enabling them to discern the optimal timing and methods for its application This practical knowledge fosters a deeper comprehension of effective brainstorming techniques By engaging in various in-class activities, teachers can enhance their experience and mastery of brainstorming strategies.
2.2 Using brainstorming in cooperation with other idea-generating tools
To enhance creativity, individuals should utilize a diverse set of tools beyond just brainstorming Educators must recognize that brainstorming is only one method for generating ideas and should introduce students to various creativity techniques, including visuals, role play, and questioning strategies This multifaceted approach will enrich the learning experience and foster innovative thinking.
2.3 Reinforce both individual and group brainstorming
In 1953, Osborn developed brainstorming as a means to enhance individual creativity within group settings He acknowledged the complex challenges groups face during ideation, emphasizing the necessity for teachers, trainers, and facilitators to support both individual and collaborative creative processes To maximize effectiveness, it's crucial to allocate time for individual ideation before or after group brainstorming sessions.
2.4 Process for an effective brainstorming session
The above are my pedagogical implications for application of brainstorming in English teaching and learning To sum up, I wish to suggest a process for an effective brainstorming session as follows:
Have a time limit of about 7- 10 minutes
Invite participants and provide them with role definitions and key background information
Group size should be between 5–7 participants for each facilitator
Define roles and responsibilities (i.e., leadership, group members)
Provide training in the guidelines before the meeting
Prepare the task ―The leader‘s first job is to process the problem … definition of aim is often half the battle‖ (Osborn,1963:172–173)
Provide a clearly focused topic (i.e., simple and specific, not complex or compound)
Prepare a list of idea stimulating questions
Ensure that, during the session, members have the same rank or level of power
Explain guidelines in familiar language, using informal words
Enforce guidelines gently, but firmly
The session should start with an explanation of the task and keep the session focused on the topic
Have a ―warm-up‖ session, with exercises that practice and reinforce key skills and principles
Encourage an enthusiastic, uncritical attitude among members of the group Try to get everyone to contribute and develop ideas, including the quietest members of the group
Encourage a brainstorming environment where participants can freely generate a wide range of ideas, from practical to imaginative Emphasizing quantity over quality increases the chances of discovering valuable insights, as more ideas lead to greater potential for innovation (Osborn, 1963).
Encourage people to develop other people's ideas, or to use other ideas to create new ones
Have a recording secretary to record everything unless it is repeated
Ensure that no one criticizes or evaluates ideas during the session ―Criticism is ruled out Adverse judgment of ideas must be withheld until later‖ (Osborn,1963: 156)
―Freewheeling is welcomed The wilder the idea the better; it is easier to tame down than to think up‖ (Osborn,1963: 156)
Combination, elaboration, etc should be used to further develop ideas
Seek to reconsider the unsuitable ideas, and look for how they might be modified to create the best solution
Ask for afterthoughts—additional individual ideation
Limitations and suggestions for further research
The study, while revealing some positive findings about the effects of brainstorming, has notable limitations that hinder the generalization of its results Firstly, the sample size was limited to two groups of 95 students, with only 47 non-randomly selected participants receiving the experimental program To strengthen the evidence regarding brainstorming's impact, further research with a larger and more diverse participant pool is essential Additionally, the findings are based solely on first-year Accounting majors with elementary-level English proficiency, making it inappropriate to generalize these results across all proficiency levels Future studies should include students from various English proficiency levels for broader insights Lastly, the study's focus was narrowly defined, concentrating only on brainstorming's effects on writing rather than encompassing all English skills, as suggested by the title It is crucial for future research to explore the application of brainstorming in other areas, such as listening, reading, and speaking.
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This questionnaire is designed to find out your attitude towards writing in English and your participation in writing lessons Your answers will be kept confidential Thank you!
Instruction: Please circle or give short answers for the following questions
4 How long have you learned English? ………
5 Your English result last term:………
Instruction: Please read the following statements carefully and then put a () in the appropriate column which indicates the extent to which you agree with the statement
Level of agreement Strongly agree
Agree Uncertain Disagree Strongly agree
2.I like writing lesson at class
3.I like writing activities at class
4.I think writing activities at class are various
5.I think writing activities at class are interesting
6.I think writing in English is difficult
7.I don‘t have confidence in writing in English
8.It takes me a lot of time to write in English
9.I like to be given a lot of guidance from teachers
10.I like to work with classmates
1.I do nothing in writing lessons 2.I only listen and note down 3.I ask my classmate for their ideas 4.I share my ideas with my classmates 5.I ask my teacher what I‘m not sure about
This questionnaire is designed to find out your attitude towards writing in English and your participation in writing lessons Your answers will be kept confidential Thank you!
Instruction: Please read the following statements carefully and then put a () in the appropriate column which indicates the extent to which you agree with the statement
Level of agreement Strongly agree
Agree Uncertain Disagree Strongly agree
2.I like writing lesson at class
3.I like writing activities at class
4.I think writing activities at class are various
5.I think writing activities at class are interesting
6.I think writing in English is difficult
7.I don‘t have confidence in writing in English
8.It takes me a lot of time to write in English
9.I like to be given a lot of guidance from teachers 10.I like to work with classmates
1.I do nothing in writing lessons 2.I only listen and note down 3.I ask my classmate for their ideas 4.I share my ideas with my classmates 5.I ask my teacher what I‘m not sure about
1.Brainstorming helps me to generate ideas more easily
2.Brainstorming enables me to participate in in-class activities 3.Brainstorming stimulates my creativeness and activeness
4.Brainstorming makes the lessons become more interesting
5.Brainstorming helps to make the class atmosphere more exciting 6.Brainstorming helps me improve writing skill.