A study on the difficulties in learning writing skill of the second year english major students at hung yen university of technology and education

Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE DIFFICULTIES IN LEARNING WRITING SKIL

INTRODUCTION

Rationale of the study

English is recognized as the world's second language and serves as the official language for numerous international organizations, including the European Union and the United Nations Proficiency in English offers significant advantages in job hunting and travel As students progress through their academic journey from high school to college, they are taught essential skills, including problem-solving techniques applicable to real-life situations Among these skills, writing stands out as a critical ability that every student should strive to master.

Writing is a crucial skill that empowers students to develop essential abilities beneficial for their academic success, career advancement, and personal growth Its significance is recognized in many universities, where it is intentionally taught to enhance students' overall competencies The importance of writing today extends beyond the classroom, impacting individuals in various aspects of their lives.

Improving communication skills is crucial for student success in academics and life, as effective oral and non-verbal communication is essential Writing is deeply integrated into school curricula to enhance these skills by teaching grammar, spelling, punctuation, and the organization of ideas Additionally, writing stimulates creativity by activating the frontal cortex, the brain's center for creativity It also expands knowledge through research, leading to a broader understanding and improved memory Ultimately, writing is vital for academic success, as it is a key requirement for achieving excellent grades and obtaining a good degree.

Writing is a crucial skill for effective language production, yet it poses significant challenges, especially for students learning English as a second language This study focuses on identifying the writing difficulties faced by second-year English major students at Hung Yen University of Technology and Education, as well as the factors that impede their writing abilities Additionally, the research seeks to gather suggestions for enhancing the writing skills of these students.

Aims and objectives of the study

This study aimed to explore the challenges faced by second-year English major students at Hung Yen University of Technology and Education in developing their English writing skills Additionally, it sought to identify the factors that impede their writing abilities and gather suggestions for enhancing these skills.

- To examine the second-year English major students’ attitude to English writing skill

- To find out the difficulties that second-year English major students often encounter when learning writing skills at Hung Yen University of Technology and education

- To put some suggestions to improve writing skill for students.

Research questions

The following questions guide the research:

- What is the second-year English major students’ attitude to English writing skill?

- What are the difficulties in writing skill of the second-year English major students at Hung Yen University of Technology and Education?

- What are the suggestions to improve writing skill for the second-year English major students at Hung Yen University of Technology and Education?

Scope of the study

This study examines the challenges faced by second-year English major students in writing, attributed to factors such as limited time, lack of experience, the impact of the epidemic, and varying qualifications Due to constraints, the researcher was unable to conduct direct interviews with participants The research aims to identify and address fundamental writing difficulties, ultimately providing solutions to enhance students' writing skills The findings will be utilized to improve the writing proficiency of second-year English majors at Hung Yen University of Technology and Education.

The research employs survey questionnaires and interviews targeted at both teachers and students, structured into three key sections to effectively address the research question The first section assesses the current situation of students, while the second investigates the challenges faced in teaching and learning English writing skills among second-year English majors at Hung Yen University of Technology and Education The final section proposes various strategies to enhance English writing skills for these students The study will utilize both quantitative and qualitative methods, and the findings will be presented through tables and charts for clarity.

Many students encounter significant challenges in writing, yet there is limited research on this issue This study sheds light on the specific difficulties students experience in writing and presents effective strategies to enhance their skills The findings will be beneficial for both students and teachers, improving the teaching and learning process.

The organization of this research includes four main chapters and is arranged as follow:

Chapter 1 is Introduction indicates the rationale of the study, aims of the study, research questions of the study, subjects of the study, scope of the study, methods of the study, significance of the study, structure of the study

Chapter 2 is a Literature Review, which consists of a previous study and theoretical reviews such as the definition of writing, the definition of difficulties, stages of writing, the types of learning writing skill, the difficulties in learning writing skill, and some solutions to improve teaching and learning English writing skills

Chapter 3 is The Study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findngs, and recommendations

Chapter 4 is the Conclusion which represents summary of the study as well as limitations of study and suggestions for further study.

Structure of the study

Writing is a complex cognitive skill that requires significant time for thought and reflection, as noted by researchers like Chakraverty and Gautum It involves analyzing and classifying background knowledge, followed by the need for appropriate language to convey ideas in a cohesive manner Nunan emphasizes that writing demands simultaneous control of various elements, while Widdowson highlights that it utilizes the visual medium to demonstrate the graphological and grammatical systems of language, ultimately producing sentences as examples of usage.

To write effectively, students must navigate the complexities of language by mastering its graphic system, grammatical structures, and relevant vocabulary Writing is not merely a mechanical task; it is a creative exploration that transforms symbols into meaningful words, sentences, and essays According to Harmer, writing is a process involving planning, drafting, editing, and producing a final draft This view is supported by Richards and Schmudt, who emphasize that writing stems from intricate processes of planning, drafting, reviewing, and revising Ultimately, writing encompasses various activities, including goal setting, information generation, language selection, drafting, reviewing, and editing, highlighting its inherently complex nature Recent definitions also acknowledge the social aspects of writing.

LITERATURE REVIEW

Overview of writing

Writing is a complex cognitive skill that requires significant time for reflection and analysis, as highlighted by researchers like Chakraverty and Gautum It involves the writer's ability to classify background knowledge and express ideas coherently using appropriate language Nunan emphasizes that writing demands simultaneous control of various variables, while Widdowson notes that it utilizes a visual medium to demonstrate the graphological and grammatical systems of language, ultimately producing sentences that exemplify usage.

Effective writing requires students to navigate the complexities of language, including its graphic system, grammatical structures, and relevant vocabulary Writing is not merely a mechanical task; rather, it is a creative exploration of language's graphic potential, involving the thoughtful arrangement of symbols into coherent words, sentences, and passages Harmer defines writing as a process encompassing four key stages: planning, drafting, editing, and finalizing This perspective is supported by Richards and Schmudt, who emphasize that writing arises from intricate processes of planning, drafting, reviewing, and revising The writing process includes setting goals, generating ideas, selecting appropriate language, drafting, and revising Recent research highlights the social dimension of writing, viewing it as both a cognitive and complex social act that reflects the writer's communicative expertise Developing writing skills, especially in English as a second language, is challenging and involves mastery of cognitive, socio-cultural, and linguistic aspects.

Institutional writing refers to the professional writing produced in settings like schools or workplaces by individuals such as teachers, doctors, and administrators, while personal writing is aimed at friends and family Effective writing goes beyond mere sentence construction; it requires the ability to create a coherent series of grammatically and logically connected sentences The primary purpose of writing is to communicate messages to an audience that is not physically present, necessitating clarity, precision, and unambiguity Consequently, writers must ensure their work demonstrates correctness of form, appropriateness of style, and unity of theme and topic.

Writing styles vary significantly among individuals, with some finding it effortless while others struggle to express their thoughts on paper According to Nation, writing presents challenges that speaking does not, as misplaced or omitted details can lead to misunderstandings To write effectively, Hyland outlines five essential steps that can enhance the writing process.

This method emphasizes the importance of lexical and grammatical structure through four key processes: familiarization, controlled writing, guided writing, and free writing Its primary goal is to enhance vocabulary, accuracy, and overall student proficiency.

This method focuses on utilizing specific language structures that serve distinct communicative purposes as educational resources Students will learn to construct topic sentences, supporting sentences, and transitions, enabling them to effectively develop various types of paragraphs.

This approach aims to encourage students to express their ideas through writing It allows students to think creatively and also helps them to build self-expression

- Focus on the writing process

The writer serves as an independent text producer, while the teacher's role is to guide students through the writing process, a concept rooted in basic cognitive theory This approach enhances students' skills in planning, problem definition, and the proposal and evaluation of solutions.

Writing serves as a vital communication tool for conveying ideas to readers, with students learning to write for specific purposes Common factual genres include emails, procedures, descriptions, reports, and explanations.

Exposition is a key rhetorical mode of discourse, alongside argumentation, description, and narration, and is also applicable in speeches Its primary purpose is to furnish background information, helping readers understand the plot, characters, setting, and themes of an essay, story, or film.

Argumentation theory, also known as persuasion, is an interdisciplinary study focused on how individuals reach conclusions through logical reasoning based on claims and premises This field encompasses the arts and sciences of civil debate, dialogue, conversation, and persuasion, examining rules of inference and logic in both artificial and real-world settings Argumentation plays a crucial role in debate and negotiation, aiming for mutually acceptable conclusions It is particularly significant in the legal field, where it is applied in trials, preparing court arguments, and assessing the validity of evidence.

Description is a key rhetorical mode used in writing to create vivid mental images and convey details about a person, place, event, or action Its primary purpose is to enable readers to visualize the subject being described, enhancing their understanding and engagement with the narrative Additionally, descriptive writing can be integrated into other rhetorical modes, enriching the overall discourse.

Description as a fiction - writing mode

Fiction is a narrative form that encompasses various modes of expression, each serving unique purposes and conventions According to Even Marshall, there are five key modes in fiction writing: action, summary, dialogue, feelings/thoughts, and background Additionally, Jessica Page Morrell identifies six delivery modes, which include action, exposition, description, dialogue, summary, and transition Understanding these modes is essential for effective fiction writing.

In his 2001 work, author Peter Selgin identifies various narrative techniques essential for fiction writing, including action, dialogue, thoughts, summary, scene, and description (Selgin, 2007) Among these, description stands out as one of the most recognized modes alongside dialogue, narration, and exposition, playing a crucial role in storytelling.

Narration involves retelling events, typically through words, although it can also be expressed through mime This process recounts a story while selectively highlighting certain occurrences and downplaying others based on their significance As a result, narration plays a crucial role in shaping our understanding of history by framing the events and the narrative of what transpired.

Writing encompasses various forms, including narratives, expository passages, essays, directions, summaries, critiques, and letters, as highlighted by Barbara Walker, Margaret E Shippen, Paul Alberto, David E Houchins, and David F Cihak (2003) These diverse types of writing are essential for the advancement of developmental writing skills.

Overview of difficulties

After receiving feedback from peer evaluators, writers should critically assess the comments and incorporate them where feasible, recognizing that each writer has unique areas for improvement During the revision process, it is essential for writers to focus on quality rather than quantity, ensuring that their adjustments enhance the overall effectiveness of their work Employing effective revision strategies allows writers to refine their writing and achieve the best possible outcome.

Lannon has suggested three distinct purposes of revision process: (1) checking for content, organization, and clarity; (2) checking for grammar and style; and (3) checking for spelling, punctuation, and capitalization

2.2.1 The difficulties in learning writing skill

Difficulties in writing can significantly hinder a student's education, as highlighted by Heaton (1975), who noted that writing skills are complex and challenging to teach Mastery involves not only grammatical and rhetorical devices but also conceptual understanding and judgment As students advance in their education, they are expected to articulate their knowledge across various subjects through writing Without developing essential writing skills, students may struggle to write with the necessary speed and fluency, which can impede their academic success For those grappling with writing challenges, the writing process can obstruct learning, leading to decreased motivation and engagement.

The basic point that makes writing difficult is the use of language aspect or ability in written likes punctuation, spelling, grammatical, vocabulary and so on According to Jordan

In 1997, writing was frequently misunderstood as merely the act of transcribing words onto paper in a structured format, resembling an outline that incorporates suitable style and vocabulary This process emphasizes the importance of organizing major ideas while also addressing the correction of mechanical and grammatical errors.

Bryne (1988) identified three main categories of challenges that hinder the writing process The first category, Linguistic Difficulty, emphasizes the importance of grammar, vocabulary, language use, and sentence structure, which require careful monitoring The second category, Physiology Difficulty, pertains to the writer's struggle with the lack of direct interaction and feedback from readers during the writing process, making it challenging to develop coherent content Lastly, Cognitive Difficulty involves the necessity for formal instruction in essential writing conventions such as spelling, punctuation, capitalization, and paragraphing.

Learners often face writing challenges due to the lack of prosodic features, which are essential for effective communication According to Byrne (1988), writers must actively maintain an open channel of communication by selecting appropriate structures and connecting devices to ensure their text is self-explanatory Similarly, Hedge (1988) emphasizes the importance of organization, careful vocabulary choice, and complex grammatical structures to compensate for these missing features Linguistic issues such as grammatical errors, mechanical mistakes, sentence structure difficulties, and diction problems significantly hinder students' ability to write effectively in English.

Some educators express concern over the declining emphasis on writing instruction, asserting that teaching writing is a collective responsibility among faculty Composition expert Miles (1975) argues that writing, much like critical thinking, cannot be mastered in a single lesson, as it requires ongoing development akin to improving swimming skills Writing serves as a reflection of complex cognitive abilities, necessitating support for students at various educational stages—from elementary through high school and into college As students encounter new subjects and levels of complexity, their writing skills must be consciously adapted and refined to meet the demands of their evolving educational journey.

Students often face various challenges when it comes to writing Those who struggle with writing may experience one or more of the following issues: difficulty organizing thoughts, limited vocabulary, challenges with grammar and punctuation, and trouble articulating ideas clearly.

- Spells phonetically and cannot remember patterns

- Spells words differently in the same document

- Difficulty with copying or completing work on a printed page

- Difficulty taking notes from oral presentations

- Unable to write homework assignments correctly

- Writing is too slow to get lecture points on a paper

- Takes notes but is unable to distinguish important information from extraneous information

- Reverses or ignores numbers, parts of sentences and/or whole words taking notes

- May have problems with grammar, syntax and organization

- Demonstrates inconsistent memory for sentence mechanics (lack of punctuation and capitalization)

- Persistent problems with sentence structure (sentences may be incomplete or syntax may be incorrect o disassociated)

- Does not have all parts of a well organized paragraph (Topic sentence and supporting sentences)

- Demonstrates writing skills inconsistent with verbal abilities

- Writes short and/or simple essays even though he can verbalize more complex thought

- Can verbalize answers to tests but written answers are wrong, left blank or incomplete

- Oral vocabulary more complex that written vocabulary

Psychologists have identified three types of students who may struggle with writing difficulties: basic writing students, those exhibiting cognitive egocentrism, and focused argumentative students.

The "basic writing student," often a college student with limited writing skills and minimal exposure to literature, views academic writing as a burdensome task rather than a form of communication These students frequently struggle with significant grammatical issues and face challenges in completing academic assignments Regrettably, such writing errors often go uncorrected in courses that require writing, leading to a lack of improvement in their skills.

Many college students, despite lacking serious grammatical issues, often struggle with academic writing assignments According to psychologist Williams J Lamberg, the primary challenges faced by these students in their academic writing efforts include various specific problem areas.

Many individuals struggle with self-management skills, which can manifest as a pattern of incomplete courses, late submissions of assignments, and a lack of awareness regarding important details such as due dates and required quantities.

- They lack a strategy for composing and have no set of procedures for working through a writing assignment from beginning to end

- They fail to understand and follow directions They may write good papers but do not follow the instructor’s assignment

- They write poorly organized papers and sometimes fail to select a topic

- They have many errors and patterns of errors; in other words, they lack a system of proofreading

- They have problems in understanding and accepting the teacher’s criticism

Cognitive egocentrism significantly impacts many students when tasked with writing assignments, leading them to focus on personal opinions rather than analyzing objective data In 1979, writer Andrea Lunsford applied Piaget's concept of egocentrism to explore why these students struggle, noting that they often remain unaware of their deviation from the assigned topic This lack of awareness indicates that their misdirection occurs unconsciously.

Professor Dean Drenk studied the challenges students face in writing, particularly in identifying issues within a topic and formulating focused thesis statements He observed that many students either produce vague thesis statements or fail to include a thesis altogether, resulting in illogical papers This leads to inadequate thesis statements that lack clarity and do not effectively address the central issue.

2.2.2 The causes of difficulties in English writing skill

Byrne (1988) identifies writing complexities as stemming from psychological, linguistic, and cognitive issues Key psychological challenges for students include a lack of motivation, self-confidence, and writing anxiety, which contribute to their organizational difficulties in writing.

According to Davis (1998), students are more likely to engage in writing when tasks are motivating and interesting to them The writer's desire to communicate plays a crucial role, as students struggle to write about topics they find uninteresting Byrne (1988) supports this view, noting that writers tend to produce lower quality work when compelled to write on subjects they dislike Consequently, student motivation is closely linked to their ability to acquire writing skills effectively.

Summary

This article examines the writing skills and challenges faced by second-year English major students, drawing on various authors' theories It highlights effective strategies to enhance their writing abilities The following section will provide an in-depth review of data-driven research that addresses these issues and proposes viable solutions.

THE STUDY

The writing skill course of second-year English major students at UTEHY

Second-year English major students are currently enrolled in "Effective Academic Writing 3: The Essay" from Oxford University Press, a foundational module designed to enhance their essay writing skills Throughout the course, students learn to identify the structure of essays and recognize consistency and coherence in their writing The curriculum covers various essay types, including analytical, cause-and-effect, argumentative, event categorization, and response essays, while also analyzing the unique structure and writing styles associated with each Additionally, students gain advanced grammar knowledge relevant to essay writing, such as the use of main and dependent clauses, verb consistency, and various linking words and phrases This semester, the course is worth 2 credits, with each 45-minute class focusing on different topics, supplemented by exercises and self-study materials for further practice.

The research methodology

To collect the data for studying the author used qualitative and quantitative methods including survey questionnaires and interview for students and teachers

This study focuses on second-year English major students at the Faculty of Foreign Languages (FFL) at UTEHY, involving 67 participants aged 20 to 21 These students possess a low intermediate level of English proficiency, as indicated by their university entrance examination results The research also includes insights from four experienced teachers at FFL, each with over seven years of teaching experience and advanced degrees These dedicated educators are known for their youthful enthusiasm and commitment to supporting students in overcoming academic challenges and enhancing their English language skills.

Survey questionnaires are a widely recognized and dependable tool for data collection in research Consequently, the researcher selected questionnaires as a key instrument for the study, aiming to efficiently gather information from participants This method allows for quick compilation and recording of data, making it a convenient choice for researchers.

The subjects of this research will be surveyed using two separate questionnaires The first is aimed at students, and the second is aimed at teachers:

Student questionnaires were distributed to 67 K17 students at UTEHY Student's activities, difficulties, and solutions in writing skill are all included in the survey questionnaires, which contain 15 questions

Teachers' survey questionnaires include 14 questions that include teachers' evaluations of student's activities, difficulties, and solutions in learning the writing skill, as well as their recommendations for students

Interviews are effective for gathering in-depth insights into personal feelings, perceptions, and opinions A study was conducted involving four students from K17 at the Faculty of Foreign Languages, Hung Yen University of Technology and Education Each interview was audio-taped, and notes were taken to capture essential information The analysis of the interview data will be organized and presented according to the collected data in each section.

Data collection

The study involved 67 students from the K17 cohort of the Faculty of Foreign Languages at Hung Yen University of Technology and Education, along with 4 teachers from the same faculty who specialize in teaching writing skills.

Due to time constraints for the graduation paper, the study could not include all English major students at Hung Yen University of Technology and Education Consequently, data was collected from second-year students at the Faculty of Foreign Languages (FFL), utilizing a questionnaire consisting of 15 questions answered by 67 students, comprising both male and female participants.

This study involves four female English teachers with MA degrees and doctoral qualifications, who specialize in teaching writing skills to second-year English major students at FFL, UTEHY Their extensive experience in this field provides significant advantages for these students The research includes 14 questions in a questionnaire completed by the teachers, offering insights into their teaching methodologies and approaches.

Data analysis

3.4.1.1 Teachers’ and students’ opinion about writing skill of the second-year students in FFL at UTEHY

Chart 3.1: The students’ and teachers’ opinions about English writing skill

The survey results indicate that both students and teachers perceive writing skills among second-year English majors as challenging, with 60% of students and 75% of teachers agreeing on its difficulty Notably, 25% of teachers and 34% of students classify writing as a very difficult skill, while only 6% of students view it as a normal skill, and none consider it easy Overall, both groups share a consensus that writing is a difficult skill to master.

Chart 3.2: The student’s interest in English writing skill

The chart reveals students' interest in English writing skills, indicating that 60% of them express a strong interest in developing these skills Additionally, 22% of students find writing to be very interesting, while only a small minority show little enthusiasm for it.

Very difficult Difficult Normal Easy

Very difficult Difficult Normal Easy

Very interesting InterestingQuite interesting Not interesting consider writing skill quite interesting (15%) or not interesting (3%) In conclusion most of students felt that English writing skill is interested

Chart 3.3: The students’ and teachers’ opinion about the important of English writing skill

The chart illustrates the perspectives of teachers and students regarding the significance of writing skills, revealing that a majority of teachers (75%) and students (61%) recognize writing as important Additionally, 25% of teachers and 30% of students view writing as a very important skill Notably, 9% of students consider writing to be of average importance, while no teachers share this sentiment, and none deem writing unimportant Overall, both teachers and students at FFL agree on the essential role of writing in learning English Furthermore, second-year English major students and teachers emphasize that writing is crucial not only for academic success but also for future career opportunities.

No one think that writing is not important

The data from Chart 3.4 reveals diverse opinions among students regarding the time spent on practicing English writing skills Notably, 40% of students practice writing twice a week, while 30% engage in writing three times a week Additionally, 21% of students report practicing four times a week, and only 6% write every day, with a mere 3% rarely practicing their writing skills In contrast, Chart 3.5 shows that 25% of teachers frequently assign writing tasks, with 75% assigning them often, indicating an inverse relationship between student practice frequency and teacher assignment rates.

In general, students at FFL are a bit lazy in practicing their writing skill even when they are regularly assigned homework

Chart 3.4: The time students spend practicing English writing skill at home

Every day Twice a week 3 times a week

Chart 3.5:Teachers give home assignment or topics for students

Usually Often Sometimes Rarely Never

3.4.1.2 The difficulties in learning writing skill of the second-year students in FFL at UTEHY

Chart 3.6: The students’ and teachers’ respond about of students having difficulties in

According to Chart 3.6, survey data reveals that a significant percentage of students and teachers perceive challenges in learning English writing skills Notably, 60% of students and 75% of teachers indicated they "often" encounter difficulties Additionally, 30% of students and 25% of teachers agree that students consistently face challenges in writing Only 10% of students reported experiencing difficulties "sometimes," while no respondents selected "rarely" or "never."

In conclusion, most students face many difficult in learning English writing skill From there, we will try to find out certain difficulties in learning this skill

Chart 3.7: The students’ respond about the activities that students often have difficulty in

The bar chart illustrates survey results regarding the challenges students face in developing their English writing skills The most frequently cited difficulties include writing topic sentences, supporting sentences, using standard vocabulary, and crafting clear and concise sentences Notably, "using standard words" received the highest responses, with 5% of students indicating they always struggle, 56% usually, and 19% often Additionally, 10% always, 52% usually, and 30% often reported difficulties with writing topic sentences Other significant challenges, such as writing supporting sentences and maintaining clarity and conciseness, also emerged as key barriers to students' writing proficiency.

Many students struggle with key aspects of English writing, identifying four main elements that pose challenges: using standard words, crafting topic sentences, ensuring clarity in sentences, and maintaining conciseness Among these, the most frequently cited difficulty is the use of standard words, followed by writing effective topic sentences, achieving clear expression, and finally, developing supporting sentences.

Use clear sentences, concise funcion

Always Usually Often Sometimes Never

Chart 3.8: The teachers’ respond about writing activities in which students often have difficulty

The graph illustrates the challenges students face in writing skills, as perceived by teachers According to the chart, over 70% of teachers believe their students struggle with writing topic sentences, supporting sentences, using standard vocabulary, and constructing clear and concise sentences This indicates a significant concern among educators regarding students' writing abilities, particularly in these key areas.

In conclusion, analysis of charts 3.7 and 3.8 reveals that seven specific activities present challenges to students' writing skills, with varying frequencies noted Both teachers and students agree that tasks involving writing topic sentences, crafting supporting sentences, using standard vocabulary, and ensuring clarity and conciseness are particularly difficult.

Use the standard words use clear sentences, concise function

Always Usually Often Sometimes Never

Chart 3.9: The students’ respond about thesse difficulties students face in English writing skill

Second-year English major students at UTEHY face significant challenges in developing their writing skills, as indicated by the data presented in the chart This chart highlights the reasons behind the students' low scores on their writing assignments.

A significant number of students struggle with English vocabulary, with 67% agreeing and 21% strongly agreeing that they lack sufficient vocabulary knowledge Additionally, 67% acknowledge difficulties with grammar, while 70% feel they lack background knowledge In contrast, a notable percentage of students express confidence in generating ideas and staying on topic, with 45% and 56% disagreeing with these challenges, respectively When it comes to providing specific examples, 64% agree that it's a challenge, but 18% disagree, indicating some find it manageable Furthermore, 58% of students believe they lack coherence in their writing, while 39% feel confident in their use of rhetoric Lastly, spelling mistakes remain a prevalent issue among students, highlighting the need for improvement in this area.

You lack vocabulary to express your ideas

You make many grammar mistakes

You lack back ground knowledge

Your writing out of topic

You do not give specific examples and details

You do not how to use rhetoric

Your writing have spelling mistake

Strongly Agree Agree Disagree Strongly Disagree of that they have mistakes is 39%, however, 40% disagree that they have mistakes in this problem

Students frequently face five primary challenges in developing their writing skills: limited vocabulary, grammatical errors, insufficient background knowledge, a lack of specific examples and details, and issues with coherence.

Chart 3.10: The teachers’ respond about students difficulties in English writing skill

Chart 3.10 reveals that teachers unanimously (100%) acknowledge the challenges students encounter, including limited vocabulary, grammar errors, the need for specific examples and details, and coherence issues Additionally, 75% of teachers agree that students often lack background knowledge Conversely, the remaining challenges, such as a lack of ideas (50% disagree), being off-topic (100% disagree), and spelling mistakes (50% disagree, 25% strongly disagree), are perceived as less significant obstacles for students.

To have more details about the factor effecting students in learning writing skill, the researcher want to explore the causes of the student’s difficulties

Strongly agree Agree Disagree Strongly disagree

Chart 3.11: The students’ and teachers’ opinion about the causes of the student’s difficulties in English writing skill

The analysis of the student-teacher ratio highlights several key reasons for the challenges students face in writing skills A significant 60-100% of students struggle due to insufficient vocabulary, tense usage, and structure, with 88% of students and all teachers noting spelling errors Additionally, 60% of students lack technical writing skills, and 70% admit to infrequent practice Concerns also arise from students' uncertainty about their writing, with 55% of students and 50% of teachers acknowledging this issue Furthermore, 58% of students feel they do not receive quality feedback, while 51% report a lack of available writing resources, although only 30% attribute their struggles to insufficient teacher guidance.

Students often struggle with writing due to insufficient vocabulary, tense usage, and structural knowledge, as well as frequent spelling errors Additionally, many lack technical writing skills and do not practice writing regularly The absence of quality feedback on their work further hinders their development as writers.

Students do not sure what you write

Students do not have enough lexical, tenses and structure, do not use invented spelling.

Students lack quanlity feedback for your text

Students have time pressure to write

Students lack available writing resources

Students do not practice often

Students lack guidance from the teachers

3.4.1.3 The suggestions to improve writing skill for the second-year students in FFL at UTEHY

Chart 3.12: The students’ opinion about the activities useful for students to getting ready to write

Results and discussion for the study

This part discusses the findings of the study

3.5.1 Attitudes of students about learning English listening skill

Writing is a crucial skill in language learning, with most students studying English for over nine years, typically starting in secondary school, though some begin earlier in primary school As students embark on their English journey, they also develop their writing skills Teachers, who have over seven years of experience, particularly excel in instructing second-year English majors in writing Data indicates that both teachers and students at UTEHY acknowledge writing as an essential yet challenging skill, with students showing a keen interest in improving However, a lack of self-discipline in practicing writing remains a significant hurdle for students.

A key aspect of this study highlights the challenges students face in writing, as evidenced by the collected response data from both teachers and students The primary difficulties identified include crafting effective topic sentences, developing supporting sentences, utilizing appropriate vocabulary, and ensuring clarity and conciseness in their writing.

Second-year English major students often face significant challenges in their writing, primarily due to limited vocabulary, frequent grammar mistakes, insufficient background knowledge, and a lack of coherence in their work For instance, many students struggle to express their ideas clearly because they do not possess a diverse range of vocabulary, which hampers their ability to articulate complex thoughts Additionally, grammar errors can detract from the clarity and professionalism of their writing Furthermore, a lack of foundational knowledge on specific topics can lead to superficial analyses and weak arguments Lastly, many students find it difficult to maintain a logical flow in their writing, resulting in disjointed paragraphs that confuse readers Addressing these issues is crucial for their academic development and success in the field of English studies.

Students face challenges in writing due to both subjective and objective factors Subjectively, they often struggle with insufficient vocabulary, tense usage, and sentence structure, leading to frequent spelling errors Additionally, a lack of technical writing skills and limited practice contribute to their uncertainty about their writing Objectively, the absence of quality feedback further hinders their development as writers.

Obviously, the difficulties of students from lexical, grammar, background knowledge and phraseology

3.5.3 Some suggestions for students improve English writing skill

From analyzing the difficulties of learning writing skill, I have gathered some suggestions from students to overcome the following possible difficulties as follow and get many student's and teacher's agree:

Enhancing vocabulary is crucial for writing well in English To improve vocabulary quickly, students should commit to learning one new word every day or every two days Practicing themed words can be beneficial, and when encountering unfamiliar words, taking the time to look them up in the dictionary is essential for deeper understanding.

Secondly, improving grammar is an essential part of writing, as it helps students to convey the message or idea they are trying to get across

Enhancing knowledge is crucial for students, as a solid foundation allows them to develop ideas and provide relevant examples when tackling new topics Additionally, daily writing practice is essential; it not only familiarizes students with the writing process but also sharpens their thinking skills, reinforces vocabulary and structures, and promotes a more natural writing style.

Before writing, it's essential to thoroughly read and understand the topic to ensure relevance and generate accurate ideas Engaging in pre-writing activities is crucial for effective formal writing, as this phase allows writers to brainstorm, explore the writing prompt, and organize their thoughts systematically.

After completing your writing, it is crucial to conduct a thorough check to enhance the overall quality of the article This process allows writers to identify and correct errors in spelling, grammar, and punctuation, ensuring a polished final product.

Peer writing offers students the chance to collaborate and identify each other's mistakes, such as grammatical errors, spelling issues, and poor word choices, which they might overlook when working alone This collaborative process encourages students to share their ideas and suggestions, fostering creativity and generating new perspectives on a given topic Additionally, peer writing allows students to strengthen their opinions by incorporating diverse viewpoints and details, ultimately enhancing their writing skills This approach also helps alleviate the stress and anxiety often associated with writing tasks.

To cultivate students' interest in vocabulary and structure, various daily activities can be implemented Reading books, newspapers, and magazines enhances exposure to new words and useful knowledge Engaging in discussions with partners on relevant topics encourages active learning Utilizing writing platforms like Duolingo, Grammarly, and Hemingway App Editor provides valuable practice Additionally, receiving engaging topics from teachers, along with guidance on effective writing techniques, further supports students' language development.

Recommendation

Based on the findings, literature survey questionnaires, the researcher proposes some suggestion for teachers, students for the difficulties in studying writing skill a Pre-writing

Pre-writing is part of the writing process in which the writer gathers ideas, explores the writing prompt, generates thoughts, and organizes them

Writers have the opportunity to expand their ideas and think creatively and critically about prompts Students often latch onto their first idea, making it challenging for them to explore alternatives, even though this initial thought may not be the best To foster critical and creative thinking, teachers should encourage students to engage in multiple prewriting activities before drafting This approach allows students to organize their thoughts and ideas effectively, transforming writing into an act of discovery By experimenting with various prewriting strategies, students can uncover what they truly want to express in their writing.

Brainstorming is a well-known prewriting technique that involves freely jotting down all ideas related to a topic without self-editing This "brain dump" allows writers to capture spontaneous thoughts and later identify patterns or ideas that naturally group together By focusing on the concepts that resonate most, writers can effectively narrow their focus for further development.

Students may want to complete a clustering prewriting activity after brainstorming

Clustering is an effective technique for organizing ideas by categorizing thoughts into distinct groups Students can enhance this process by visually representing their ideas in circles, resembling a cluster, and labeling or color-coding these categories for clarity This method is particularly useful following brainstorming or freewriting sessions, as it helps students to systematically organize their thoughts After completing the clustering process, students are better prepared to create a simple outline, facilitating a smoother transition to organizing their ideas for writing.

Free writing is a technique where individuals write continuously about a specific idea for a set period, often ranging from 5 to 7 minutes This method encourages students to explore a prompt or topic without concern for spelling, grammar, or organization, allowing their thoughts to flow freely By focusing on the act of writing rather than the mechanics, free writing serves as a valuable tool for creativity and self-expression in the classroom.

Listing is an effective prewriting technique that helps students generate ideas when they are unsure of what to write By placing the topic or keyword from the prompt at the top of the page, students can maintain focus and clarity Encouraging students to create multiple lists allows for a diverse range of thoughts and enhances their writing process.

When tasked with writing about a learning experience, students can benefit from organizing their thoughts into categories such as "school," "family," and "sports." This approach allows them to focus their topic and develop a more coherent narrative.

Once students compile a list, they gain options that spark interest The next logical step is for them to select an item that resonates with their enthusiasm This chosen topic can then be utilized for freewriting, brainstorming, or clustering activities.

Mapping (or diagramming) is a great visual organizational prewriting activity that helps students see relationships Writers create a concept map of how different elements fit together

This prewriting technique involves utilizing shapes, symbols, colors, arrows, and lines to organize thoughts visually Begin by placing the main idea at the center, then explore and connect related ideas that are significant to the topic.

At the conclusion of a mapping prewriting activity, students gain a comprehensive overview of their topic, which aids in assessing whether it is too broad Following the mapping process, students should ask themselves, "Is my topic too big?" Teachers can facilitate this evaluation during writing conferences, helping to ensure that students do not feel overwhelmed during the drafting stage.

A prewriting outline serves as a simplified version of a standard outline, helping students organize their thoughts after engaging in preliminary prewriting activities like clustering or listing It's important for educators to emphasize that the outline is a stepping stone to drafting, not the end goal Therefore, the outlining process should remain straightforward to facilitate a smooth transition to writing Once students finalize their outlines, they will be better prepared to draft their essays, using the outline as a guiding framework.

The 5 Ws and 1 H are what journalist use — it’s the who, what, where, when, why, and how of a topic Have students address each question If they find they can’t answer a question, this may be a spot where they need to fill in with research Encourage students to ask more than just one question for each word

When writing an expository essay about selecting a pet, a student might pose essential questions such as, “Why is a pet important?” and “Why should you research different types of pets?” These inquiries serve as effective prewriting strategies to help students refine their topics For instance, focusing solely on the question, “Why are pets beneficial to humans?” can provide ample material for a comprehensive paper.

Students often discover multiple intriguing topics while generating questions about their subject, which is a positive development This process helps them identify a suitable topic for their upcoming assignment.

Journaling as a prewriting activity allows students to engage intentionally with writing prompts, distinguishing it from the more freeform approach of freewriting By responding to specific prompts in their journals or writing notebooks, students can delve into their thoughts and ideas, often leading to deeper exploration of their feelings and opinions on a topic Many educators incorporate morning warm-ups with writing prompts, enabling students to revisit and expand on these ideas for larger writing projects Additionally, journaling fosters "writing as discovery," helping students articulate their thoughts and uncover the significance of various subjects to them.

A journal response to a prompt serves as a valuable prewriting activity, allowing students to explore and organize their thoughts without producing a first draft By revisiting their responses, students can extract key ideas, images, and insights to enhance their writing in the drafting process.

Summary

This chapter presents a comprehensive analysis of the English writing skills of second-year English major students at UTEHY It outlines the research methodology, participant demographics, and the data collection and analysis processes regarding students' attitudes toward English writing Additionally, it highlights the challenges faced by students in developing their writing skills and offers suggestions for improvement The findings are discussed in detail, culminating in a set of recommendations The chapter concludes by summarizing the key insights derived from the study.

CONCLUSION

Summary of the study

In summary, the study offers valuable insights from both teachers and students regarding the advantages and challenges of developing writing skills It also presents practical suggestions to enhance writing proficiency for second-year English majors at UTEHY Overall, the analysis of these difficulties and corresponding solutions serves as a significant resource for second-year English students at UTEHY.

The researcher employed both quantitative and qualitative methods to gather data through questionnaires, focusing on the current writing skill situation of second-year English major students at UTEHY The study aims to identify the challenges these students face in writing and to propose strategies for enhancing their writing skills.

Limitations of the study

This study is constrained by factors such as time, resources, and capacity, focusing specifically on the challenges and solutions related to writing skills among second-year English major students and their teachers at FFL Given the limited scope and sample size, the findings may not be applicable to a broader context.

In spite of the mentioned limitations, the researcher hopes that this exploratory research will contribute to the better situation of learning essay writing skill at FFL, UTEHY.

Suggestions for further study

In further studies, the researcher herself and other researchers who are interested in difficulties and solutions to improve English writing skill can scale the research as follow:

- Find out the difficulties in writing skill of others English major students (first years, third year, fourth year) at UTEHY and some solutions to solve these problems

- Investigate other factors affecting learner’s writing proficiency

- Investigate learner’s expectations andways to raise their awareness and motivate them in writing skill

- Brigde the gaps between learner’s learning needs and teacher’s expectation

Given the author's time constraints and limited expertise, some errors may be present in this study Nevertheless, it is anticipated that the findings will be valuable for teachers, students, and others interested in this topic.

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Available from World Wide Web: http://www.englishandmedia.co.uk/publications/downloads/pdfs/Nar_Sample.pdf

3 Byrne, D (1988), Teaching Writing Skills, Longman Press, London

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Academic ESL Writing: Practical Techniques in Vocabulary and Grammar, New Jersey

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APPENDICES SURVEY QUESTIONNAIRE FOR STUDENTS

Hello, my name is Tran Thi Thanh Van from class TAK15.1 at the Faculty of Foreign Language, Hung Yen University of Technology and Education I am conducting a research study on the challenges faced by second-year English major students in developing their writing skills This survey seeks to identify these difficulties and explore potential solutions for improvement I would greatly appreciate your participation in completing this survey Thank you!

All of your information will only be used for the study purpose, and your identification will not be revealed in any discussion of the data

To participate in this survey, please select your answers by ticking (✔) or circling your choices You may select multiple options If you have additional suggestions, kindly fill in the provided blanks.

Fill in the information where appropriate

How long have you been studying English? ………… Year(s)

How long have you been learning writing skills in English? …………Year(s)

II Student’s attitude toward learning English writing skill at UTEHY?

1 In your opinion, English writing skill is ………

A Very difficult B Difficult C Normal D Easy

2 How interested are students in English writing skill?

3 What do you think about the importance of English writing skill?

4 How often do you practice learning English writing skill at home?

III The difficulties in your learning English writing skill

5 How often do your students have problem in writing skill?

6 How often do you have difficulties in these activities?

(Please indicate your choice by putting a tick (✔) in the space provided.)

When crafting a well-structured article, begin with a strong topic sentence that clearly states the main idea Follow this with supporting sentences that provide additional context and information Incorporate typical examples to illustrate your points effectively It's essential to use standard vocabulary for clarity and to maintain concise, clear sentences throughout the piece Ensure that paragraphs are interconnected to create a seamless flow of ideas Finally, conclude with a compelling ending sentence that reinforces the article's main message.

7 What difficulties do you face in your writing lesson?

(Please indicate your choice by putting a tick (✔) in the space provided.)

1 You lack vocabulary to express your ideas

2 You make many grammar mistakes

3 You lack back ground knowledge

5 Your writing out of topic

6 You do not give specific examples and details

8 You do not how to use rhetoric

9 Your writing has spelling mistake

8 What do you think causes students have difficulties in writing?

Many writers face challenges that hinder their ability to produce quality content Common issues include uncertainty about what to write, insufficient vocabulary and understanding of grammar, and a lack of quality feedback on their work Time constraints can also pressure writers, making it difficult to focus on crafting well-structured pieces Additionally, some may struggle with technical writing skills, lack access to writing resources, or do not practice regularly Finally, the absence of guidance from teachers can leave writers feeling lost and unsupported in their development.

IV Some suggestions to improve your English writing skill

9 How useful are these activities to you when you are getting ready to write?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Not useful a 1 Discussing with partner b 2 Reading Samples c 3 Brainstorming d 4 Free writing e 5 Making outline f 6 Drafting Stage

10 What activities after writing can help you improve your writing skill?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Agree Neutral Disagree Strongly disagree

4 Checking for grammar and style

6 Checking for punctuation, and capitalization

11 Which of the following writing methods do you prefer?

A Individual writing B Peer writing C group writing

12 What benefits do you think peer writing can bring? (you can choose more than one) a Peer writing helps relieve personal pressure b Peer writing helps student writers to develop a sense of audience c Peer writing gives students practice in analyzing writing d Peer writing encourages students to talk about their writing e When instructing their peers, students learn how to improve their own prose f Student may be stronger in critical thinking skills, may excel in organizing g Students learn from each other while they complete assigned tasks

13 What are some suggestion to improve your writing English skills?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Agree Neutral Disagree Strongly disagree

Practice writing different types of text

Read the topic carefully before writing

Find someone to edit the article for you

14 What activities should you do to improve your English writing skill? (you can choose more than one) a Read book, newspapers, and magazines to be able to know more new words, new structure, and useful knowledge b Discuss with partner when a topic appears c Practice writing on learning websites or apps, for example: Duolingo, Grammarly, Hermingway App Editor,… d Receive interesting topics from teachers and get instruction in how to write effectively e Buy a notebook, always carry it with you and take note of ideas that arise anywhere

15 What other suggestions can you give to improve your English writing skill?

THANK YOU FOR YOUR COOPERATION!

SURVEY QUESTIONAIRE FOR TEACHERS Dear teachers,

Tran Thi Thanh Van, a student from class TAK 15.1 at the Foreign Language Faculty of Hung Yen University of Technology and Education, is conducting a study on the challenges faced by second-year English major students in developing their writing skills The purpose of the questionnaire is to identify these difficulties and propose solutions to enhance English writing proficiency among students Your participation in this survey is crucial as it will provide essential data for the research All responses will be kept confidential and used solely for academic purposes, so please answer honestly based on your experiences Thank you for your cooperation and support in completing this survey.

To participate in this survey, please indicate your answers by ticking (✔) or circling your selections You may select multiple options If you have additional ideas, kindly fill in the provided blanks.

3 H ow long have you been teaching English? Year(s)

II Your opinions on writing English Skill:

1 What do you think of writing Skill?

2 What do you think of the importance of writing skill?

3 How often do you give home assignment or topics to your students to practice writing skill?

III The difficulties in your students English writing skill

4 How often do your students have problem in writing skill?

5 How often do students have difficulties in these activities?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Effective writing involves a structured approach, typically beginning with a clear topic sentence that outlines the main idea Supporting sentences should follow, providing additional details and context Incorporating typical examples can illustrate the points made, enhancing understanding It's essential to use standard vocabulary and maintain clarity with concise sentences Each paragraph should be cohesively linked to ensure a smooth flow of ideas Finally, concluding sentences should effectively summarize the paragraph's content, reinforcing the main message.

6 What difficulties do your students face in their writing lesson?

(Please indicate your choice by putting a tick (✔) in the space provided.)

1 Students lack vocabulary to express your ideas

2 Students make many grammar mistakes

3 Students lack back ground knowledge

6 Students do not give specific examples and details

8 Students do not how to use rhetoric

9 Their writing has spelling mistake

7 What do you think causes students to have difficulties in writing?

Many students struggle with writing due to various challenges, including uncertainty about their content and insufficient knowledge of vocabulary, tenses, and sentence structures Additionally, they often do not receive quality feedback on their work, face time constraints that hinder their writing process, and lack technical writing skills The scarcity of available writing resources further compounds these issues, as does the infrequency of practice Moreover, students frequently miss out on valuable guidance from their teachers, which can impede their development as effective writers.

IV Some suggestions to improve your English writing skills

8 How useful are these activities to students when they are getting ready to write?

(Please indicate your choice by putting a tick (✔) in the space provided.)

9 What activities after writing can help your students improve your writing skill?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Agree Neutral Disagree Strongly disagree a 1 Checking for content b 2 Checking for organization c 3 Checking for clarity d 4 Checking for grammar and style e 5 Checking for spelling f 6 Checking for punctuation, and capitalization

10 Which of the following writing methods do your students prefer?

A Individual writing B Peer writing C Group writing

11 What benefits do you think peer writing can bring? (you can choose more than one) a Peer Writing helps relieve personal pressure b Peer writing helps student writers to develop a sense of audience c Peer writing gives students practice in analyzing writing d Peer writing encourages students to talk about their writing e When instructing their peers, students learn how to improve their own prose f Student may be stronger in critical thinking skills, may excel in organizing g students learn from each other while they complete assigned tasks

12 What are some suggestions to improve your students writing English skills?

(Please indicate your choice by putting a tick (✔) in the space provided.)

Agree Neutral Disagree Strongly disagree

Practice writing different types of text

Read the topic carefully before writing

Find someone to edit the article for you

13 What activities should your students do to improve your English writing skill? ( you can choose more than one) a Read book, newspapers, and magazines to be able to know more new words, new structure, and useful knowledge b Discuss with partner when a topic appears c Practice writing on learning websites or apps, for example: Duolingo, Grammarly, Hermingway App Editor, … d Receive interesting topics from teachers and get instruction in how to write effectively e Buy a notebook, always carry it with you and take note of ideas that arise anywhere

14 What other suggestions can you give to improve your English writing skill?

THANK YOU FOR YOUR COOPERATION!