Nguyen Thi Thu Trang MA The current quantitative study is carried out to investigate the attitudes of English-major students towards brainstorming strategy in Writing courses at the Bank
INTRODUCTION
Background of the study
Writing is a vital language skill that significantly influences human culture by facilitating communication and enriching experiences (Ariebowo, 2021) Mastery of writing requires both theoretical knowledge and consistent practice to produce well-organized content (Handayani & Widiastuti, 2019) Effective writing organization depends on proper arrangement, coherent sentences, and logical reasoning Brainstorming serves as a valuable strategy to enhance thinking and ease the writing process, often utilized by educators as a pre-writing activity to generate ideas (Rashtchi & Beiki, 2015; Shirvani & Porkar, 2021) The implementation of brainstorming in education can spark new interests, motivate learning, and positively affect students' psychology (Abedianpour & Omidvari, 2018) Consequently, this study investigates English-major students' attitudes towards the brainstorming strategy in writing at Banking Academy, aiming to understand their perceptions during writing activities The research findings will lead to specific recommendations for improvement.
Objectives of the study
This study explores the perceptions of English-major students at the Faculty of Foreign Languages at Banking Academy regarding the effectiveness and challenges associated with the brainstorming strategy in writing It also offers potential solutions based on the findings.
Research questions
The purpose of the current study was to answer the following research questions:
1 What are the attitudes of the English-major students towards the effectiveness of using brainstorming strategy in writing?
2 What are the attitudes of the English-major students towards the challenges of using brainstorming strategy in writing?
Significance of the study
This study explores learners' perceptions of the brainstorming strategy in writing, focusing on their attitudes towards its benefits and challenges The findings will assist teachers in assessing the effectiveness of brainstorming in enhancing students' writing skills, enabling them to develop more effective teaching methods Additionally, the study will provide recommendations to help both students and teachers address potential challenges in implementing the brainstorming strategy.
Scope and limitations of the study
The study aimed to explore the perceptions of English majors at Banking Academy regarding the use of brainstorming strategies in writing To gather insights, an online survey was conducted to assess students' attitudes towards the application of brainstorming techniques in their writing processes.
This study faces several limitations that may impact its findings Firstly, the sample size was restricted to just 125 students from the Banking Academy, which could undermine the robustness of the results Additionally, the researcher encountered challenges in sourcing materials on brainstorming strategies, as relevant copyrighted books were not readily accessible for download Finally, time constraints prevented the researcher from conducting a thorough experimental analysis.
Structure of the study
The study is divided into five chapters, as follows:
Chapter I (Introduction) presents details on the background of the study, which includes the rationale behind the research topic, the study's objective, its significance, as well as the scope and limitations of the research
Chapter II (Literature review) cover theories that are relevant to brainstorming strategy, as well as the advantages and disadvantages of using these strategies in writing, and past research on brainstorming strategy by other scholars is also examined
Chapter III (Research methodology) provides an overview of the study's background, including information about the participants and the data collection method
Chapter IV (Results and Discussions) analyzes the statistical data and provides a thorough explanation of the results
Chapter V (Summary of findings and implications) provides a brief summary of the findings, some pedagogical implications and acknowledges the limitations of the research before proposing recommendations for future studies
LITERATURE REVIEW
Overview of writing skills
Developing writing skills is the final step in language learning, following listening, speaking, and reading (Handayani et al., 2019) Effective writing involves mastering various elements, including grammar, mechanics, coherence, and cohesion (Shirvani & Porkar, 2021) To teach writing effectively, educators must employ diverse techniques and strategies that align with their perspectives on writing Some instructors prioritize content creation and idea generation, utilizing various classroom strategies (Helen, Paul, & Hellen, 2020; Rahmawati, 2019), while others emphasize the importance of grammar and writing mechanics, focusing on structural awareness (Rashtchi & Mohammadi, 2017) Additionally, many teachers recognize writing as a powerful tool for enhancing critical thinking skills (Rashtchi, 2019; Sheikhy Behdani & Rashtchi, 2019).
Brainstorming
Brainstorming, developed by advertising expert Alex Osborn in the 1940s and 1950s, is a technique designed to generate ideas freely and without inhibition (Al-khatib, 2012; Wilson, 2013b) This method encompasses both oral and pre-writing activities that encourage idea expression among students and teachers (Wilson, 2013a).
Brainstorming is a unique and creative discussion technique that encourages students to share their thoughts and generate a plethora of ideas for problem-solving According to Arivananthan (2015), it serves as an effective method for idea generation on various topics This process not only stimulates the mind but also facilitates the exploration of diverse possibilities for innovative solutions (Gultom & Gurning, n.d.) Ultimately, brainstorming aids in developing and articulating ideas, fostering creativity, and initiating or enhancing new concepts.
Brainstorming aims to foster an environment where individuals can share their ideas freely, without fear of judgment To facilitate this, Osborn (1953) established four essential guidelines: prioritizing quantity, suspending criticism, promoting creative thinking, and refining existing ideas Emphasized by researchers (Agarwal, 2016; Erasmus & Houston, 2016; Snyder, 2021), these rules are crucial for effective brainstorming Firstly, focusing on quantity allows for the generation of a diverse range of ideas, which can be merged and refined to achieve specific goals Secondly, by postponing judgment until after the session, participants feel more comfortable expressing their thoughts, leading to a broader array of ideas Lastly, encouraging creative thinking further enhances the brainstorming process, enabling innovative solutions to emerge.
Fostering a supportive environment that values diverse ideas is essential for innovative thinking By encouraging quantity over criticism, we create a foundation where every idea is appreciated Additionally, expanding on existing concepts with more detail can enhance understanding and drive creativity.
Osborn's brainstorming method culminates in convergent thinking, where diverse feedback and viewpoints are integrated to refine and enhance previously generated ideas This process not only increases the quantity of ideas but also elevates their quality, aligning with the initial and third guidelines of his approach (Osborn, 1953).
Successful brainstorming relies on three key elements: effective leadership, informed group members, and clear guidelines Leaders are essential as they organize and steer the session, while participants should be briefed on the topic beforehand to harness their creativity Facilitators must also provide clear instructions on the rules before the session begins To boost brainstorming productivity, Roderich (2020) suggests eliminating distractions, setting a specific time for idea generation, documenting all ideas without omission, refraining from criticism during the process, maintaining focus on the topic, recognizing that initial ideas may not be the best, and ultimately analyzing and evaluating the generated ideas to select the final one.
Depending on the goals of the instructor or facilitator, brainstorming can be employed either individually or in a group context For instance, when numerous students are
In the classroom, group brainstorming is often favored to encourage all students to share their diverse ideas, while individual brainstorming is typically used for writing assignments, allowing students to utilize the strategy independently This distinction emphasizes that neither method is superior; instead, each is suited to particular situations The similarities and differences between these two brainstorming techniques are discussed further below.
Group brainstorming is a vital technique for fostering creative thinking and collaboration among students, enabling them to share and develop ideas for writing This time-tested method encourages participation from all members, enhancing the overall writing process in both personal and professional environments.
Group brainstorming offers significant benefits, particularly through group synergy, which allows participants to tap into their collective experiences and knowledge According to Snyder (2021), this synergy fosters the generation of diverse ideas, as each learner brings unique perspectives to the discussion Individual students may face challenges in idea generation due to unfamiliarity with the topic or lack of confidence in expressing themselves in a foreign language, especially in EFL writing contexts However, collaborating with classmates enables students to harness their creativity and knowledge, leading to a richer pool of ideas Additionally, peer feedback facilitates the integration and refinement of these ideas before the writing process begins.
For a successful group brainstorming session, students must fully understand the writing topic, its context, the session's goals, the chosen brainstorming strategy, and the established rules While the activity focuses on students, teachers play a vital role as facilitators and supervisors, ensuring the process is effective and productive (Shirvani & Porkar, 2021).
8 groups generate a greater number of high-quality ideas and improves the ability to organize those ideas prior to the writing process
Brainstorming is a valuable technique for individuals, whether done as part of an assignment or as a self-directed activity, allowing them to generate potential writing ideas independently This method proves effective at any stage of the writing process and serves to reduce self-criticism, fostering a more creative and open mindset.
Individuals often criticize their own thoughts and actions, which can hinder creativity According to Abedianpour & Omidvari (2018), individual writing assignments may lead to negative attitudes toward learning, largely due to the difficulty in managing the inner critic—an internal voice that dismisses potentially valuable ideas that may seem silly at first (Hayes, 1981) In contrast, brainstorming promotes the free flow of ideas without judgment, making it an effective tool for enhancing creativity (Osborn, 1953).
According to Anton & Nordskog (2019), effective individual brainstorming involves several key guidelines: First, it's essential to unplug from external influences, as unfavorable comparisons can stifle creativity Second, all ideas should be validated, as dismissing them prematurely can lead to a lack of options during the writing process Third, allowing ideas to grow and evolve is crucial, as initial thoughts may be unrefined but can develop into more substantial concepts through analysis Additionally, setting clear objectives, such as time limits or specific targets, helps maintain focus during brainstorming sessions Finally, taking breaks is important, as the task requires significant concentration and mental energy.
9 making it tiring When an individual reaches a point where they are unable to generate additional ideas, taking brief breaks can boost their performance and creativity
Snyder (2021) notes several distinctions between individual and group brainstorming
Preparing for individual brainstorming is as straightforward as preparing for group sessions, as the individual assumes the roles of organizer, facilitator, and participant The individual initiates the process by formulating questions, selecting the approach, setting time limits, and choosing the location Additionally, individual brainstorming alleviates the discomfort of presenting ideas to others This method allows for flexibility, enabling the individual to generate ideas, take breaks, and return to organize and refine their thoughts based on personal preference.
Individual brainstorming offers greater flexibility and comfort, especially for introverts who thrive in solitude, allowing them to concentrate and explore topics deeply According to Christmas (2011), this method fosters a wider range of creative ideas and encourages active participation from all students, as group dynamics can often overshadow quieter voices Additionally, engaging in individual brainstorming can help overcome writer's block and reduce anxiety associated with writing tasks.
Brainstorming techniques
EFL teachers and their students can utilize various brainstorming techniques to generate a wealth of ideas and provide essential background information on their selected writing topics.
Mind mapping is an effective technique for enhancing idea generation and communication during the writing process This approach helps learners explore diverse concepts stemming from a central topic while understanding their interconnections By utilizing mind mapping, students can increase their confidence and motivation in reaching their academic goals.
Mind mapping is a visual technique that improves brainstorming by illustrating the relationships between ideas According to Carman (2016), students who are visual learners tend to benefit more from using mind mapping as a tool for organizing their thoughts.
This technique offers a clear overview of students' brainstorming, allowing them to visualize the structure of their written work Additionally, it helps teachers assess students' understanding, identify knowledge gaps or misunderstandings, and understand the connections between their thoughts.
To effectively brainstorm ideas, start by placing the central topic in the middle of a sheet of paper, as suggested by Snyder (2021) Quickly jot down related concepts around the main topic, using the entire sheet to capture your thoughts Connect ideas with lines and circles to visually represent their relationships, creating a cohesive mind map that illustrates how each concept links back to the central theme This method enhances clarity and organization in your brainstorming process.
According to Alqasham and Al-Ahdal (2022), there is a wide array of free mind mapping software available, including popular options like iMind Map, SpiderScribe, XMind, Freeming, Coggle, and Text2MindMap, with XMind being the most favored among students globally While brainstorming involves organizing and arranging ideas as a subsequent step, mind mapping focuses on the immediate visualization of concepts and their interrelationships, making it a more holistic approach to idea generation.
Mind mapping, therefore, aids in generating new images in mind without delaying the process of organizing and sorting ideas to a later stage
Free writing is an unrestricted writing technique that allows students to express their thoughts on a subject without interruption, as noted by Davis (2012) This method is particularly beneficial for beginner writers seeking to enhance their vocabulary, grammar, and spelling skills Carman (2016) emphasizes that free writing involves continuous writing for a set period, disregarding traditional spelling and grammatical rules While this approach may lack organization, it effectively facilitates idea generation by encouraging quick, uninterrupted thinking and writing.
Bulleting or listing is a powerful brainstorming technique that aids in generating words or phrases related to a specific topic As noted by Carman (2016), this method allows students to organize their information effectively, while Nordquist (2018) emphasizes that listing facilitates idea discovery and concept generation However, it is crucial for learners to choose relevant ideas for their writing, which means that listing also requires analysis and reflection, ultimately enhancing students' learning development.
Snyder (2021) provides essential guidelines for brainstorming ideas for writing a composition Start by noting the topic, whether on paper or digitally Next, capture all thoughts related to the topic, including a variety of ideas, supporting evidence, details, and examples, which can be organized as bullet points, diagrams, graphs, or full sentences Finally, review your notes and highlight any relevant and engaging content.
13 d Organize, merge, and elaborate on the chosen passages until concrete ideas start to appear e If needed, repeat any or all of the above steps
Questioning is an effective brainstorming technique that encourages students to generate numerous inquiries about a specific topic through self-interviewing According to Davis (2012), utilizing WH questions—what, which, why, where, and when—can help participants naturally develop ideas Chesla (2006) emphasizes that these questions can yield a wealth of concepts for students While this process may be time-consuming, it ensures the generation of precise information that aids in writing Students should freely jot down their thoughts without needing to prioritize questions or answers, making the questioning technique a valuable method for idea generation in future projects.
"television" using the five "WH" questions
What kinds of shows are people watching?
What happens to kids who watch too much TV? (Affects schoolwork, relationships with others?)
What about people who have no TVs? Are they more informed? Less informed? What do people expect from TV? Relaxation? Information? Entertainment?
Where do people place TVs in their homes? Kids' rooms? (Effect on family relationships, socialization?) Bedroom? (Effect on sleeping/relaxation?)
Kitchen? (Effects on the conversation during meals?
Figure 2.1 Questions about the ideal place of television in our lives (Chesla, 2006, p 37)
The group passing approach is an effective brainstorming technique where students collaboratively generate ideas on a given topic As described by Markov (2018), each student writes down their thoughts on paper and passes it to the next student, who then adds their own ideas If a student has no additional thoughts, they simply say "pass," and the process continues until all ideas are collected The teacher then reviews and selects the most relevant contributions for further discussion.
In summary, various brainstorming writing techniques enable students to rapidly and spontaneously generate ideas, creating an engaging environment that encourages active participation Furthermore, these methods inspire and energize students, leading to an even greater flow of creative ideas.
The procedure and advice on brainstorming implementation in EFL classes 14 2.6 Benefits of brainstorming strategy in EFL writing
Brainstorming activities go through three main steps namely planning, leading and judging (Monteros Campues, 2022)
Before conducting a brainstorming session, it's crucial to assess its necessity, as this strategy is particularly effective for generating a multitude of ideas on a specific topic (Osborn, 1953) This approach can be especially beneficial for EFL students looking to improve their language skills.
Daily writing and brainstorming cultivate 15 essential skills, with key factors for a successful session including proper introduction, effective time management, and adherence to brainstorming rules The teacher, acting as the facilitator, is responsible for ensuring a smooth process flow, student comfort, and active participation (Mckenna, 2002) If the creative process is interrupted or strays from its objective, the teacher must intervene and guide the session back on track.
To enhance session effectiveness, teachers should consistently enforce rules that motivate passive participants, encourage note-taking, and manage time efficiently (Barker, 1997) Comprehensive session planning is essential, outlining specific durations for warm-up activities, brainstorming, topic discussions, and writing completion (Wilson, 2013a) Typically, the brainstorming phase should last approximately 10 to 15 minutes.
Effective brainstorming is enhanced by utilizing a variety of activities and techniques that come with clear instructions Creating a relaxed environment is essential to foster creativity among participants Additionally, dividing participants into subgroups can encourage friendly competition, leading to a greater generation of ideas and making the process enjoyable (Erasmus & Houston, 2016; Barker, 1997).
To effectively engage students, the teacher must introduce the topic clearly, outline the learning objectives, and share pertinent facts, guidelines, and rules (Agarwal, 2016) Following this, the teacher should apply an appropriate brainstorming technique tailored to the students' context and the established goals.
In the introductory phase of a session, it is essential to introduce the teacher or facilitator, outline the session's purpose, establish a clear schedule, and explain the process along with the basic rules and their enforcement (Wilson, 2013a).
16 e Outlining how the data will be handled f Conducting a brief warm-up activity
Warm-up activities play a crucial role in diminishing inhibitions and promoting a positive mindset among participants, despite their brief duration During the brainstorming phase, educators should allocate two minutes for individual reflection, which significantly improves both the quantity and quality of ideas (McKenna, 2002) Following this, students should document their thoughts related to the writing prompt and share them later, with the teacher encouraging the generation of as many ideas as possible.
To enhance engagement during brainstorming sessions, teachers can introduce activities like the What If? Game, which effectively stimulates idea generation after initial discussions slow down Additionally, encouraging participants to ask concise questions can help clarify concepts, terminology, and any ambiguities, fostering a more productive and collaborative environment (Wilson, 2013a).
During the analysis and evaluation stage, teachers must be mindful of potential negative student reactions when critiquing ideas for their writing (Shirvani & Porkar, 2021) Brainstorming, a crucial part of the pre-writing phase, helps enhance students' writing skills, enabling them to progress through subsequent stages and complete their compositions by the end of the class Students can individually assess, modify, or eliminate ideas to manage their time effectively, or they can collaborate as a class Prior to finalizing the list of ideas, teachers should establish criteria to evaluate the feasibility and benefits of these ideas for both the written composition and the development of students' writing skills (Barker, 1997; Mckenna, 2002).
Combining or eliminating duplicated ideas should be prioritized as the initial step (Roderich, 2020; Rosenthal, 2016; Agarwal, 2016; Mckenna, 2002) Although this
The 17 action process streamlines and narrows down ideas efficiently, allowing the group to assess the remaining options By utilizing techniques like checklists, rubric criteria, voting, or consensus-building, the strongest ideas can be effectively identified and selected.
2.6 Benefits of brainstorming strategy in EFL writing
According to research by Shirvani & Porkar (2021) and Abedianpour & Omidvar (2018), employing brainstorming strategies in writing offers five key advantages: it enhances idea generation, encourages innovative viewpoints, cultivates an open mindset, motivates learners, and reinforces connections among classmates.
Generating a multitude of ideas is crucial for overcoming the common challenge students face in writing Engaging in research, discussing topics with classmates, and sharing thoughts can significantly enhance the writing process This brainstorming strategy not only fosters creativity but also aids students in generating valuable ideas (Qin, 2016; Sun).
Brainstorming strategies foster fresh perspectives in students by inspiring them to write and helping them organize their thoughts This collaborative approach not only enhances their confidence in expressing and challenging different viewpoints but also improves their decision-making skills by encouraging them to evaluate and select ideas generated in group discussions.
& Sadraeimanesh, 2011) This is also the reason why brainstorming strategy can promote new ideas
Encouraging open-mindedness through brainstorming activities allows students to express their thoughts, consider diverse perspectives, and back their opinions with evidence As they engage in respectful debates, students learn to challenge differing viewpoints and articulate their own ideas effectively This environment fosters a culture of tolerance and respect for all opinions, enhancing learners' ability to appreciate and understand various perspectives (Christmas, 2008).
Inspiring learners: Brainstorming activities could help learners feel less scared by
Focusing on the subject matter and overcoming the urge to achieve perfection in writing from the outset are essential for effective writing Implementing brainstorming strategies can significantly motivate learners to engage in the writing process (Virdaus, 2019; Sabarun, 2015; Rao, 2007).
Challenges of using brainstorming strategy in EFL writing
The drawbacks of brainstorming in writing include getting distracted by too many ideas, being affected by others' ideas, and accepting ideas, expressing ideas in English and a lack of motivation
Brainstorming can lead to an overwhelming influx of ideas, making it challenging for participants to identify the most viable options This abundance of suggestions can create confusion, leaving learners uncertain about which ideas to pursue (Shirvani & Porkar, 2021; Isaksen and Gaulin, 2005; Rich, 2003) While brainstorming is beneficial for idea generation, it can also hinder decision-making processes.
In brainstorming sessions, the unique perspectives of individual contributors can often be overlooked, leading to some students feeling that their ideas are dismissed or overshadowed This can create discomfort in the learning environment, as these students may feel pressured to conform to the opinions of others, ultimately diminishing their self-confidence and willingness to assert their own ideas (Shirvani & Porkar, 2021; Bouachir).
Many students experience pressure to conform to the majority's opinions, making it challenging for them to express their dissenting views This societal influence can lead to a reluctance to stand out, resulting in a tendency to agree with the group's perspectives despite personal opposition.
Learners often fear criticism from the majority when utilizing brainstorming strategies in group settings, as highlighted in studies by Shirvani & Porkar (2021), Al-Samarraie & Hurmuzan (2017), and Isaksen and Gaulin (2005).
Having difficulty in expressing ideas in English: learners tend to translate their mother tongue into English because they feel difficult to express their ideas in English (Bouachir & Naamane, 2019).
Previous studies
A qualitative study by Shirvani and Porkar (2021) explored the perspectives of participants aged 19 to 23 on the use of brainstorming sessions in online writing courses Conducted through virtual interviews on WhatsApp, the research involved six questions that led to the identification of eight key themes related to the advantages and disadvantages of brainstorming Participants reported that brainstorming facilitated idea generation, fostered new thoughts, enhanced open-mindedness, boosted writing motivation, and improved relationships with peers However, they also noted drawbacks such as losing focus amid numerous ideas, being swayed by others' opinions, and conforming to the majority's thoughts.
Bouachir and Naamane (2019) conducted a mixed-methods study to examine the impact of brainstorming strategies on students' writing performance The research aimed to investigate how teachers implemented brainstorming techniques during writing sessions and how these strategies could help improve students' writing skills and motivation Analysis of teacher questionnaires and classroom observations indicated that effective use of brainstorming significantly enhanced students' writing performance The study concluded with several teaching recommendations based on the findings.
Abedianpour and Omidvari (2018) carried out a quantitative study to examine the effect of using brainstorming as a pre-writing strategy on the writing proficiency of
A study involving 60 advanced EFL students from the Atlas Language Institute's Writing II course in Yasouj, Iran, examined the effectiveness of brainstorming on writing performance Participants were randomly divided into control and experimental groups, with both receiving instruction from the same teacher The results from pretests and posttests revealed significant improvements in writing among those who utilized brainstorming Additionally, questionnaire responses indicated that the majority of students found brainstorming to be a valuable strategy for enhancing their writing skills This research highlights the effectiveness of brainstorming as a pre-writing technique to boost the writing abilities of EFL learners.
In a qualitative study conducted by ALRababah and Rababah at the Language Center of the University of Jordan, ten Arabic language lecturers were selected through convenience sampling to explore their perceptions of using brainstorming in instruction Data were gathered via semi-structured interviews and observations, revealing that ASOL lecturers generally held positive views and actively utilized the brainstorming approach in their teaching practices.
A qualitative study by Mahdian Mehr, Aziz-Malayeri, and Bayat (2016) explored the influence of brainstorming techniques on expository writing skills among Iranian EFL learners The research began with an initial assessment of narrative writing through the TWE essay test, followed by evaluations of expository compositions in a second language Two university professors assessed the collected essays, which were analyzed using the TEEP rubric 2014 to ensure accuracy and consistency The findings indicated that the brainstorming strategy significantly improved participants' writing abilities, with both raters demonstrating a shared understanding of the scoring.
Rashtchi and Beiki (2015) aimed to explore the effect of two different types of cooperative brainstorming (teacher- generated and learner- generated) on the writing
A study on the performance of Iranian EFL learners utilized a mixed-method approach, selecting 30 female participants from a language institute through convenience sampling After a writing pretest, the learners were divided into two groups: the teacher-generated cooperative brainstorming (TG) group and the learner-generated cooperative brainstorming (LG) group, each comprising 15 students The results indicated that the LG group significantly improved L2 learners' writing performance compared to the TG group Furthermore, an attitude questionnaire revealed that the learners held positive views on the use of both cooperative brainstorming methods.
In 2015, Amoush conducted a quantitative study examining the impact of brainstorming strategies on the writing skills of university-level English students in Jordan The research involved 80 male and female students, randomly assigned to either a brainstorming group or a traditional learning group Data was collected through essay writing and analyzed using t-tests The findings revealed that brainstorming significantly enhanced the writing skills of English learners in Jordan.
Hashempour, Rostampour, and Behjat (2015) conducted a quantitative study to explore the impact of pre-writing strategies—such as brainstorming, listening, questioning, and outlining—on the writing performance of advanced Iranian English learners, regardless of gender The research involved a pretest, instructional phase, posttest, and a questionnaire to gather student feedback on the instructional methods and research tools The results indicated that the brainstorming strategy and its subcategories did not significantly enhance writing skills among EFL learners, nor was there a notable difference in its effectiveness between male and female participants.
Researchers utilized quantitative, qualitative, or mixed-methods approaches in their studies However, the findings from the quantitative research may have restricted generalizability due to the small sample size involved.
Only 22 participants were involved in the study, with fewer than 100 students participating overall Additionally, there is a limited number of qualitative and mixed-method research studies that specifically examine students' attitudes toward and actual usage of brainstorming strategies.
The literature review highlights the effectiveness of brainstorming techniques and students' attitudes towards them, primarily focusing on EFL learners in specific countries However, it overlooks the challenges faced by EFL students during brainstorming sessions Additionally, there is a lack of comprehensive studies addressing the context of Vietnamese education This underscores the necessity for research in the Vietnamese educational setting to address this gap in the literature.
RESEARCH METHODOLOGY
Locale of the study
In the second semester of the 2022-2023 academic year, a study conducted at the Academy of Banking in Vietnam explored the attitudes of English-major students towards the brainstorming strategy in writing The research focused on students who had successfully completed Writing courses I, II, and III, inviting their participation in the questionnaire.
Participants
The study's participants comprised 125 English-major students from the Banking Academy
Table 3.1 The number of participants in each academic year
Academic year The number of participants
Research instrument
This study utilizes a questionnaire based on the work of Abedianpour & Omidvari (2018), supplemented by select questions from Bouachir & Naamane (2019) and Shirvani & Porkar (2021).
In this study, an online survey conducted through Google Forms was utilized to collect data, with the questionnaire divided into four distinct sections tailored to meet the specific research context and objectives.
The first section is to collect personal information from participants, including their gender, academic year, and whether they have completed one of the Writing courses (I, II, III) or not
The second section includes four questions focused on students' preferences regarding brainstorming strategies and techniques utilized in writing Two of these questions are designed to assess frequency, employing a 5-point Likert scale ranging from 1 (Never) to 5 (Always).
The survey included multiple-choice questions allowing participants to select more than one response to accurately express their opinions, alongside a semi-open item for respondents to provide their own answers These questions were primarily adapted from Bouachir & Naamane (2019), with modifications made to better align with the study's objectives.
In the third section, the question items are adapted from Abedianpour & Omidvari
Recent studies, including those by Shirvani & Porkar (2021) and Abedianpour & Arezoo (2018), highlight the significant benefits of employing brainstorming strategies in writing The findings suggest that such techniques enhance creativity and improve overall writing quality Additionally, insights from Bouachir & Naamane further support the effectiveness of brainstorming in the writing process, emphasizing its role in generating ideas and fostering collaboration.
In their studies, Shirvani & Porkar (2021) and previous research from 2019 highlight the challenges associated with the brainstorming strategy Both studies utilized a 5-point Likert scale to assess participants' responses, where 1 indicated "Strongly Disagree" and 5 represented "Strongly Agree." This structured approach allowed for a nuanced evaluation of opinions regarding the effectiveness of brainstorming as a collaborative tool.
Procedure of data collection
After incorporating feedback from the supervisor, the questionnaire was refined for clarity and precision It was then piloted with eight senior English majors, who were tasked with completing the survey thoroughly to provide honest reviews The feedback received was largely positive, with only two participants suggesting a translation into Vietnamese Taking these suggestions into account, the researcher made further adjustments to simplify and clarify the survey.
25 some questions No Vietnamese version was added because the items of the questionnaire do not require specialized knowledge for understanding
Upon completing the pilot phase, an official questionnaire was distributed to students via Zalo and private messenger on Facebook Within 9 days, 125 valid responses were gathered for analysis The raw data was refined and analyzed using SPSS version 20 to assess reliability and produce descriptive statistics.
FINDINGS AND DISCUSSIONS
Demographic results
Table 4.1 above indicates that a vast majority of the total participants, at 80.96 percent, were females, whereas males only accounted for 19.04 percent
Additionally, the proportions of the students through academic years were: 14.4% in the second year, 13.6% in the third year and 72% in the final year
Results in students’ preferences on brainstorming strategy in writing
Figure 4.1 Students’ preferences on brainstorming strategy in writing
The pie charts illustrate student preferences for brainstorming strategies in individual versus group writing activities Overall, students frequently utilize brainstorming techniques in both settings Notably, only 2.4% of respondents indicated that they "never" use brainstorming in group contexts, while no students (0%) reported never using it individually This indicates that a higher percentage of students engage in individual brainstorming compared to those who prefer group brainstorming for writing tasks.
Never Rarely Sometimes Often Always
Never Rarely Sometimes Often Always
Figure 4.2 Students’ frequency on brainstorming techniques in writing
The bar chart illustrates the prevalence of various brainstorming techniques in writing, with the listing technique being the most popular at 79.2% Mind mapping follows at 52%, slightly surpassing free writing, which is utilized by 49.6% of participants Additionally, group-passing and questioning techniques are used by 25.6% and 38.4% of respondents, respectively Notably, only one student (0.8%) chose an alternative technique, image training, indicating that listing, mind mapping, and free writing are the most recognized methods among participants.
Reliability of the measurement
Cronbach's alpha is a key statistical measure used to evaluate the internal consistency and reliability of survey or test items, reflecting how well these items correlate and measure the same underlying construct (Cronbach, 1951) Ranging from 0 to 1, higher values signify greater reliability, with a threshold of 0.7 or above typically deemed acceptable for research purposes (Nunnally, 1978).
Table 4.2 Descriptive statistics of the reliability measure computed
No.of section Section Cronbach's Alpha Number of items
Section 3 Benefits of using brainstorming strategy in writing
Section 4 Challenges of using brainstorming strategy in writing
All sections of the questionnaire demonstrated high reliability, with Cronbach's Alpha values exceeding 0.7 According to Ursachi, Horodnic, and Zait (2015), a value between 0.6 and 0.7 is acceptable, while values of 0.8 or higher are preferred Consequently, sections 3 and 4 of the research questionnaire exhibit strong internal consistency among their items.
According to Cristobal, Flavián, and Guinalíu (2007), an item's total correlation value in a questionnaire should exceed 0.30 after adjustments In this research, all variables in the aforementioned sections of the questionnaire demonstrated corrected item-total correlation values above 0.3 Specifically, the question items in section 3 exhibited moderate correlations with the total score, ranging from 0.5 to over 0.6, while the items in section 4 showed stronger correlations, ranging from 0.4 to above 0.7 (see Appendix 2).
4.4 Findings on the attitudes of participants towards brainstorming strategy in writing
Participants expressed their views on each survey statement using a five-point Likert scale, ranging from Strongly Disagree (1) to Strongly Agree (5) The analysis of the students' agreement levels for each statement is illustrated in Figure 4.3 below.
Figure 4.3 The applied scale of measurement
Table 4.3 Students’ perceived benefits of brainstorming strategy in writing
1 give a broad overview of the writing topic that learners are dealing with
2 prepare learners to be ready for writing
3 collect as many ideas as possible
4 create the comfortable atmosphere of learners’ communication in group work
5 learners enjoy sharing with classmates
6 establish a friendly relationship among the class members in group work
7 encourage learners to express themselves and become motivated
8 learners be interested in exploring different ideas
9 learners become more creative when they brainstorm
10 organize learners’ ideas more clearly and logically
11 learners write the first draft or assignment better
From the agreement level measurement scale and table 4.3 presented above, it is clear that the students agree with every item question related to the advantages of utilizing
The study identified 32 brainstorming strategies in writing, highlighting their effectiveness in helping learners organize their ideas clearly and logically, with mean values of 4.33 and 4.3 for generating numerous ideas and enhancing essay coherence and cohesion Conversely, the strategy's role in fostering friendly relationships among classmates during group work received the lowest rating, with a mean score of 3.6.
The item ranked third, with a mean score of 4.2, highlights that a brainstorming strategy significantly enhances learners' ability to write better first drafts or assignments Additionally, it emphasizes that this strategy fosters greater creativity among learners during the brainstorming process.
“brainstorming strategy helps prepare learners to be ready for writing”,
The brainstorming strategy provides learners with a comprehensive overview of their writing topics, fostering interest in exploring diverse ideas, as reflected in mean scores of 4.18, 4.16, 4.1, and 4.06 Additionally, it encourages self-expression and motivation among learners, while also creating a comfortable communication atmosphere in group work However, these aspects received lower mean scores of 3.94, 3.78, and 3.62, indicating a general agreement among respondents regarding their effectiveness in promoting enjoyment in sharing ideas with classmates.
Table 4.4 Students’ perceived challenges of brainstorming strategy in writing
When learners use the brainstorming strategy, they…
1 have ideas, but cannot express them clearly in
2 are distracted by too many ideas to select the best ones
3 lack self-confidence in themselves and easily accept modifying their ideas by the majority
4 find it difficult to work with classmates in group work
5 feel uncomfortable when their thoughts are evaluated or modified by other participants in group work
Figure 4.3 The applied scale of measurement
The analysis of the measurement scale for agreement reveals an overall mean score of 3.41, indicating that students acknowledged the challenges related to implementing the brainstorming strategy in their writing.
The study reveals that students struggle significantly with articulating their ideas in English, as indicated by mean scores of 3.77 for those who have ideas but cannot express them clearly, and 3.62 for those distracted by an overload of ideas These findings highlight that these two challenges are the most prevalent among learners in writing tasks In contrast, the lowest mean score of 3.26 was recorded for students who feel uncomfortable when their thoughts are evaluated or modified by peers during group work.
Participants expressed a neutral perspective on additional challenges associated with the brainstorming strategy, noting difficulties in collaborating with classmates during group work and a lack of motivation and self-confidence in writing, with average ratings of 3.28 and 3.27, respectively.
Discussions
4.5.1 Discussions on students’ preferences on brainstorming strategy in writing
Recent research indicates that English-major students prefer individual brainstorming over group brainstorming in their writing processes This contrasts with findings by Bouachir and Naamane (2019), which suggest that educators believe group brainstorming is more effective than individual efforts Consequently, it may be beneficial to promote group brainstorming in Writing courses at the Banking Academy, as collaborative efforts can enhance student learning outcomes (Bouachir & Naamane, 2019; Ritter & Mostert, 2018).
The study reveals that most students prefer brainstorming techniques such as listing and mind mapping for writing, aligning with findings from Bouachir & Naamane (2019) Listing aids in organizing information effectively, while mind mapping provides a clear structural overview of their work (Carman, 2016; Buzan, 2006).
4.5.2 Discussions on students’ perceived benefits of brainstorming strategy in writing
The current study highlights that a considerable number of participants found brainstorming to be an effective strategy for enhancing their writing skills, contrasting with the findings of Hashempour, Rostampour, and Behjat (2015), who reported no significant correlation between brainstorming and writing performance Their research involved 60 advanced EFL learners with varying educational backgrounds, ages, and social levels, which differs from the current study's participant demographics and context Additionally, the methodologies for data collection, including pretests, instruction, and posttests to assess student attitudes, further distinguish this research from previous studies.
The results of the current study are consistent with previous research conducted by several scholars in the field, including Amoush (2015), Rashtchi and Beiki (2015), and Mahdian Mehr, Aziz Malayeri, and Bayat (2016), as well as Abedianpour and Omidvari.
Research by ALRababah & Rababah (2018) and Bouachir & Naamane (2019) demonstrates that the brainstorming strategy significantly enhances learners' writing performance Their findings, based on test results, learner perspectives, and teacher observations, indicate that brainstorming simplifies the writing process, encourages idea generation, and boosts self-confidence among students Both learners and teachers acknowledge the effectiveness of the brainstorming strategy in improving writing skills.
The current research aligns with the findings of Shirvani & Porkar (2021), demonstrating that the brainstorming strategy enhances creativity, motivates learners, and promotes stronger connections among peers.
This means that brainstorming strategy can be a useful strategy to enhance learners’ motivation and creativity as well as build positive social interactions and collaboration skills in writing
4.5.3 Discussions on students’ perceived challenges of brainstorming strategy in writing
Students often struggle with the brainstorming strategy for writing, as they find it challenging to select the best ideas from an overwhelming number of options Many learners have a wealth of ideas but face difficulty expressing them clearly in English, a finding supported by Bouachir & Naamane (2019) and Shirvani & Porkar (2021) The abundance of ideas can lead to distraction, making it hard for students to focus on their best thoughts (Shirvani & Porkar, 2021; Isaksen and Gaulin, 2005; Rich, 2003) Furthermore, English teachers observe that students tend to rely on their mother tongue, which hinders their ability to articulate thoughts effectively in English (Bouachir & Naamane, 2019).
Shirvani & Porkar (2021), Bouachir & Naamane (2019), and Isaksen and Gaulin
In 2005, it was reported that students face challenges related to self-confidence and emotions when using group brainstorming strategies However, participants in the current study exhibited neutral opinions on these matters This difference may stem from the fact that ATC students primarily utilize individual brainstorming techniques rather than frequently engaging in group idea generation.
SUMMARY OF FINDINGS AND IMPLICATIONS
Summary of findings
This study’s primary objective is to investigate the attitudes of English-major students at the Faculty of Foreign Language at Banking Academy
The current study reveals that students favor individual brainstorming strategies over group brainstorming when it comes to writing Additionally, the majority of surveyed students prefer techniques such as listing and mapping for organizing their ideas.
A recent online survey revealed that participants generally hold a positive view of the benefits associated with the brainstorming strategy in writing This approach not only improves learners' writing skills but also boosts their motivation and creativity, while fostering a comfortable environment for collaborative group work.
The study offers insights into students' perceptions of the challenges encountered when using brainstorming strategies in writing Most respondents reported difficulties in selecting the most effective ideas from a range of options and in articulating their thoughts clearly in English.
Implications
This study explores the attitudes of English-major students at the Faculty of Foreign Language at Banking Academy regarding the use of brainstorming strategies in writing Based on the research findings, several implications will be discussed.
Incorporating brainstorming strategies in writing classes offers significant benefits, as individual brainstorming fosters diverse and creative ideas while ensuring active student engagement (Christmas, 2011) Research indicates that English-major students tend to favor individual brainstorming over group methods However, group brainstorming is crucial for effective learning, as students often achieve better outcomes when collaborating (Bouachir & Naamane, 2019) To optimize students' writing potential, educators should thoughtfully integrate both teacher-led and student-generated brainstorming activities (Rashtchi & Beiki, 2015) Therefore, it is essential to balance group activities with individual tasks and to blend both brainstorming approaches to continually enhance students' writing skills.
Teachers should introduce various brainstorming techniques and guide students on their effective use By allowing learners to select techniques that align with their individual learning styles, instructors can enhance students' brainstorming abilities for writing tasks.
Students should utilize brainstorming strategies in their writing, as this approach significantly improves their writing skills and yields various benefits Actively participating in brainstorming activities within the classroom allows students to generate numerous ideas, cultivate new perspectives, maintain an open mindset, inspire their peers, and strengthen connections with classmates.
To enhance writing skills, students should engage in regular reading practice to acquire essential phrases and grammatical structures This approach allows them to express their ideas more fluently in English while reducing reliance on translation from their native language The integration of reading tasks in writing courses has been a key factor in the notable improvement of students' writing abilities (Habibi, Salleh, &).
Singh, 2015) In addition, learners should figure out some brainstorming techniques that are suitable to their learning style to employ in writing effectively
Students should enhance their brainstorming strategies independently and in their unique ways Pulkkinen (2022) suggests that collaborating with knowledgeable individuals can lead to more effective idea generation for those less familiar with a topic Therefore, seeking feedback from teachers or peers can help students refine their ideas, ensuring quality while avoiding an overwhelming influx of thoughts.
While this research offered valuable insights, it is limited by its methodology The data was collected through an online survey targeting students from the Faculty of Foreign Language at Banking Academy To achieve more objective results, future studies should involve a wider demographic of students.
Most of the survey questions are closed-ended, limiting students' ability to express their challenges with the brainstorming strategy Future research could benefit from conducting interviews to gain deeper insights into these issues.
At Baking Academy, a mini-test can be implemented in writing courses to assess the effectiveness of brainstorming strategies Future research could involve participants completing a writing test, allowing for a comparison between students who utilize brainstorming techniques and those who do not This approach will provide valuable insights into the practical application and efficacy of brainstorming in enhancing writing skills.
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An Investigation Into The Attitudes Of English-Major Students Towards
Brainstorming Strategy In Writing At Banking Academy
Nguyen Thi Hai Yen, a senior at the Faculty of Foreign Languages at Banking Academy, is conducting her graduation thesis on the attitudes of English-major students regarding the brainstorming strategy in writing.