Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING 1 CLASSES MA
Amount of time spent by participants practicing their writing skills a week
Not important Low importance Neutral Important Very important
3% 3% under 2 hours 2-3 hours3-4 hours4-5 hoursMore than 5 hours
The chart 4.2 indicates the hours that the students spent on practicing their writing skills The majority of participants (60%) spent from 2 to 3 hours a week practicing English, followed by the proportion of students who took under 2 hours to practice writing skills, at 20% Only 14% of the correspondents spent from 3 to 4 hours practicing writing The percentage of students who used 4-5 hours and more than 5 hours was the same, at 3% The findings showed that the amount of time the participant spent practicing was still limited
4.3 The ways HUFLIS first year English majors learn in their online Writing 1 classes
In this section, based on the answers to question from 7 to 15 in the questionnaire, the ways HUFLIS first year English majors were taught and learnt in their online Writing
1 classes was depicted The data for platforms used (table 4.3), the way they learned (chart 4.3), the hours they spent learning and practicing Writing 1 a week (chart 4.4) were also pointed Moreover, writing homework, writing tasks they had in a week (including in class and homework), the ways that they used to finish their homework, writing feedback and the satisfactions for the assessment criteria were shown
Table 4.3 Platforms used for teaching Writing 1 online
Table 4.3 lists some typical platforms used by teachers in online Writing 1 classes The majority of participants (90%) learnt online Writing 1 course throughout Google meeting, followed by Zoom (at 81%) The rates of correspondents who learnt with LMS and Google classroom were 71% and 42%, respectively
A student stated that “My teacher used several platforms to teach, especially, google meeting and LMS Google meeting was online learning and teaching while LMS
Another student said that “Zoom was the main platform in teaching and learning online writing in my class.”
Table 4.4 The number of platforms that a student learns in online Writing 1 course
The number of platforms used Percentage (%)
As can be seen from the table 4.4, the majority of participants (85%) learned more than 2 platforms in the online Writing 1 course The proportions of students who learned
3 and 4 platforms were 39% and 34%, respectively As a result, there are several choices for the lectures to express their lessons effectively However, using too many platforms would make difficulties for teachers and students to use them because they must spend too much time on searching and mastering them (Johnson et al, 2016) Only 2% of students did not use above mentioned platforms
Chart 4.3 The method of learning Writing 1 course online
2% weekly direct meetings through Google meeting and Zoom Self study on LMS or Google classroom following the teachers' instructions Both of these methods
The chart 4.3 shows the method students studied in online Writing 1 course The majority of participants learnt weekly through directly meeting by Google meeting and Zoom and also studied on their own on LMS or Google Classroom following the teachers’ instructions, at the percentage of 82% A student answered the interview “In my online writing 1 class, my teacher taught the lessons through Google meeting weekly and then we had to do the tasks by ourselves on LMS following my teachers’ instructions’ Other students said that “We participated in the class on Zoom to understand new knowledge and the teachers gave tasks on Google classroom for self- study after that” Only 8% of correspondents were taught with weekly directly meeting through Google meeting and Zoom This figure was repeated for self- study on platforms The percentage of students who did not learn by two approaches was 2% The findings indicated that teachers combined directly meeting and self- study to learn Writing 1 course online on different applications
Chart 4.4 The time on learning and practicing writing 1 a week
From the chart 4.4, the hours that the students spent on learning and practicing writing skills is illustrated The majority of first year students spent 2 to 3 hours a week, with the percentage of 66 %, followed by the proportions of students who took 1-2 hours to study and practice writing skills, at 18% Only 11% of the correspondents spent from 3 to 4 hours There were some students who took 4-5 hours and more than 5 hours for writing a week, at 4% for the former and only 1% for the latter An interviewed student
1-2 hours 2-3 hours 3-4 hours 4-5 hours More than 5 hours during the process of learning and homework” The result showed that learning and practicing time should be paid much attention to, which could improve the process of learning and teaching
The chart 4.5 illustrates the number of students who had and did not have writing homework Most students (93%) replied that they had to do their writing homework while only 7% of them did not have to do their writing homework About 9 students stated in the interviews that our teachers always gave homework at the end of learning sections and every lesson” The findings showed that self-study was always appreciated by teachers during online learning
Chart 4.6 The number of writing tasks the students have a week (including in class and homework)
1-2 tasks 3-4 tasks 4-5 tasks More than 5 tasks
As shown in chart 4.6, more than half of the participants (61%) said that they had 3-4 tasks including in class and homework a week Those who finished 1-2 tasks weekly accounted for 37% The rate of students who dealt with 4-5 tasks a week was only two percentages and there were not any students who did more than 5 tasks a week A student said in the interview “As usual, I did 1-2 writing tasks when I joined the directly meeting on Zoom In addition, my teacher gave 1-2 tasks as writing homework” Similarly, a student added “During my lesson in class, I had to do 2-3 tasks to understand the outline of writing and ideas when I wrote Moreover, my teacher gave 1 task to practice the lesson at home” Another student told that I usually received from 3 to 5 writing tasks
(including in class and homework) in a week to do They were in different levels and the number of writing tasks were not too many for me to finish The results showed that the number of writing tasks the students had a week (including in class and homework) were quite enough for students to deal with
Chart 4.7 Arrangement for online writing tasks
The chart 4.7 indicates the ways students did online writing tasks The percentage of the participants did online writing tasks in groups (8%), in pairs (7%) and individually (24%) Moreover, 61% of correspondents engaged in writing activities in group, in pairs and individually A student stated her opinion in the interview “In the online writing 1
All above In groups In pairs Individually class, I had many activities to connect to our teacher and they were organized in groups, in pair and individually”
A students shared in the interview that my teacher asked the students to do individually in pre writing, work in pairs in while writing and work in groups in post writing Writing activities were organized in different ways
Another student stated that writing activities in my online writing class were organized in groups through Zoom My teacher divided the groups in random and then put them into meeting rooms in Zoom The students in each group would discuss the activities
A student added that most of students in my online Writing 1 class participated in writing activities in many ways such as individually, in pairs and in groups I found that the activities organized in groups were very interesting and encouraged the students to engage
The figures showed that students interacted with lessons actively and they engaged in the activities by different ways, which helped them to learn more effectively during online Writing 1 course The findings were similar to the results of (Oh, 2011) which stated that working in groups collaboratively can improve the quality and effectiveness of current online learning
Chart 4.8 The ways students’ writings get feedback
Peer correction Self correction Teacher correction All above
Introduction
Introduction
This chapter provides an overview of the study, outlining its key sections It begins by introducing the rationale and significance of the study, respectively The scope of the study, the study's objectives and research questions are also discussed Moreover, it provides an overview of the organization of the study Conclusion is illustrated by summarizing the key points at the end of the chapter.
Rationale
In contemporary Vietnam, English language proficiency has gained immense popularity, particularly among high school, college, and university students However, mastering writing skills poses a significant challenge for most students (Moses &
Mohamad, 2019) At Hue University of Foreign Languages and International Studies (HUFLIS), the English Department has long been concerned about effectively teaching writing skills
Defining writing has proved to be complex, as it varies depending on the context and purpose Writing is generally understood as a powerful means of expressing thoughts, feelings, and opinions (Zuhri & Sukarnianti, 2015, p 186) For EFL students, achieving proficiency in writing is an essential goal (Widdowson, 1978, p.62) Writing skills allow people to communicate effectively without physical presence
Moreover, the COVID-19 pandemic presented unprecedented challenges for educational institutions, especially in higher education To comply with safety measures, universities worldwide, including Vietnam, transitioned to online teaching Online learning, or e-learning, uses technology to deliver educational experiences (Benson, 2002; Carliner, 2004; Conrad, 2002) Despite its advantages, online learning has presented technological hurdles such as connectivity issues, software problems, and low student problems in online classes because lack of technical skills, student’s interest and their participation
At Hue University of Foreign Languages and International Studies (HUFLIS), the development of writing skills holds great significance for students throughout their four- year program In the majority of English as a Foreign Language (EFL) classes at
HUFLIS, English majors engage in five writing courses over the course of five semesters Each course typically consists of 30 in-class periods and 60 periods of self-practice These courses encompass a range of writing skills, starting from fundamental elements like sentence construction and progressing to paragraph and essay writing Additionally, students become acquainted with various genres, including formal and informal letters, as well as different types of essays However, this comprehensive exposure often results in a lack of specialization in a specific area
Moreover, students frequently encounter difficulties when writing in English, such as selecting appropriate words, employing correct grammar, organizing ideas, and generating content (Pratiwi, 2016) They tend to rely on translation from their mother tongue and express ideas in lengthy sentences Due to limited background knowledge, students often experience boredom when engaged in written work, particularly when lacking support and motivation from their teachers In response to the Covid-19 outbreak in 2021, HUFLIS implemented online learning for Writing 1 classes This transition to online learning posed challenges for many students, as they were unfamiliar with this mode of instruction In online writing classes, students often struggle due to a lack of feedback from their teachers (Premont, 2020) However, in the process of learning writing, students require guidance, feedback, and opportunities for improvement
Additionally, challenges arise from the disparities between offline classroom teaching and online instruction Issues such as poor internet connectivity, difficulties in explaining course materials, and challenges with application usage frequently impede the teaching and learning process in an online environment (Tukan, 2020)
Furthermore, online learners face a variety of challenges, including technical problems, a lack of concentration, limited interaction, time management issues, health concerns, knowledge acquisition, motivation, psychological problems, and collaboration difficulties (Bui, 2022) Surprisingly, there is a dearth of research that specifically examines students' perceptions of online writing instruction, both internationally and at HUFLIS This gap is particularly evident among first-year English majors who are just beginning their university studies
Therefore, this research aims to provide a deeper understanding of the perceptions of first-year HUFLIS students regarding their online Writing 1 classes The study, titled
"HUFLIS First-Year English Majors' Perceptions of Their Online Writing 1 Classes," seeks to shed light on the experiences and perspectives of these students in order to enhance the quality of online writing instruction.
Significance of the study
This research carries considerable importance as it contributes to the current body of knowledge concerning students' perspectives on acquiring writing skills through online teaching and learning methods By delving into the experiences and attitudes of students, educators can acquire valuable insights into the way students learn Moreover, this study seeks to offer practical guidance for adjusting teaching and learning strategies to improve the online learning journey, particularly in the domain of writing skills
In practical terms, the discoveries made in this study hold the potential to enhance the quality of online learning for students, specifically in the realm of writing skills.
Scope of the study
This study specifically focuses on the perceptions of first-year English as a
Foreign Language (EFL) students at Hue University of Foreign Languages and
International Studies (HUFLIS) regarding their online Writing 1 classes The aim is to gain a comprehensive understanding of their experiences and attitudes in these online writing classes, with the objective of suggesting potential solutions for enhancing the online learning process The participants in this study are HUFLIS first-year EFL students who have completed the online Writing 1 class in the first semester.
Objectives of the research
The present study is guided by the following specific aims:
1 To investigate the perceptions of first-year English as a Foreign Language (EFL) students at Hue University of Foreign Languages and International Studies (HUFLIS) regarding their online Writing 1 classes
2 To explore the learning approaches employed by first-year EFL students at HUFLIS in their online Writing 1 classes
3 To identify potential strategies that can be implemented by teachers, educational institutions, and students to enhance the quality of online Writing 1 classes
To fulfill these aims, the study addresses the following specific research questions:
1 How do first-year EFL students learn online Writing 1 classes?
2 What are first-year EFL students’ perceptions of learning online Writing 1 classes?
3 What are the students’suggestions to improve the quality of online Writing 1 classes?
Structure of the study
This paper is structured into five chapters, each serving a specific purpose as outlined below:
This chapter provides a concise introduction to the research by presenting the background and rationale for conducting the study It outlines the research objectives, research questions, significance of the study, scope of the study, and provides an
Chapter 2 serves as the theoretical background, where key terms such as students' perceptions, writing and its importance, online and offline classes, and EFL and ESL students are defined The chapter also discusses relevant topics, including the English Writing 1 course at HUFLIS, and reviews previous studies related to the research topic
This chapter describes the research methodology employed to collect and analyze the data for the study It provides an explanation of the chosen methods and their rationale
Chapter IV: Findings and Discussion
Chapter IV analyzes the data collected from the questionnaires and interviews It presents a detailed discussion of the findings, drawing insights and connections between the data and the research questions
Chapter V: Conclusion, Implications, and Suggestions
The final chapter provides a summary of the key findings from the study It offers practical implications and suggestions based on the research findings This chapter also highlights the limitations of the study and provides recommendations for future research.
Conclusion
Chapter 1 concludes the introductory chapter by summarizing the main points discussed It reinforces the rationale and significance of the study, restates the research objectives and questions, outlines the scope of the study, and provides an overview of the organization of the paper The subsequent chapter (Chapter II) will focus on the literature review, examining the existing body of knowledge related to the research topic.
Literature review
Introduction
The purposes of this chapter are to supply some key terms and major concepts as well as to review the theoretical framework about HUFLIS first year English majors’ perceptions of their online Writing 1 classes The definitions of key terms such as perceptions in general, students’ perceptions of learning and teaching in particular, writing, the importance of writing English , online and offline classes and EFL student are shown in this chapter Moreover, the English Writing 1 course at HUFLIS is also discussed Finally, “previous studies” in Vietnam as well as in other countries are demonstrated to point out the gaps existing in the literature.
Definitions of key terms
Perception is one of the important psychological aspects because we know about the kinds of phenomenon which exist in our environment throughout perception People have different perceptions on an object It can be positive or negative Mulyana (2007) stated that perception is an internal process enabling us to choose, organize, and interpret the stimuli from the environment; moreover, those process can influence our manner In addition, Robbins (2003) also states that perception strengthens the students’ attitudes in the learning process The process of perception gives a different way for each person to interpret the information Perception is defined as a process in which people pay attention to incoming stimuli, organize, and then interpret such as stimuli into a message that indicates action or behavior (Szilagyi, 2007) Students are the main and the most important resource in the teaching and learning process Students can learn from teachers, whereas teachers cannot teach without students (Danim, 2010) All of the learning process always begins with perception
Students' perception is the process of awaring of information they get from an object Through observations with their senses, students can interpret the observed object
Beliefs or perceptions are described as “propositions individuals consider to be true which are often tacit, have a strong evaluative and affective component, provide a basis for action, and are resistant to change” (Borg, 2011, p 370–371) In second/foreign language (L2) education, both teachers' and learners' beliefs play an essential role in the instructional process and outcomes (Borg, 2015; Ellis, 2008) Furthermore, according to
Ha and Nguyen (2021), the connects between students' and teachers' beliefs may facilitate the process of teaching and learning, but discrepancies may negatively influence classroom behaviors (Bell, 2016) such as students' satisfaction, instructional practices, and academic achievements (Levine, 2003; Schulz, 2001) As such, it is essential that teachers “make their own beliefs about language learning explicit, to find out about their students' beliefs, to help their students become aware of and to evaluate their own beliefs, and to address any mismatch between their own and their students' belief systems” (Ellis,
It is important to understand students' perceptions of how they perceive teachers' questions and answer questions in class Those perceptions influence students’ willingness to participate actively in question and answer parts (Cole, 1994) Further, student perception is a process where students prioritize the process of obtaining information from objects In this research, perception is understood as students’ attitudes or their satisfactions toward their learning
2.2.2 Writing skills and their importance
Writing has become a familiar concept with EFL students for a long time However, it is not easy to define about writing skill There are many different definitions from different authors with a view to meeting their needs and purposes for writing As a result, this section will look at what writing is from different points of view of many linguists for a purpose The purposes of writing are to express oneself, to provide information for one’s reader, to persuade one’s reader, and to create a literary work In addition,
Widdowson (1978, p.62) defined that “writing is the act of making up correct sentence and transmitting them through the visual medium as mark on paper”
However, Fischer (cited in Doan, 2014) concluded that there is no a certain definition for all writing systems According to him, a “complete writing” system should meet all the following criteria:
It must have as its purpose communication;
It must consist of artificial graphic marks on a durable or electronic surface;
It must use marks that relate conventionally to articulate speech (the systematic arrangement of significant vocal sounds) or electronic programming in such a way that communication is achieved
According to Slimani (2006), the most basic and simple definition of writing is a silent reflective activity Sharing the same idea, Nunan (2000) considered writing as “a product of creativity” Furthermore, writing is a recursive process allowing students to go back and forth while writing in order to support and adjust the initial ideas (Flower & Hayes, 1981; Zamel, 1983)
In general, writing is a complicated process, which requires a writer to think, plan, rethink before he or she writes This means that before we can write, we have to go through a few stages such as selecting ideas, generating ideas, organizing ideas, drafting, revising, and the last stage is publishing
In the context of education, writing is a basic and important skill that helps students in their learning process When writing, students have time to practice and revise their vocabulary and structures This is an easy way for them to remember what they have learnt and to think creatively thus helping them to learn better Students can improve their reading skills by reading material to get information, speaking skills by communicating and sharing ideas with the others, collecting and choosing ideas to have a good writing Due to the fact that writing is used for a wide variety of purposes, it plays an important role in learning language to serve students’ need of communication in real life Graves
(1999) identified several ways that writing is important in our lives:
Writing is a complex act requiring the analysis and evaluating of many levels of thinking, leading to the development of a person
Writing develops creativity While everything is provided in reading, the learners must supply everything: the topic, information, answers, ideas, the relationship between words and words, and the order of letters
Writing develops bravery, which means that the learners are more vulnerable in writing
Writing can lead to personal breakthrough in learning, compared to other subjects
Writing can make contribution on reading from the first day of school Writing is active whereas reading is passive
Writing contributes strongly to reading comprehension when the children grow older
In addition, Walsh (2010) claimed that writing has a unique position in language teaching since its acquisition involves a practice and knowledge of other three language skills, such as listening, reading and speaking Learners need to set an objective for their writing, plan it carefully, think over its layout and logical structure, revise it As a result, writing plays an important role in developing cognitive skills Writing is also an indispensable tool for learning We use it to gather, preserve and transmit information widely The permanence of writing makes ideas readily available for review and evaluation; its explicitness encourages establishing connections between ideas and its active nature fosters the exploration of unexamined assumptions (Applebee, 1984)
Seeing the importance of the English writing skills, educators have been studied and implemented some approaches to enhance their students’ writing abilities
There are several popular definitions of online learning that are defined by authors According to (Hamari et al., 2016) online classes are a creation of a virtual learning environment which would facilitate better implementation of campus-based education Moreover, online classes are considered as online tools which can be deployed to create an enriched, efficient process of collaboration and interaction (Sung, Chang & Liu, 2016) Learners will use tools, apps, platforms to learn in online environment
Online learning has been implemented in COVID 19 pandemic since the learning process is not carried out in schools Online learning, or e-learning, is a learning process for all levels of education, both formal and informal, that is carried out online, namely by using digital networks that have the function of conveying material, interacting, and facilities (Setiawan et al, 2017) In conducting online learning, it is highly intertwined with the notion of "internet" 6 and "technology" as the support system (Reese, 2000) Besides, there are many applications or learning media that could be used as utilizing tools to support online classrooms, such as WhatsApp, ZOOM, Google Meet, Google Classroom, and so on (Tanjung & Utomo, 2021)
The use of a digital world, the sharing of a huge amount of information, the formation of a learning system enabling cohesive connectivity, the creation of a network for accessing and distributing information, and the integration of the systems on various types of operating systems and browsers are all features of online learning (2017,
Ovarzun, Stefaniak, Bol, and Morrison 2017) Online Learning Ecosystem in Figure 2.1 depicts the ecosystem of an online learning framework
Figure 2.1 Online Learning Ecosystem (adapted from Alsamrani, 2019)
It can be seen that the online framework relates to the digital technologies, distance implementation, interaction, cooperation and efficiency These items constitute the online learning network in a collective fashion Similarly, the process of teaching is guided by the following principles:
1 Encouraging the interaction between the instructors and the learners (Oyarzun, Stefaniak, Bol & Morrison, 2017)
2 Development of mutuality amongst the students (Richardson, Maeda &
3 Use of active learning techniques in the teaching (Pedaste et al., 2015)
4 Provisioning of prompt feedback to the deliverables (O'Flaherty & Phillips, 2015)
5 Emphasising the completion of tasks within a particular deadline (Kurlaender, Jackson, Howell & Grodsky, 2014)
6 Communication of expectations between the instructor and the learner
(Peterson, Rubie-Davies, Osborne & Sibley, 2016)
When it comes to advantages and disadvantages of the online leaning Online learning may have benefits; the first, it helps students who cannot reach their classes to follow their schedule Moreover, online learning allows students to have a better time management and reduce costs A more comfortable environment and improving technical skills are considered as advantages of learning online (Shofia, 2021) Studies have shown that online instruction offers a major breakthrough in teaching and learning since it facilitates the exchange of information and expertise while providing opportunities for learners in distant or disadvantaged locations (Hill, 1997; Webster & Hackey, 1997)
English Writing 1 course at HUFLIS
This part will illustrate the overall and specific purposes of the course at HUFLIS The content and unit description of the course will be shown in this section; moreover, the description is based on the Writing 1 syllabus which is updated in year 2022
2.3.1 The overall purpose of the course
This Writing 1 course is designed with the aim to practice and develop writing skills at level 3 (intermediate) in the 6-level foreign language framework of Vietnam in Common European Framework of Reference For Languages (CEFR) Moreover, it provides opportunities for first year English majors to practice writing simple, complex and compound sentence with the purpose of connecting ideas in a coherent and grammatically correct manner In addition, the course aims to help the students to find out the spelling and grammar errors in paragraphs and know how to write and organize ideas for different types of articles Last but not least, students can develop the ability to think critically, problem - solving, communication skills, teamwork, presentation, use of information technology throughout the course
2.3.2 The specific purpose of the course
About knowledge development, Writing 1 course aims to help students to understand the function and use of basic sentence structures of different types of written sentences in English Furthermore, it gives opportunities for learners to identify common features of a paragraph, which play an essential role to create the basic knowledge for them to learn writing skills In addition, the course is designed with the purpose of expanding new words and knowledge about a range of fields related to life, society, science and technology that are expressed in writing tasks It is expected that, from the course, students can have knowledge and vocabulary with the specific themes such as friendship, special possessions, business, phobias, adventure, family and sport
As for writing skills development, this module aims to help students to use vocabulary and grammar to write correct sentence structures In addition, it guides the learner to write basic sentences in a paragraph such as topic sentence, supporting sentence and concluding sentence They are key sentences to create a paragraph Writing 1 course also applies appropriate strategies to express a simple passage by introducing a character, suggesting, describing, telling a story, comparing, contrasting, expressing an opinion and so on Next, the course gives opportunities to develop students’ critical thinking problem solving skill throughout group work, pair work and individually activities Moreover, the teachers can make the course communicative by asking the students to make the presentations during the semester Finally, the course orients the use of information technology in learning and teaching, which helps learners to develop their self-study skills and to keep up with the changes in learning environment when online learning dominates in education currently
2.3.3 The content of the course
This is the content of the course There are 7 units in this unit description with themes (friendship, special procession, business, phobias, adventure, family and sport) The course lasts 28 periods including learning new knowledge, practicing and examination
Table 2.1 Writing 1 - Unit description (see appendix A)
Unit1 : Friendship 2 - Write complete sentences
- Write five sentences about a person (a classmate and his/her friend)
+ Write a topic sentence + Stay focused on the main idea of a paragraph
Practice 2 Write a paragraph about a special possession or collection
Unit 3: Business 2 - Use a gerund and a gerund phrase
- Use There is or There are
- Organize ideas to describe a place
- Use adjectives and prepositional phrases to describe a place
Write a descriptive paragraph about a place
Unit 4 : Phobias 2 Use adjectives + prepositions
- Use form of verb coming after Modals
- Brainstorm a list of ideas giving suggestions to someone who wants to help
- Organize ideas in order to write suggestions to someone who is afraid
- Use time order words and expressions
- Organize ideas in time order
Practice 2 Write a narrative paragraph about a trip or adventure Unit 6 : Family 2 Use comparative adjectives
- Use words and phrases to show similarities and differences
- Decide points of comparison and make a block organization
Practice 2 Write a comparison paragraph about two family members Unit 7 : Sports 2 - Use Very, Too, and Enough
- Make a list of the pros (benefits) and cons (drawbacks) of a pro athlete at a young age
- Use expressions to give an opinion
- Write a concluding sentence Practice 2 Write an opinion paragraph about a young athlete
- End of semester examination preparation
English Department (2022) Hue University of Foreign Languages and Studies
Review of related studies
2.4.1 Previous research on the teaching and learning English writing courses for EFL learner
2.4.1.1 Previous research in other countries
Carolan and Kyppo did the research about teaching process writing in an online environment in 2015 The study investigates into students’ acquisition of writing skills and the teacher’s support practices in a digital writing environment A writer often overcomes the difficulties by giving learning strategies for independent, self-directed learning to improve writing skills Course experiences may help teachers to enhance efficient writing courses for language learning environments and to promote students’ academic writing ability
In 2015, Tai et al explored the effects of peer review and teachers' corrective feedback on EFL students' online writing performance in their studies The purpose of this study was to compare the effects of the combination of teacher-led feedback and peer review (TF+PR) and a single TF method on the writing performance of English as a foreign language (EFL) university students within a collaborative online learning system The students' perceptions of the writing course were also investigated An experimental PR+TF group and a comparison TF group, with a total of 107 undergraduate students majoring in nursing, participated in this study during the fall semester of 2011 The results revealed that the students in the TF+PR group demonstrated greater improvements than those who received only TF in terms of holistic writing skills and the subscales of content, organization, grammar, mechanics, and style The PR perceptions of the TF+PR group learners and the manner in which they adopted strategies for coping with peer feedback are discussed
In a study conducted by Lu and Law in 2012, the researchers delved into the realm of online peer assessment, specifically examining the impact of two crucial components: peer grading and peer feedback This investigation involved the active participation of
181 students who engaged in the process of peer assessment within an online learning environment The outcomes of this study revealed significant insights into the influence of peer feedback on students' academic performance Notably, the process of peer feedback was instrumental in identifying areas of concern and areas in need of improvement within students' work Moreover, it was found that peer feedback played a pivotal role in fostering the development of students' overall performance In essence, Lu and Law's research shed light on the efficacy of online peer assessment as a valuable tool in enhancing students' learning experiences by harnessing the power of peer grading and peer feedback to identify areas for growth and improvement in academic performance.
An investigation into collaborative group work in an online learning environment was conducted by Oh in 2011 The research focused on improving the design of online learning environments for adult learners who needed and wanted to continue their professional development Two pedagogical approaches were assumed to be especially important in enhancing online learning environments: collaborative learning and authentic tasks Data were collected from 23 graduate students and one instructor The findings included the challenges the online groups encountered, attributes of groups working-well together and not working-well together, and the kinds of support learners needed during the group work process Moreover, the participants stated that group work is fundamental to an effective and meaningful learning experience because students must discuss concepts and processes as well as enact these ideas to produce a real life outcome they are likely to perform in their lives
Above mentioned researches concentrated on ways to teach and learn online writing The process of teaching, peer reviews and assessments, teachers’ feedbacks, collaborative group work in online environment were depicted in this section The results showed that most teachers and students had difficulties in teaching and learning in virtual environment; however, some strategies supported them to enhance their work
The research about learner-content interaction in an online English learning course at a Vietnamese university was done by Pham in 2018 For online learners of English, interaction with the course content is especially vital because it provides them with necessary knowledge in language competence and contributes to the success of online learning This paper presented the findings of a study about learner-content interaction in an online English language learning course implemented at a university in Vietnam and revealed that the learners were confident in using the online course In addition, they did not particularly appreciate its usefulness The study suggested that in the context where online language learning is at infancy like Vietnam, providing continuous technical support is crucial to promote autonomous learning
In Vu’s (2016) research, it investigates students’ learning styles and whether or not students have any difficulties when switching to the new learning style in several online language courses in a university of Vietnam The findings showed a positive trend in students’ learning styles for online learning They also revealed that while students embrace the visual and multimedia contents offered in online courses they are still far from learning without face-to-face interaction with the teachers
In 2021, Pham and Nguyen did the research with the purpose of investigating student satisfaction in an online language learning course at a higher educational institution in Vietnam.The study tested the influence of learner-learner, learner-content, and learner-instructor interactions; internet self-efficacy; and self-regulation on student course satisfaction and the effects of student background variables The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; however, internet self-efficacy was not a good predictor Additionally, there were no differences in effects of gender and prior online language learning experience on student course satisfaction
These researches investigated how students learned in their online writing classes and whether students had difficulties during online learning time, students’ satisfaction The methods applied to their learning were learner-content interaction, learner-instructor interactions and so on Most of results showed that learners were confident in using the online course; furthermore, student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction
2.4.2 Previous research on students’ perceptions on the role of English writing courses at university
2.4.2.1 Previous research in other countries
In 2021, Kamal and Illiyan conducted the research school teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India During the COVID-19 outbreak in India in 2021, Kamal and Illyan did a study on school teachers' perspectives and difficulties with online teaching This study will look at teachers' opinions of online teaching and the problems they confront when teaching online during the epidemic According to the study's findings, on average, teachers had a favorable attitude toward virtual teaching during COVID-19 for closing the education gap and changing students' futures Nonetheless, they found various issues in online teaching, such as technological issues, difficulty with online tests and evaluation, and so on
In 2004, Song et al did the research with the purpose of gaining insights into learners’ perceptions of online learning Seventy-six graduate students were surveyed to identify helpful components and challenges based on their online learning experiences The results indicated that most learners agreed that course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience Participants indicated that technical problems, lack of sense of community, time management, and the difficulty in understanding the objectives of the online courses are challenges
According to Song et al (2004), most learners believed that course design was one of the most beneficial aspects of their online learning experiences Yang and Durington
(2010) found that the quality of the virtual learning framework influenced student views of online course value In Huss and Eastep's (2013) study, 59% of students said that tools like webinars helped them better comprehend the technology or topic presented in the modules
Asaad et al (2022) examined teachers' and students' perspectives of the emergent web-based learning process, particularly for intensive English writing classes The study was descriptive and used a qualitative research approach The 42 participants in the two focus groups (teacher and student) were interviewed with open-ended questions mostly regarding the advantages and drawbacks of the writing course during the pandemic The report concluded with a good response from both teachers and students, indicating the glad and joyful greeting of coordinated online and virtual learning in the most recent circumstances that arose as a result of the pandemic Finally, the research highlighted quality assurance measures, including the unplanned presentation of lectures filled with desire, responsibility, discipline, and adaptability that were provided without interruption The Internet has proven to be an excellent learning aid by providing several resources
Mukhtar et al did research to explores the perception of teachers and students regarding its advantages, limitations and recommendations in 2020 The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities
In 2021, Luu carried out the study about learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in
Gaps in the literature
While the previous study discovered teachers’ perceptions, their challenges during teaching and learning online writing Moreover, the researchers also identified the difficulties during the process of online learning Some online writing tools to make the situation better are suggested However, there are not any studies that take the students’ experiences and attitudes during the procedure of learning online writing to make just beginning their university studies are taking specific online writing course That is the reason why this study focuses only on first year EFL students’ perceptions to grasp a deep understanding on their experiences and attitudes at online writing classes, which helps to suggest possible solutions to improve.
Chapter summary
This chapter has introduced the theoretical framework of HUFLIS first year
English majors’ perceptions of their online Writing 1 class It presents the definitions of perceptions in general and students’ perceptions of learning and teaching in particular and discusses the online and offline classes in learning and teaching Some strategies to improve the quality of learning and teaching online are also found out in this chapter Last but not least, gaps in literature are shown.
Methodology
Introduction
This chapter presents the research methodology employed in this study including the subjects, data collection procedure and data analysis In order to satisfy the objectives of the study, the researcher used mixed methods which integrated both quantitative and qualitative approaches within the research in the chapter A mixed methods study is the most appropriate in this case because the use of these methods will provide a broader and deeper understanding of the research problem than either method alone (Creswell & Plano Clark, 2007) A summary will be shown at the end of the chapter.
Research approaches
The current research adopts a mixed methods approach in data collection and analyses, with a combination of qualitative and quantitative research instruments, including questionnaire and interview As being stated by Balsley (1970), applying the quantitative method allows the researchers to obtain the high level of reliability of gathered data due to mass surveys With a large number of participants – 100 EFL students, in this research, the quantitative method is suitable for counting percentage However, it would be more effective if qualitative method is also employed by interviews because it is the way that supplies researchers with real, rich and deep data (Larsen-
Freeman & Long, 1991) Therefore, these two approaches can supplement each other during the research For above-mentioned reasons, the quantitative and qualitative methods are utilized in this research for achieving the purposes of the study and attaining data collection and interpretation As a result, they can help the researcher to get reliable and authentic data with regard to quality and quantity.
Research participants
The purpose of the study is to investigate the ways the first year English majors learn in their online Writing 1 classes, their perceptions of their online Writing 1 classes, and some strategies to improve writing skills in their online Writing 1 classes at Hue University of
Foreign Languages and International Studies In order to accomplish sufficient and in-depth information, the research involves the participation of 100 first year English majors at HUFLIS This number of students helped increase the reliability and objectiveness of the research; Jr
(2009) claimed that increasing the sample size is a way to make sure the reliability of data although it is not easy to find out how big the sample size is for specific studies
The research also interviewed 10 first year English majors at HUFLIS so as to get a variety of information about how they learn in their online Writing 1 classes, their perceptions and some strategies to improve writing skills in their online Writing 1 classes.
Data collection instruments
In order to collect reliable information related to students’ perception, the way they learn and some strategies to improve their online Writing 1 class, the researcher used two data collection instruments in this study including questionnaire, interview Each instrument was utilized in a flexible way to gather the necessary data for the research thanks to their own advantages
In recent years, the utilization of questionnaires in research has gained popularity due to its effectiveness in gathering and documenting information on specific issues This method offers several advantages that make it a preferred choice among researchers Firstly, the results obtained through questionnaires can be swiftly and easily quantified, a process facilitated by tools such as statistical software (e.g., SPSS) This quantitative aspect enhances the precision and rigor of data analysis (Bryman, 2012)
Additionally, questionnaires prove to be a cost-effective method, particularly when dealing with a large number of participants, in contrast to more resource-intensive approaches like interviews (Bryman, 2012)
Furthermore, questionnaire responses are collected in a standardized manner, ensuring consistency and objectivity in data collection, which can sometimes be challenging to achieve through interviews (Milne, 1999)
One of the primary advantages of employing questionnaires is their practicality and scalability They can be administered to a considerable number of participants, making it feasible to gather data on a broad scale (Fowler, 2009; McDonough, 1997) Moreover, questionnaires offer a high level of confidentiality and anonymity, fostering honest and candid responses from participants, particularly when addressing sensitive topics (Fowler, 2009; McDonough, 1997)
In the context of our study, the questionnaire covers a range of themes, including general information, the learning methods of first-year EFL students in their online
Writing 1 classes, their perceptions, and potential strategies for improving their learning experience The questionnaire was thoughtfully designed and distributed to 100 first-year English majors at HUFLIS It comprises 26 statements, which encompass both open- ended and closed-ended questions (see Appendix B) The initial 20 items aim to elucidate students' learning approaches and perceptions of online Writing 1 classes, while the final nine items seek to elicit valuable suggestions from participants, including teachers, schools, and students, on enhancing the quality of these online classes
By utilizing questionnaires, we afford participants the opportunity to reflect and analyze the issues presented thoroughly, contributing to the research's depth and richness of information This method ensures a structured and efficient approach to collecting data, aligning with the research's objectives and enhancing its overall quality (Bryman, 2012; Milne, 1999; Fowler, 2009; McDonough, 1997)
In addition to questionnaires, this study also employed interviews as a valuable data collection method (see Appendix C) Interviews offer a unique opportunity to delve into subjects' personal opinions, emotions, and experiences at a deep and individualized level (Kvale, 2009; McDonough, 1997; Punch, 2009) They allow for a comprehensive exploration of a particular topic or situation by offering insights into how each individual perceives and feels about it Interviews shed light on the "why" behind participants' opinions, providing a deeper understanding of their perspectives (Gill, Stewart, Treasure
Gill (2008) pointed out that interviews are instrumental in defining the areas to be explored and offer the flexibility for both the interviewer and interviewee to explore ideas in greater detail They provide a platform for participants to express their thoughts freely and allow the interviewer to follow up on interesting points or delve deeper into specific aspects of the topic Moreover, face-to-face interviews provide a unique advantage by enabling the interviewer to interpret not only what is said but also how it is expressed— intonations, facial expressions, and gestures (Walliman, 2011) These non-verbal cues can offer valuable insights into participants' feelings and attitudes, contributing to a richer understanding of their responses
Interviews, in essence, yield more profound and nuanced responses compared to questionnaires, as they allow participants to express themselves in their own words and provide additional context to their answers In this study, ten interviews were conducted with ten first-year English majors The interviews were meticulously noted on paper to ensure the accuracy of the information captured No alterations were made to the responses, ensuring their fidelity
Furthermore, the interviews were conducted in Vietnamese to facilitate participants' understanding and encourage them to share their thoughts more comfortably The researcher provided clear explanations of the questions and the interview's purpose, allowing participants to respond with ease Additionally, the flexibility of interviews allowed the researcher to adapt and modify questions based on participants' responses during the interview process Each interview lasted approximately 10 to 15 minutes, ensuring that participants' valuable insights were captured efficiently and effectively.
Procedure of data collection
First of all, the questionnaire was randomly delivered to 100 first year English majors from online Writing 1 classes at HUFLIS through google form in June in 2022 After collecting and analyzing data from the questionnaire, in the middle of June, the researcher invited 10 EFL students to interview on how they learn, their perceptions, and some suggestions for teachers, schools and students to improve the quality of online
Before the research was formally conducted, the researcher conducted a pilot study of the data collection instruments The questionnaires were given to five students who were not included as participants of the study The researcher also conducted pilot interviews among 3 students to familiarize herself with the order of the questions as well as the act of asking interviewees questions The pilot stage revealed no problems with the data collection instruments, especially regarding the comprehension of the questions in the questionnaire and the interview.
Data analysis
As the study had the concurrent triangulation design, it included a concurrent form of analysis (Creswell, 2007; Guest, 2013), starting with a separate initial data analysis for each of the qualitative and the quantitative databases In a subsequent stage, the researcher merged the two datasets so that “a complete picture is developed from both
The data gathered through the questionnaire were coded for statistical analysis by using the software SPSS The answers were analyzed quantitatively according to percentage The questionnaire consists of 26 statements (see appendix B) including five open questions and 21 close questions The results of 20 first items clarify the ways the students leant and their perceptions of online Writing 1 classes The last nine items aimed to suggest teachers, schools, students’ strategies to improve the quality of online Writing
The data from the interview were also coded into three themes: students’ perceptions of learning in online Writing 1 classes, the ways they learn and some strategies for teachers, students and schools to improve the quality of online Writing 1 classes The questions in interview were based on the questionnaire and included 3 questions such as the way you learn in your online Writing class 1, their perceptions of online Writing class 1 and some strategies for teachers, students and schools to improve online Writing class 1
All the quantitative results were presented in tables and charts Data from interview were presented in themes All of them were discussed to find out the answers for three research questions as presented in Chapter 1.
Reliability and validity
According to Carmines and Zeller (1979), reliability can be defined as “the extent to which an experiment, test or any measuring procedure yields the same results on repeated trials” (p 11) From this viewpoint, research reliability is interpreted as the consistency of research results In fact, the process of measuring any phenomenon always contains a number of potential errors Thus, in order to conduct reliable research work, the use of consistent measurement instruments and methods for limiting measurement errors are without doubts indispensable (Carmines, 1979)
Specifically, two data collection instruments were used in this study including questionnaire and interview This methodology helped develop a comprehensive understanding of the field researched, as well as enhance the reliability and validity of the research Also, the basic principles of research ethics concerning information confidentiality and privacy of the participants were vigorously applied Furthermore, research reliability was also fortified by the fact that the researcher was the only one to administer and process the instruments described above, which significantly reduced data collection bias
According to Polit and Hungler (1999), the validity of a research concerns whether the study measures what it is intended to measure Validity can only be achieved if the research instruments allow you to reach your research objectives (Polit, 1999)
In order to obtain validity, items in the questionnaires were designed basing on the essence of previous studies found during literature review Additionally, the questionnaires were designed with simple language and formatted in a clear and reader- friendly layout so that the participants could understand and respond easily Clear instructions and specific explanations were also given before the students filled out the questionnaires Furthermore, to make sure that no participants have other people fill the questionnaire for them, all the questionnaires were completed in the presence of the researcher All the questionnaires were administered by the researcher only
After all the questionnaires were collected and processed, the interview questions were all designed depending on the research questions and certain results of the questionnaires The interviewer employed simple language when asking questions in
Vietnamese and explaining some of the smallest details in order to prevent any confusion from the participants.
Summary
In conclusion, this study employed both qualitative and quantitative approaches for more reliable and more valid results Questionnaire and students’ interview were included in data collection The quantitative data were converted into percentage, illustrated in tables and charts meanwhile qualitative data were grouped into themes The next chapter will present and discuss the findings.
Findings and Discussion
Introduction
This chapter presents the results of the data analysis obtained from both the questionnaires and the interviews The findings include demographics of the first year English students and the ways the first year students learn in Writing 1 classes Next, students’ perceptions of online Writing 1 classes are shown , followed by some suggestions to improve their online learning The data for questionnaire was analyzed through SPSS quantitatively and the interview was processed qualitatively.
Description of participants
100 first-year English major students participated in this research This section presents some brief information about their demographic information including their major, their gender, the numbers of years they have learned English (as presented in Table 4.1) In addition, students' perceptions of their writing proficiency, the of the importance of writing skills, as well as and the hours they often spent on practicing their writing a week also were highlighted in Table 4.2., Chart 4.1, and 4.2 respectively (Item 1 to 6)
Table 4.1 The participants’ demographic information
As can be seen from Table 4.1, among 100 respondents, there were 49 students majoring in English Language and 51 students majoring in English Pedagogy, which accounted for 49% and 51 % respectively As for gender, the percentage of female and male are 74% and 20%, respectively Six participants (6%) did not reveal their gender As for the numbers of the year participants have learn English, the majority of students (70%) learned English for over 12 years, followed by the proportion of students who spent 9-12 years studying English, at 17% The rates of students who studied English for 6-9 years and under 3 years were 10% and 2% respectively Only one student started learning this language from 3 to 6 years A large number of students exposed to English for such a long time (over 12 years), therefore, they might have a lot of experience in learning English
Table 4.2 Participants’ perceptions of their own writing proficiency
Table 4.2 illustrates English writing proficiency level of 100 first year English majors who completed the questionnaire, based on their perception While only 3% of students stated that their writing competence was excellent, the percentage of students who were very good at writing was 36% More than 50% of asked students agreed that their writing competence was good The proportion of students who were bad at writing was 6% No student thought that they were at a very bad level of writing proficiency
Chart 4.1 Students’ attitudes towards the importance of writing skills
As can be seen from the chart 4.1, more than half of students (53%) showed that they had positive attitudes towards the importance of writing skills to English learning 36% of students agreed that writing skills was important to them while only 9% of participants had no idea about the importance of writing The others shared the same figure (1% for the low importance, and 1 % for the not important) The data showed that writing skills play an important role in our learning and teaching English The findings were similar to the results of Walsh (2010), which stated that writing skills were very essential in the process of teaching and learning English
Chart 4.2 Amount of time spent by participants practicing their writing skills a week
Not important Low importance Neutral Important Very important
3% 3% under 2 hours 2-3 hours3-4 hours4-5 hoursMore than 5 hours
The chart 4.2 indicates the hours that the students spent on practicing their writing skills The majority of participants (60%) spent from 2 to 3 hours a week practicing English, followed by the proportion of students who took under 2 hours to practice writing skills, at 20% Only 14% of the correspondents spent from 3 to 4 hours practicing writing The percentage of students who used 4-5 hours and more than 5 hours was the same, at 3% The findings showed that the amount of time the participant spent practicing was still limited.
The ways HUFLIS first year English majors learn in their online Writing 1 classes
In this section, based on the answers to question from 7 to 15 in the questionnaire, the ways HUFLIS first year English majors were taught and learnt in their online Writing
1 classes was depicted The data for platforms used (table 4.3), the way they learned (chart 4.3), the hours they spent learning and practicing Writing 1 a week (chart 4.4) were also pointed Moreover, writing homework, writing tasks they had in a week (including in class and homework), the ways that they used to finish their homework, writing feedback and the satisfactions for the assessment criteria were shown
Table 4.3 Platforms used for teaching Writing 1 online
Table 4.3 lists some typical platforms used by teachers in online Writing 1 classes The majority of participants (90%) learnt online Writing 1 course throughout Google meeting, followed by Zoom (at 81%) The rates of correspondents who learnt with LMS and Google classroom were 71% and 42%, respectively
A student stated that “My teacher used several platforms to teach, especially, google meeting and LMS Google meeting was online learning and teaching while LMS
Another student said that “Zoom was the main platform in teaching and learning online writing in my class.”
Table 4.4 The number of platforms that a student learns in online Writing 1 course
The number of platforms used Percentage (%)
As can be seen from the table 4.4, the majority of participants (85%) learned more than 2 platforms in the online Writing 1 course The proportions of students who learned
3 and 4 platforms were 39% and 34%, respectively As a result, there are several choices for the lectures to express their lessons effectively However, using too many platforms would make difficulties for teachers and students to use them because they must spend too much time on searching and mastering them (Johnson et al, 2016) Only 2% of students did not use above mentioned platforms
Chart 4.3 The method of learning Writing 1 course online
2% weekly direct meetings through Google meeting and Zoom Self study on LMS or Google classroom following the teachers' instructions Both of these methods
The chart 4.3 shows the method students studied in online Writing 1 course The majority of participants learnt weekly through directly meeting by Google meeting and Zoom and also studied on their own on LMS or Google Classroom following the teachers’ instructions, at the percentage of 82% A student answered the interview “In my online writing 1 class, my teacher taught the lessons through Google meeting weekly and then we had to do the tasks by ourselves on LMS following my teachers’ instructions’ Other students said that “We participated in the class on Zoom to understand new knowledge and the teachers gave tasks on Google classroom for self- study after that” Only 8% of correspondents were taught with weekly directly meeting through Google meeting and Zoom This figure was repeated for self- study on platforms The percentage of students who did not learn by two approaches was 2% The findings indicated that teachers combined directly meeting and self- study to learn Writing 1 course online on different applications
Chart 4.4 The time on learning and practicing writing 1 a week
From the chart 4.4, the hours that the students spent on learning and practicing writing skills is illustrated The majority of first year students spent 2 to 3 hours a week, with the percentage of 66 %, followed by the proportions of students who took 1-2 hours to study and practice writing skills, at 18% Only 11% of the correspondents spent from 3 to 4 hours There were some students who took 4-5 hours and more than 5 hours for writing a week, at 4% for the former and only 1% for the latter An interviewed student
1-2 hours 2-3 hours 3-4 hours 4-5 hours More than 5 hours during the process of learning and homework” The result showed that learning and practicing time should be paid much attention to, which could improve the process of learning and teaching
The chart 4.5 illustrates the number of students who had and did not have writing homework Most students (93%) replied that they had to do their writing homework while only 7% of them did not have to do their writing homework About 9 students stated in the interviews that our teachers always gave homework at the end of learning sections and every lesson” The findings showed that self-study was always appreciated by teachers during online learning
Chart 4.6 The number of writing tasks the students have a week (including in class and homework)
1-2 tasks 3-4 tasks 4-5 tasks More than 5 tasks
As shown in chart 4.6, more than half of the participants (61%) said that they had 3-4 tasks including in class and homework a week Those who finished 1-2 tasks weekly accounted for 37% The rate of students who dealt with 4-5 tasks a week was only two percentages and there were not any students who did more than 5 tasks a week A student said in the interview “As usual, I did 1-2 writing tasks when I joined the directly meeting on Zoom In addition, my teacher gave 1-2 tasks as writing homework” Similarly, a student added “During my lesson in class, I had to do 2-3 tasks to understand the outline of writing and ideas when I wrote Moreover, my teacher gave 1 task to practice the lesson at home” Another student told that I usually received from 3 to 5 writing tasks
(including in class and homework) in a week to do They were in different levels and the number of writing tasks were not too many for me to finish The results showed that the number of writing tasks the students had a week (including in class and homework) were quite enough for students to deal with
Chart 4.7 Arrangement for online writing tasks
The chart 4.7 indicates the ways students did online writing tasks The percentage of the participants did online writing tasks in groups (8%), in pairs (7%) and individually (24%) Moreover, 61% of correspondents engaged in writing activities in group, in pairs and individually A student stated her opinion in the interview “In the online writing 1
All above In groups In pairs Individually class, I had many activities to connect to our teacher and they were organized in groups, in pair and individually”
A students shared in the interview that my teacher asked the students to do individually in pre writing, work in pairs in while writing and work in groups in post writing Writing activities were organized in different ways
Another student stated that writing activities in my online writing class were organized in groups through Zoom My teacher divided the groups in random and then put them into meeting rooms in Zoom The students in each group would discuss the activities
A student added that most of students in my online Writing 1 class participated in writing activities in many ways such as individually, in pairs and in groups I found that the activities organized in groups were very interesting and encouraged the students to engage
The figures showed that students interacted with lessons actively and they engaged in the activities by different ways, which helped them to learn more effectively during online Writing 1 course The findings were similar to the results of (Oh, 2011) which stated that working in groups collaboratively can improve the quality and effectiveness of current online learning
Chart 4.8 The ways students’ writings get feedback
Peer correction Self correction Teacher correction All above
The ways to get feedbacks for students’ writing are shown in chart 4.8 It was clear that most of participants (66%) got feedback by 3 ways such as peer correction, self- correction and teacher correction to get feedbacks for their writing The percentage of students who got feedback from teacher correction was 25% Some students responded that we usually got feedback from our peers and teachers They would give comments on our writing tasks on via and then we would reflect our writing by self-correction The proportion of students who got feedback by peer correction was twice as much as those who did by self-correction, with 6% for the former and 3% for the latter A student responded in the interview that I usually got feedback from my teacher in the class and then
Students’ suggestions to improve the quality of online Writing 1 classes
In this section, the researcher presents suggestions to improve the quality of online writing 1 classes regarding suggestions for teachers, suggestions for students and suggestions for school (from Q21 to Q26)
Table 4.7 Students’ suggestions for teachers
The teachers should give clearer instructions 68%
The teachers should provide more extra-materials 31%
The lesson should be more interactive 52%
The teachers should give feedback for all the writing tasks 50%
The teachers should give more homework tasks 35%
More online meetings should be made 47%
There should be more channels for teachers and students to communicate
Assessment criteria should be clearer 31%
Students’ suggestions for teachers to improve the quality of online Writing 1 classes are presented in table 4.7 The majority of students (68%) agreed that their teachers should have clearer instructions A student shared her opinion “My teacher usually gave instructions during the lesson and on the LMS without explaining, which made me confused to do my tasks.” The second-largest response rate was 60% about
“there should be more channels for teachers and students to communicate.” It depicted that the teachers should add more interactions during the lesson, which reduced the boredom of online learning More than 50% of correspondents thought that the lesson should be more interactive and this percentage was repeated for those who shared that the teachers should give feedback for all the writing tasks
A students said in the interview “There were some writing tasks that were not given the feedback by our teachers so we found it difficult to improve my writing skills when learning online.” Extra-materials and assessment criteria shared the same pattern, with 31% Moreover, a total 35% of participants opined that the teachers should give more homework tasks Last but not least, the remaining of 47% agreed more online meetings should be made to improve the quality of online writing classes
In open question (question 22 about teachers’ strategies), 70% of students suggested that teachers should add more games during the lessons, which helped learners to remember knowledge easily and motivate them to study Moreover, it would make the atmosphere become happier Some suggestions such as more group homework, more time to correcting students’ writing, more feedbacks, more interactions and so on were added
The results were similar to the findings of Shofia (2021) that providing attention and motivation to students, applying effective teaching methods and techniques, choosing suitable and attractive learning platforms, preparing interesting learning materials, and giving simple tasks to students were solutions for teachers
I need to be more active during my class 75%
I need to pay attention to the lessons more 50%
I need to interact with my peers and teacher more 64%
I need to complete my homework seriously 59%
I need to prepare the tools for online learning 23%
The table 4.8 presents suggestions for the students to improve the quality of online Writing 1 classes The majority of students (75%) agreed that they need to be more active during the class
Five students shared that although we knew the answers, we did not want to participate in the activities during the lessons The second highest response received on the factor, learners needed “interact with peers and teachers” in online classes is 64% The results showed that learners did not have positive attitudes to joining the online classes and learning online was lack of interactions and communication In order to improve the quality of online Wring 1 classes, 59 % of participants agreed that they needed to complete their homework seriously A student added the interview “Online learning made me lazier to complete my homework because my teacher did not evaluate it regularly.” Only 23% of learners suggested that they should prepare the tools for online learning to improve the quality of online Writing 1 classes In open question (question 21 about students’ strategies), some students suggested that they should prepare well before the class, practice writing skills every There were also some strategies to improve writing skills in online classes such as listing ideas and preparing for structure before writing, having good interactions with the teachers, completing more exercises, being serious in the online classes
Schools have the suitable curriculum for online learning 70% Schools have the accessible platform for online learning 49% Schools make the facilities for online learning easy to use 55%
Schools improve the internet quality 59%
Schools establish some channels to connect among teachers, school, and students
Schools update and diverse teaching and learning materials 21%
The suggestions for schools to improve the quality of online Writing 1 classes are depicted in Table 4.9 The majority of students (70%) suggested that schools should have a suitable curriculum for online learning, followed by the correspondents who agreed that education organization should improve the internet quality (59%) A student suggested in the interviews “The curriculum for online learning was not still suitable because it was very theoretical As a result, it made the learners bored” The majority of students added that most students in the schools participated in school website to learn at the same time, which made the Internet quality low As a result, the process of learning was affected too much The learners also suggested the school should make the facilities for online learning easy to use and establish some channels to connect among teachers, school, and students, with 55% for the former and 56% for the latter A student shared her opinion in the interview “The online lessons were boring so the schools should create channels to interact during the time of learning They would catch the students’ attentions toward to the lessons and made the lesson more interesting” When it comes to the teaching and learning materials, the school should update and diverse them to improve the learning, with 21% of correspondents suggested for this strategy
In the open question (question 26 about strategies for schools), there were some strategies to improve the quality of online writing 1 classes such as more platforms to learn, solutions to online learning for students A student answered “The school should have a suitable curriculum in online Writing 1 class and improve the Internet system”
Another student said “some channels should be applied to connect among the teachers, students and schools”
These findings were similar to the result of Huong & Giau (2019) and Bui (2022), which suggested a good mentor team, inviting professional and experienced mentors who will share skills, and building video or audio lessons, lecture notes, assignments, interactive exercises, tutorial activities and exams to improve the quality of online course
This chapter presents the findings of the study and the discussion on these findings, aiming to answer the three research questions in the chapter I which were examined and solved by using the results from questionnaires and interviews In general, the results showed how first year English majors at HUFLIS learn in online Writing 1 classes Moreover, they indicated that their positive and negative perceptions of learning online The findings also reflected some suggestions for students, teachers and schools to improve the quality of online Writing classes at HUFLIS.
Conclusion
Summary of the key findings
The current study explored HUFLIS first year English majors’ perceptions of their online Writing 1 classes The key findings are summarizedbelow:
5.1.1 The ways HUFLIS first year English majors learn in their online Writing 1 classes
The research indicated the ways HUFLIS first year English majors learn in their online Writing 1 classes The result showed that HUFLIS first year English majors were aware of the importance of online Writing 1 classes and also responded the way they learn in online Writing 1 classes such as arrangement for study, writing homework, getting feedback and so on The majority of students learned online Writing 1 through Zoom (81%), google meeting (90%) and LMS (71%), which means that the lectures used diverse platforms to learn In addition, they participated weekly directly meetings through Google meeting and Zoom and study by themselves on LMS or Google classroom following the teachers’ instructions Furthermore, most of them (66% of learners) took from 2 to 3 hours to study and practice writing skills As for writing tasks, the students usually did from 3 to 4 tasks a week (including in class and homework) and did tasks in groups, in pair and individually What’s more, these tasks were received feedbacks by peers and teachers These findings showed that they were serious to learn online Writing
1 and satisfied with the online course They finished writing tasks, writing homework and participated in writing activities during the writing course
5.1.2 HUFLIS first year English majors’ overall perceptions of their online Writing
The study found that students at HUFLIS had positive and negative attitudes toward the online writing 1 classes For positive perceptions, the flexibility of online education has been widely recognized as one advantage The most important factor that contributed to participants’ positive experience was the flexible class participation time and space (72% of participants) Students could log into the online course at any time and any places when they are available One of the advantages of online learning was the materials; they were very diversity and could be shared and searched fast and easily In the interview, participants also perceived online education as an enjoyable experience when studying with no pressure from the instructor and the other students
When it comes to the negative perceptions of online writing 1 classes, the lack of interpersonal communication or interaction between instructor/student, and student/students was concerned the most (69% of correspondents) There were also some disadvantages of online writing such as technical problems, delayed feedback from instructors and peers, lack of self-regulation and self-motivation, online course content They were the reasons why the participants did not perceive their online Writing 1 classes to be of high quality
5.1.3 Suggestions to improve the quality of online Writing 1 classes
The study suggested some strategies to improve the quality of online Writing 1 classes These are some suggestions for teachers, most of students (68%) agreed that teachers should give for clearer instructions Interactive lessons, more writing feedback, online channels for teachers and students to communicate were proposed
There are also some strategies for students to improve the quality of online Writing 1 classes Students should be active in the classes and interactive with their peers and teachers (with 75% and 64%, respectively) There were some suggestions such as their attention to the lessons, preparing the tools for online learning, finishing their homework Some suggestions are also recommended for the schools, 70% of participants agreed that the educational organization should have a suitable curriculum for online Writing 1 The design should focus not only on the technological aspects of the course, but also on the goals, objectives, and expectations for the learners Moreover, the internet quality was one of alarming factors to improve the quality of online Writing 1 Accessible platforms, interactive channels and learning materials were suggested for the schools to improve the quality of online Writing 1 course.
Limitations of the study
There are several limitations in this study Firstly, this study was conducted in HUFLIS in Hue City, Vietnam and involved the purposive selection of participants Moreover, the scope of this study was small, focusing on the university and a small number of participants (100 first year English majors) within this university As a result, the generalization of the study would be difficult to be guaranteed
Secondly, using the open questions and the questions that have many different choices could be a problem to analyze the data The research provides the answer “have no ideas” to answer the question Moreover, the correspondents often tended to choose all the above statements.Therefore, the statistical results might be distorted and inaccurate
Last but not least, the current study focused on students’ perceptions of their online Writing 1 classes due to the limitation of the time It would be better to study teachers’ attitudes toward learning online Writing 1 course As a result, the research seems to be more reliable.
Pedagogical implications
Based on the findings, the research would like to offer some implications for teachers and learners in teaching and studying online Writing 1
This study has some implications for teachers in teaching online Writing 1
Firstly, there is a need for effective instructional design/ curriculum for online courses The design should focus not only on the technological aspects of the course, but also on the goals, objectives, and expectations for the learners Exploring design models is the most effective for online learning because they will also help facilitate learning and teaching activity In addition, there are some technological experts to ensure that the developed content is well embedded in an online learning platform Furthermore, they help the learners make the most of the advantages of advanced technologies
Secondly,nowadays, the proliferation of technology enables teachers to create more websites on which the students can submit their essays easily and the teachers can also give the good samples with different topics; from that, the learners can receive feedback from teachers, peer-correction and study good ideas and vocabulary As a result, they have more chances to practice writing skills
Finally, online learning will limit the interaction with peers and teachers, so some educators should create learning channels, interesting games, active activities to avoid the boredom and laziness in online writing class As a result, the learners will be motivated and active in online Writing 1 classes
To improve the process of learning, some implications for students are suggested Firstly, it takes much time for students to make progress in their writing skills and mastering it requires learners to practice a lot Therefore, they should practice writing frequently and finishing writing tasks seriously
Secondly, in order to have a better online environment, students should look for and engage in platforms, which helps them learn online more effectively
Thirdly, learners should be more serious in online writing class such as
To enhance the process of learning and teaching, educational institutions should give some solutions
Firstly, most of the learners still preferred traditional face-to-face learning to online learning because of various problems they experienced while learning online They are lack of facilities and interactions As a result, schools should support enough equipment, stable Internet connections
Secondly, it is important to have a supportive home environment for learners to engage in learning Schools can get in touch families and inform them about the tasks and expectations
Thirdly, educational institutions should have clear syllabus and objectives, which allows students to comprehend topic presented in the modules and encourage their motivations.
Suggestions for further study
There are some suggestions for further study
Firstly, this study was only conducted at HUFLIS in short time with a small scale; therefore, it would be better to carry out with a larger sample with different backgrounds to increase reliability and find out more generalized results
Secondly, the further research can explore teacher’s perceptions of online Writing
1 classes and their challenges towards online teaching at HUFLIS
Finally, experimental studies on problems such as psychology, gender, teaching process that affect students’ online learning can be conducted
Summary
The results of the current study indicate that the ways HUFLIS first year English majors learn in their online Writing 1 classes, their perceptions of learning online Writing
1 Some suggestions for teachers, students and schools are showed to improve the quality of online Writing 1 course As a result, pedagogical implications for students and teachers are suggested in order to enhance the process of teaching and learning online writing Also, the study's limitations and directions for future research are discussed
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TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
TỔ CHUYÊN MÔN: THỰC HÀNH TIẾNG
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc ĐỀ CƯƠNG CHI TIẾT HỌC PHẦN
I THÔNG TIN CHUNG VỀ HỌC PHẦN:
- Các mã học phần học trước: Không
2 Mục tiêu của học phần
Học phần này được thiết kế giúp sinh viên:
- Rèn luyện và phát triển được các kỹ năng viết ở trình độ bậc 3 (trung) trong khung ngoại ngữ 6 bậc của Việt Nam hoặc bậc B1.2 trong khung Năng lực Ngoại ngữ châu Âu (CEFR);
- Thực hành luyện viết câu đơn, câu phức và câu ghép nhằm liên kết ý tưởng một cách mạch lạc và đúng ngữ pháp;
- Phát hiện lỗi chính tả, ngữ pháp trong các đoạn văn, biết viết sắp xếp ý tưởng cho các loại bài viết theo mẫu hướng dẫn;
- Phát triển khả năng tư duy lập luận và giải quyết vấn đề, kỹ năng giao tiếp, làm việc nhóm, thuyết trình, sử dụng công nghệ thông tin và năng lực tự chủ và trách nhiệm trong học tập và nghiên cứu
Học phần này nhằm giúp sinh viên:
- Hiểu được chức năng và sử dụng được các cấu trúc câu cơ bản của các loại câu viết tiếng Anh khác nhau
- Nhận biết được các đặc điểm chung của một đoạn
- Mở rộng vốn từ vựng và kiến thức về nhiều lĩnh vực liên quan đến đời sống, xã hôi, khoa học, kỹ thuật để có thể diễn đạt viết tốt
Học phần này trang bị cho sinh viên kỹ năng:
- Sử dụng vốn từ vựng và ngữ pháp để viết đúng các cấu trúc câu;
- viết câu cơ bản (câu chủ đề/ câu hỗ trợ /câu kết luận);
- áp dụng chiến lược phù hợp để diễn đạt viết một đoạn văn đơn giản (giới thiệu một nhân vật, đề nghị, miêu tả, kể chuyện, so sánh đối chiếu, và thể hiện ý kiến);
- lập luận tư duy, giải quyết vấn đề, làm việc theo cặp và nhóm, giao tiếp, thuyết trình, sử dụng công nghệ thông tin trong học tập và nghiên cứu và tự học
2.2.3 Năng lực tự chủ và trách nhiệm
- Học phần này nhằm giúp sinh viên có tính chủ động, thái độ tích cực, tự tin, sáng tạo trong các oạt động học tập và nghiên cứu trong và ngoài lớp học, và có ý thức trách nhiệm với xã hội và môi trường
3 Tóm tắt nội dung học phần
- Học phần này gồm 2 tín chỉ được thiết kế nhằm giúp cho sinh viên chuyên ngữ năm thứ nhất ứng dụng kiến thức ngữ pháp để viết câu chính xác (syntax)
Bên cạnh đó, sinh viên được trang bị nền tảng xây dựng cấu trúc viết một đoạn văn và thực hành viết một đoạn văn đơn giản theo chủ đề Sinh viên được đánh giá theo bậc 3 (trung) trong khung ngoại ngữ 6 bậc của Việt Nam hoặc bậc B1.2 trong khung Năng lực Ngoại ngữ châu Âu (CEFR)
4 Chuẩn đầu ra của học phần (CĐR HP)
Sau khi học xong học phần này, sinh viên ngành Ngôn ngữ Anh có khả năng:
Ký hiệu CĐR HP Nội dung CĐR HP
CĐR HP 1 Phân biệt được các loại câu tiếng Anh cơ bản: câu đơn (simple sentence), câu ghép (compound sentence), và câu phức (complex sentence);
CĐR HP 2 Xác định được dấu câu (punctuation) và viết hoa (capitalization); CĐR HP 3 Sử dụng thành thạo từ nối để liên kết câu mạch lạc;
CĐR HP 4 Nhận biết cẩu trúc đoạn văn;.
CĐR HP 5 Xây dựng và hoàn chỉnh đoạn văn;
CĐR HP 6 Làm việc theo cặp/nhóm;
CĐR HP 7 Sử dụng công nghệ thông tin và các phương tiện kỹ thuật trong học ngoại ngữ;
CĐR HP 8 Thể hiện thái độ tích cực, ý thức trách nhiệm, sáng tạo, tự tin trong học tập và tự học/học tập suốt đời
5 Mối liên hệ giữa CĐR HP với CĐR CTĐT
Mức độ đóng góp của CĐR HP vào CĐR CTĐT được xác định cụ thể:
L (Low) – CĐR HP có đóng góp ít vào CĐR CTĐT
M (Medium) – CĐR HP có đóng góp vừa vào CĐR CTĐT
H (High) – CĐR HP có đóng góp nhiều vào CĐR CTĐT
Chú thích: H – Cao, M – Vừa, L – Thấp – Phụ thuộc vào mức độ hỗ trợ của CĐR
HP đối với CĐR CTĐT ở mức bát đầu (L) hoạc mức nâng cao hơn mức bắt đầu, có nhiều cơ hội thành, thực tế, (mức M) hay mức thuần thục (H)
Mối liên hệ của CĐR HP đến CĐR CTĐT (Ngôn ngữ Anh)
6 Kế hoạch và nội dung giảng dạy học phần
Tuần Các nội dung cơ bản Số tiết
Liên quan đến CĐR HP nào
PP giảng dạy đạt CĐR
- Get background information about the writing course
- Take a pre-course test (30-minute test)
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm person (a classmate and his/her friend)
+ Stay focused on the main idea of a paragraph
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
Write a paragraph about a special possession or collection
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- Use a gerund and a gerund phrase
+ Thực hành cá nhân, cặp và nhóm
- Organize ideas to describe a place
- Use adjectives and prepositional phrases to describe a place
+ Thảo luận cặp và nhóm
Write a descriptive paragraph about a place
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
- Use form of verb coming after
- Brainstorm a list of ideas giving suggestions to someone who wants help
- Organize ideas in order to write suggestions to someone who is afraid
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- Use time order words and expressions
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- Organize ideas in time order
Write a narrative paragraph about a trip or adventure
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- Use words and phrases to show similarities and differences
- Decide points of comparison and make a block organization
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
Write a comparison paragraph about two family members
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- Use Very, Too, and Enough
- Make a list of the pros (benefits) and cons (drawbacks) of a pro athlete at a young age
- Use expressions to give an opinion
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
Write an opinion paragraph about a young athlete
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
+ Thực hành cá nhân, cặp và nhóm
+ Thảo luận cặp và nhóm
- End of semester examination preparation
CĐRHP 2 CĐRHP 3 CĐRHP 4 CĐRHP 5 CĐRHP 6 CĐRHP 7 CĐRHP 8
HUFLIS first year English majors’ perceptions of their online Writing 1 classes