Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NONG THANH THUY AN APPLICATION OF BRAINSTORMING TECHNIQUES TO DEVELOP ENGLISH WRITING SKILLS FOR 11TH GRADE STUDENTS AT A HIGH
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NONG THANH THUY AN APPLICATION OF BRAINSTORMING TECHNIQUES TO DEVELOP ENGLISH WRITING SKILLS FOR 11TH GRADE STUDENTS AT A HIGH SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2022 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NONG THANH THUY AN APPLICATION OF BRAINSTORMING TECHNIQUES TO DEVELOP ENGLISH WRITING SKILLS FOR 11TH GRADE STUDENTS AT A HIGH SCHOOL M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr Nguyen Thi Thu Hoai THAI NGUYEN – 2022 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NÔNG THANH THÚY ÁP DỤNG KỸ THUẬT ĐỘNG NÃO ĐỂ PHÁT TRIỂN KỸ NĂNG VIẾT TIẾNG ANH CHO HỌC SINH LỚP 11 Ở MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Thị Thu Hoài THÁI NGUYÊN – 2022 DECLARATION I confirm rubric the thesis entitled “An application of brainstorming techniques to develop English writing skills for 11th grade students at a High School” is the result of my own study in the fulfillment of the requirement for the Degree of Master at School of Foreign Languages, Thai Nguyen university I commit that this thesis has not been submitted anywhere for any degree or qualification Thai Nguyen, 2022 Approved by Supervisor Author’s signature Dr Nguyen Thi Thu Hoai Nong Thanh Thuy i ACKNOWLEDGMENTS Firstly, I would like to thank my supervisor, Dr Nguyen Thi Thu Hoai for giving me support, guideline and feedback when I carried out my study Secondly, I would like to enhance all of teachers in Foreign Languages Faculty at Thai Nguyen University who provided me with necessary help as well as good suggestions whenever I got into trouble Thirdly, I would also like to send my special thanks to students in the school where I carried out the research Last but not least, I would like to extend my gratefulness to my family, my friends and many others who continuously offer spiritual support and encouragement during the process of doing this study ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABRIVIATION viii ABSTRACT ix CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aims of the study 3 1.3 Scope of the study 3 1.4 The significance of the study: 4 1.5 Organization of the study .4 CHAPTER 2 LITERATURE REVIEW 5 2.1 Definition of writing 5 2.2 Writing skills 6 2.3 Kinds of writing skills .7 2.4 Process of teaching and learning writing skills 8 2.5 Writing abilities 9 2.6 Brainstorming techniques 10 2.7 Benefits of brainstorming 14 2.8 Brainstorming activities .15 2.8.1 Mind mapping 15 2.8.2 Brain writing 17 2.8.3 Star bursting 20 2.8.4 Free writing 21 2.9 Attitude in language learning .22 2.9.1 Student’s attitude towards using brainstorming in writing .23 2.10 Previous studies 23 iii CHAPTER 3 METHODOLOGY 26 3.1 Research method: Action research 26 3.1.1 Definition of action research 26 3.1.2 Steps .29 3.2 Action research model 30 3.3 Participants 31 3.4 Teaching materials .31 3.5 Data collection instruments 34 3.6 Research procedure 35 3.7 Data collection procedure 36 3.8 Questionnaire 37 3.9 Data analysis 37 CHAPTER 4: RESULTS OF THE STUDY 38 4.1 Results 38 4.1.1 Results of the pretest 38 4.1.2 The results of posttest one 39 4.1.3 The results of posttest two 40 4.1.4 Results of questionnaire on learners’ attitudes: 43 4.2 Discussion 46 4.2.1 Research question 1 46 4.2.2 Research question 2 48 4.3 Summary 49 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 51 5.1 Conclusion .51 5.2 Implication .52 5.3 Limitations of the study 52 5.4 Recommendations for further research 52 REFERENCES 53 APPENDICES I APPENDIX 1: I iv APPENDIX 2: II APPENDIX 3: III APPENDIX 4: IV APPENDIX 5: VIII APPENDIX 6: XII APPENDIX 7: XIII v LIST OF TABLES Table 2.1 An example of Brainwriting worksheet 19 Table 3.1 The schedule of the brainstorming activities 32 Table 4.1 Student’s perceptions towards the use of brainstorming activities in learning English 43 vi LIST OF FIGURES Figure 3.1 Cyclical action research model (Burns, 2010, p 9) 30 Figure 4.1 Frequency of the pre-test scores 38 Figure 4.2 Frequency of the posttest 1 scores 39 Figure 4.3: Frequency of the posttest 2 scores 41 Figure 4.4 The scores between posttest one and posttest two 41 Figure 4.5 The results among three tests 42 vii