a study on difficulties in essays writing of the second year english majors at phenikaa university

PHENIKAA UNIVERSITY GRADUATION PAPER A STUDY ON DIFFICULTIES IN ESSAYS WRITING OF THE SECOND-YEAR ENGLISH MAJORS AT PHENIKAA UNIVERSITY Nghiên cứu về những khó khăn trong viết luận của

INTRODUCTION

Rationale of the study

In Vietnam's increasingly globalized landscape, English proficiency is crucial, serving as a gateway to international communication, education, and research Universities like Phenikaa prioritize enhancing English teaching, particularly in essay writing, a fundamental skill for English Language majors As Harmer [1] emphasizes, essay writing promotes language accuracy, stimulates cognitive development, and prepares students for effective communication in academia and professional settings.

Phenikaa University is known for its comprehensive English major program, which is designed to provide students with the necessary language skills for both their academic and professional success The curriculum includes many different subjects, spanning from the first year to the fourth year from general subjects, culture of English-speaking countries, English literature, and practical language skills, One among them is a particularly important subject: “Practical English – Writing.” This course aims to improve students’ academic writing skills, teaching them how to write clear, well-structured essays and solve problems posed by the task

The ability to write good essays is important in both academic and work environments For university-level students, effective essay writing is necessary to explain or prove complex arguments, be able to participate in scientific research and achieve good academic results Hyland [2] once said: “Writing is not only a means of conveying

Copies for internal use only in Phenikaa University information but also a way of constructing knowledge and interacting with others.” It can be understood that, at school or work, good writing skills are necessary to be able to perform tasks such as writing reports, proposals, letters, and various types of communication, etc Therefore, learning to write essays well not only helps students do better in school but also helps them prepare for the needs of the global job market that is demanding of students with good English language output

However, even with a planned curriculum and focused training, English majors often have difficulty writing essays, especially students who are in their second year Effective writing requires choosing the right words, using correct grammar, and organizing ideas clearly according to Grabe & Kaplan [3], it is also the problem that second-year English majors at Phenikaa University face They have difficulty with grammar, vocabulary, generating ideas, structuring essays, maintaining coherence, citing sources properly managing their time, etc Solving these challenges is extremely important, in order to raise students’ proficiency standards and meet the graduation requirements of the Faculty of English and the school, thereby achieving educational goals

In short, understanding and solving the difficulties that students encounter when writing essays is very urgent It plays a big part in improving their academic performance, increasing their confidence in handling assigned tasks, and can in turn equip them with important skills for their future careers In addition, understanding certain difficulties of students in writing essays for second-year students majoring in English can also contribute a small part to improving the overall quality of education majoring in English Language in particular, and at Phenikaa University in general by ensuring that students are well prepared for both academic and career challenges Copies for internal use only in Phenikaa University

Objectives of the study

This study investigates the challenges faced by second-year English majors at Phenikaa University in essay writing Its primary objective is to identify and analyze the obstacles encountered by these students throughout their writing processes The research aims to gain insights into the difficulties faced by these individuals, ultimately contributing to the improvement of essay writing instruction and support for English majors at Phenikaa University.

• Identify key issues related to students’ essay writing skills, including grammar, vocabulary, idea generation, essay structure, coherence, time management, etc

• Assess the impact of these difficult factors on students’ ability to write essays, thereby determining which factors cause the greatest obstacle

• Explore the causes of these difficulties to understand how personal, academic, and environmental factors all greatly influence students’ essay writing abilities

• Provide recommendations and suggestions to improve essay writing learning methods and improve students’ academic writing skills

By achieving the above set goals, this study aims to provide a comprehensive picture of the current state of essay writing by second-year English majors at Phenikaa University, thereby contributing to improving the quality of teaching and learning at school.

Significance of the study

Reflecting on the urgency of the research topic mentioned in the “Rationale of the study” section, it can be clearly seen that the importance of this research lies in its ability to find specific challenges in the essay writing process as well as deeply explore the causes leading to essay writing challenges faced by second-year English majors at Phenikaa University To date, a few studies have been conducted at Phenikaa University to specifically understand the difficulties of these students in their efforts to learn and practice essay writing This study aims to fill this gap by providing detailed insights into the issues that hinder students’ writing proficiency,

Copies for internal use only in Phenikaa University from which practical recommendations can be considered to improve learning strategies and practical applications according to student output standards

First, this study will shed light on the obstacles that hinder students’ ability to write essays coherently and apply strong structure By identifying these problems, researchers can provide specific directions and appropriate approaches to help students better solve their essay writing learning outcomes Based on the findings of this study, the author can suggest lecturers change or improve current teaching strategies, which will not only enhance students’ writing skills but also contribute to their success Students’ general learning of specialized English

In fact, this study also has important implications for curriculum development and instructional design at Phenikaa University With findings from multiple approaches, highlighting specific areas where students struggle, the results of this study can inform the development of targeted support or extension programs Future goals for programs related to academic English include grammar and vocabulary workshops, review sessions, or additional resources for time management and idea generation, etc Implementing such programs can help directly access the challenges that students go through, and accompany students to overcome writing challenges more effectively, leading to better learning outcomes and better prepared for other skills

Third, considered in the broader context of applied scientific research, the insights gained from this study can be a premise, compared with findings from other contexts, thereby shaping the enriched understanding of students’ difficulties when writing essays in a second language other than their mother tongue Furthermore, this study can be a foundational reference for further research at Phenikaa University on English writing skills in general and essay writing skills in particular, paving the way for continued research and improvement in English education at this university The study also demonstrates a proactive, confident step towards improving the quality of

Copies for internal use only in Phenikaa University the English major program at Phenikaa University through systematically investigating and solving students’ essay writing challenges

Ultimately, this study directly impacts student success and career preparation by focusing on the specific difficulties that second-year English majors face when writing essays Effective writing skills are important for academic achievement and are equally important in professional settings Through these methods of helping students develop practical skills, the university not only supports students’ immediate academic goals but also prepares them for a future career in a new world globalized world where English proficiency is a useful asset

In conclusion, this study is important in improving our understanding of the essay writing challenges faced by second-year English majors at Phenikaa University It aims to provide insights that can be applied to teaching practices, curriculum design, and student support methods, thereby contributing to academic and career success of students as well as the overall quality of the English Major program at Phenikaa University.

Research questions

The study aims to answer the following questions:

1 What common difficulties do second-year English majors at Phenikaa University face in essay writing?

2 What are the students’ perceptions of the possible causes of these essay writing challenges?

3 What techniques or procedures do students use to help them overcome these writing problems? Copies for internal use only in Phenikaa University

Scope of the study

The second-year English major students at Phenikaa University were chosen for two main reasons: First, they are participating in practical learning of Essay Writing skills in the process of developing their English major at the Faculty of English Second, the study is limited to examining the difficulties related to essay writing in an academic context; these students have grasped the structure as well as practiced essay writing skills many times Understanding the difficulties in writing English is extremely reasonable It will not extend to other forms of writing or professional writing contexts, only ensuring a focused and insightful analysis of the specific challenges of writing academic essays.

Structure of the study

This graduation paper consists of three parts The first part is the Introduction , revealing the background information as well as the aims of the study The second part is Development , which consists of three chapters Chapter one is the literature review, in which the writer reviews relevant published works to provide the ground for the study Chapter two, Methodology, provides a detailed description of the methods adopted in data collection and analysis Next, chapter three is dedicated to the survey results and discussion The third and final part is the Conclusion , which comprises the implications and limitations of the study, suggestions for future research as well as a summary of the research

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LITERATURE REVIEW

Definition of writing

Writing is a process that plays an essential role in human communication and expression and has been conceptualized and defined in many different ways by scholars in many different fields Hedge [4] describes writing as the arrangement of textual elements to develop ideas within a structured framework This concept emphasizes the organizational aspect of writing, highlighting its role in conveying coherent thoughts and arguments On the other hand, in his research, author Byrne [5] considered writing to be a process of encoding messages, suggesting that individuals convey their thoughts in written language This perspective also emphasizes the communicative function of written text, and emphasizes its role in conveying meaning to others

In addition to the functional aspects mentioned, writing is also considered a cognitive effort that involves exploration and discovery According to scholar Elbow [6], writing is a process of discovery in which individuals explore their thoughts and ideas through the act of writing This perspective highlights the creative nature of writing, showing that the act of putting pen to paper can lead to new insights and perspectives

Authors Flower and Hayes [7] also mentioned a cognitive perspective on writing, viewing it as a complex process that includes planning, idea generation, organization, and revision This model emphasizes the cognitive demands of writing, shedding light on the various cognitive processes involved in composing written text

In addition, Emig [8] also emphasized the expressive aspect of writing, describing it as a means of personal expression and self-discovery According to him, writing allows individuals to express their thoughts, feelings, and experiences, thereby facilitating personal cognitive development

Furthermore, also in his exemplary findings on writing, Brandt [9] further discussed the social aspects of this form He emphasizes its role in the formation of personal identity and participation in different discourse communities This perspective once again deeply demonstrates the social nature of the text, showing that it is influenced by and contributes to social interactions and practices

In short, writing encompasses many different functions and processes, from organizing ideas and conveying messages to exploring thoughts and expressing a distinct identity With the insights of many different scholars and their research works, this study also partly provides a comprehensive understanding of the definition of writing.

Defenition of “Essay writing”

Essay writing is a cornerstone of language learning, enhancing critical thinking and communication skills It involves the organization of ideas into coherent essays, encompassing formats like expository, persuasive, argumentative, and descriptive As Raimes suggests, essay writing fosters academic success by requiring the logical arrangement of thoughts and information within well-developed paragraphs and essays.

Essay writing is formal writing that presents a coherent argument on a particular topic

It involves the organization of ideas, the development of a clear thesis, and the support of this thesis through evidence and analysis According to Bailey [11, p 4], essay

Copies for internal use only in Phenikaa University writing requires “the ability to think critically and present one's thoughts in a logical and coherent manner.” This form of writing is essential in academic settings as it allows students to demonstrate their understanding and engagement with course material and their ability to communicate effectively

In addition, Harmer [1] also pointed out that writing essays offers numerous benefits for English language learners It not only allows them to practice and refine their language abilities such as vocabulary usage, grammar, and sentence formation but also enables them to apply these skills in meaningful contexts By engaging in essay writing, learners solidify their grasp of language concepts and enhance their overall communicative competence

Secondly, essay writing fosters critical thinking and analytical skills, encouraging learners to analyze, evaluate, and synthesize information from various sources As Foley and Thompson [12] emphasized, writing essays requires learners to engage critically with the topic, consider different perspectives, and formulate coherent arguments supported by evidence This process of critical engagement not only deepens learners’ understanding of the subject matter but also enhances their ability to think critically and independently

Essay writing enhances communication skills in academic and professional environments It empowers learners to express ideas, opinions, and arguments effectively Moreover, it facilitates scholarly discourse, debate participation, and contributions to the academic community.

Moreover, essay writing serves as a form of assessment in language learning, allowing instructors to evaluate learners’ language proficiency, critical thinking abilities, and

Copies for internal use only in Phenikaa University academic competence By assigning essays, instructors can assess learners’ comprehension of course material, ability to analyze and synthesize information, and proficiency in expressing complex ideas in written form

In conclusion, essay writing plays a multifaceted role in language learning It enhances language proficiency, fosters critical thinking skills, develops communication abilities, and assesses learners’ academic competence As such, it is an indispensable component of language education programs, providing learners with valuable opportunities for language development, intellectual growth, and academic achievement

Structure: An essay typically follows a standard structure that includes an introduction, body paragraphs, and a conclusion This structure helps organize the writer’s thoughts and present them in a logical sequence As stated by Oshima and Hogue [14, p 3], “the most common essay structure includes an introductory paragraph with a thesis statement, several body paragraphs that support the thesis, and a concluding paragraph”

Thesis Statement: A central feature of an essay is the thesis statement, which clearly states the main argument or point of the essay This statement guides the direction of the essay and is supported by the subsequent paragraphs According to Langan [15],

“a thesis statement is a single sentence that summarizes the main point of an essay and is supported by the content of the essay”

Argument and Evidence: Essays involve making arguments and supporting them with evidence This requires critical thinking and the ability to analyze and interpret information Hyland [2] emphasizes that “effective essays present arguments

Copies for internal use only in Phenikaa University supported by evidence, showing the writer’s engagement with the topic and their understanding of relevant sources”

Clarity and Coherence: Clarity and coherence are vital for effective essay writing

Ideas should be expressed clearly, and the essay should flow logically from one point to the next Murray and Hughes [16] highlight that “coherent essays guide the reader through a logical progression of ideas, ensuring that each point builds on the previous one”

Language and Style: The language in essay writing should be formal and academic

To ensure effective academic writing, precision and conciseness are crucial Avoid jargon and overly complex sentences, opting instead for clarity and accessibility Formal tone and style are essential, aligning with audience expectations and purpose, as emphasized by Swales and Feak's research on academic writing.

1.2.2 The structure of essay writing

Essays adhere to a standard structure comprising specific elements: an introduction, body paragraphs, and a conclusion However, variations may occur based on the essay type and assignment criteria.

Introduction: The introduction introduces the topic of the essay and provides background information or context It typically includes a thesis statement, which presents the main argument or purpose of the essay The introduction should grab the reader’s attention and provide a roadmap for the rest of the essay, according to Hedge [4]

Body Paragraphs: The essay’s body consists of one or more paragraphs that develop and support the thesis statement Each body paragraph focuses on a specific aspect of the topic and provides evidence, examples, or analysis to support the argument It is

Essay writing challenges

Essay writing is a fundamental part of academic life, yet it poses numerous challenges for students These challenges span across various aspects of writing, including mastering grammar, generating and organizing ideas, managing time, utilizing feedback, and addressing the pressures of the academic environment Understanding these difficulties is essential to provide the necessary support for students to improve their writing skills and succeed in academia

Firstly, academic writing is a complex process, Swales [18] highlighted in his study that students must learn specific grammar rules to write good academic papers Additionally, Hyland [19] also noted that making complex sentences and using advanced grammar structures for detailed arguments is often hard for students Furthermore, according to Matsuda [20], vocabulary issues add to these grammar challenges, especially for ESL students who don’t have much exposure to academic English

Secondly, beyond language challenges, students often have trouble with generating and organizing ideas As Casanave [21] mentioned, students from different cultural backgrounds often find brainstorming and organizing their essays difficult This issue is linked to keeping coherence and logical flow in writing North [22] also shed light on his observation that students often struggle to create a clear argument and maintain a logical flow Additionally, the complexity of proper citation and avoiding plagiarism is highlighted by Howard [23], who pointed out that students often get confused about what counts as plagiarism and how to cite sources correctly

Thirdly, time management is another big problem in essay writing According to Cumming [24], managing time effectively is a challenge, especially for students who are balancing multiple responsibilities Daly and Miller [25] discussed the impact of anxiety and motivation, suggesting that anxiety can hinder students’ writing abilities, and emphasized that promoting a supportive environment for writing can reduce these impacts

Incorporating feedback is crucial for writing improvement Studies have shown that students often struggle to grasp and use feedback effectively, particularly ESL students This inadequacy stems from the high cognitive demands inherent in academic writing, requiring advanced critical thinking and argumentation skills Unfortunately, many students lack the necessary competencies to craft compelling arguments in their essays, as highlighted by research.

Finally, the learning environment and peer pressure greatly impact students’ writing Researcher Lam [29] indicated that peer pressure and the competitiveness of the academic environment can increase writing anxiety and negatively affect students’ performances The transition from high school to university-level writing is also daunting, as Leki [30] observed that the shift from guided high school writing tasks to more independent and complex university assignments poses a significant challenge for many students.

Causes of essay writing challenges

Essay writing is a fundamental skill in academic settings, yet many students face significant challenges when attempting to produce coherent and effective essays Understanding the underlying causes of these difficulties is crucial for educators and learners alike Numerous studies have identified various factors contributing to the challenges faced by students in essay writing

One primary cause of difficulties in essay writing is the lack of proficiency in the language of instruction For many students, English is not their first language, which creates a significant barrier to writing fluently and accurately As Dudu et al [31] and Shipanga [32] indicate, students often struggle with vocabulary, grammar, and syntax, which are essential components of effective writing This linguistic barrier can hinder their ability to express ideas clearly and coherently

Furthermore, many students exhibit a lack of confidence in their writing abilities This lack of confidence can stem from previous negative experiences with writing or a general fear of academic failure Chokwe [33] highlights that students who doubt their writing skills are less likely to engage deeply with the writing process, often resulting in subpar essays Similarly, Fernsten and Reda [34] emphasize the impact of self- perception on writing performance, noting that students who view themselves as poor writers are likely to produce less effective work

Another significant factor is the insufficient understanding of the essay writing process itself Pineteh [35] points out that many students do not fully grasp the stages of essay writing, such as brainstorming, drafting, revising, and editing This lack of procedural knowledge can lead to poorly structured essays that fail to develop arguments logically Cliff and Hanslo [36] argue that without a clear understanding of these stages, students may produce disorganized and incoherent essays

Students' writing proficiency is influenced by their educational backgrounds Systems that prioritize critical thinking and academic writing advantage students entering higher education Conversely, students from systems that de-emphasize these skills may encounter challenges in developing and substantiating arguments, essential elements of essay writing.

Moreover, the transition from secondary to tertiary education can exacerbate writing difficulties Bharuthram & McKenna [39] and Dison & Granville [40] note that the expectations for writing quality and complexity increase significantly at the university level This transition can be overwhelming for students who are not adequately prepared, leading to increased anxiety and writing challenges Leibowitz [41] and Mbirimi [42] further emphasize the gap between secondary and tertiary education in terms of writing expectations and support

Time management is another critical issue affecting students’ essay-writing abilities Moutlana [43] and Niven [44] argue that students often struggle to balance their academic workload with other responsibilities, resulting in insufficient time dedicated to the writing process This can lead to rushed and poorly thought-out essays Engstrom [45] highlights that effective time management is crucial for producing high-quality essays, as it allows students to adequately plan, draft, and revise their work

Lastly, the availability of resources and support systems can significantly impact students’ writing success Luna [46] and Angelil-Carter [37] underscore the importance of access to writing centers, tutoring, and other academic support services Pineteh [35] also stresses that students who utilize these resources are more likely to improve their writing skills and overcome challenges

In conclusion, the difficulties faced by students in essay writing are multifaceted, involving linguistic barriers, lack of confidence, insufficient understanding of the writing process, educational background, transition challenges, time management issues, and access to support resources To understand these difficulties, the next chapter will provide a detailed summary of common mistakes and students’ general feelings when writing essays, then have an overall insight into these challenges

METHODOLOGY AND STUDY DESIGN

Research design

This study aims to impartially capture and analyze the perspectives of second-year students on the challenges they face in essay writing To achieve this objective, a mixed research methodology will be employed This approach allows for the collection and statistical analysis of numerical data, providing an objective means to measure and evaluate the students’ views The use of quantitative methods will facilitate the identification of patterns and trends in the data, ensuring that the findings are both reliable and generalizable, in the words of Smith [47, p 45] By employing structured data collection instruments such as interviews or questionnaires and sample analysis, the research will gather comprehensive and unbiased examinations of the specific difficulties encountered by second-year students in their essay-writing process.

Participants

The study involves 196 second-year students (K16) from the Faculty of English at Phenikaa University These students are chosen because they have almost completed all the course credits for the “Practical English – Writing” subjects, providing them with substantial insights into essay writing difficulties

Second-year students, unlike final-year students, still have courses that apply writing procedures, offering them the opportunity to further employ strategies to overcome the problems they have encountered This ongoing engagement makes them particularly suitable for providing valuable and relevant information about the specific challenges in essay writing

Student participants in research on essay writing hold immense significance due to their active engagement in learning and firsthand experiences with the subject matter Their insights ensure the study's accuracy and objectivity Moreover, their perspectives provide invaluable input for shaping recommendations on improving essay writing instruction By understanding student challenges, educators can address them effectively, leading to enhanced teaching strategies and improved writing education at the university level.

Data collection

In this research, the study population comprises second-year students (K16) majoring in English at the Faculty of English, Phenikaa University The selection of this specific group is based on several critical reasons Firstly, these students have completed the

“Practice English – Writing” courses 1, 2, 3, and 4, and are currently enrolled in

“Practice English - Writing 5” This progression indicates that they have acquired foundational knowledge and skills in academic writing and essay composition, making them suitable candidates to provide insights and assessments regarding the challenges faced in essay writing

A total of 196 students completed the survey, representing approximately 69% of the total number of second-year English major students While lower than expected, this response rate still provides a substantial dataset for analysis The online survey consisted of semi-structured questions designed to elicit detailed responses about the students’ experiences and challenges in essay writing

Following the online survey, the author identified 10 students volunteering to participate in individual interviews These interviews were intended to gather deeper

Copies for internal use only in Phenikaa University qualitative insights and to cross-validate the findings from the survey By combining quantitative data from the survey with qualitative data from the interviews, the research aims to present a comprehensive and nuanced understanding of the difficulties faced by second-year English major students at Phenikaa University in their essay-writing process

Lastly, following the survey and interviews, the author contacted the lecturers and students who were interviewed to obtain feedback and collect writing samples from the previous students’ assignments These samples were gathered to analyze and compare with the content discussed during the interviews This comprehensive approach ensures a thorough understanding and validation of the students’ perspectives on the difficulties they face in essay writing, thereby enriching the analysis for the author's graduation paper

The selection and data gathering procedures, despite challenges, enhance research reliability Employing a mixed-method approach that combines quantitative and qualitative data allows for a comprehensive investigation of students' essay writing challenges This research provides valuable insights that can guide educational practices and support systems within the Faculty of English at Phenikaa University.

This study used three instruments to gather data: questionnaires, individual interviews, and evaluated student essays One structured, self-administered questionnaire for students (Appendix 1) and one for interview participants (Appendix 2) were meticulously crafted to collect and record quantitative and qualitative data

The primary questionnaire for students included 23 items featuring both open-ended and closed questions The closed questions predominantly employed a five-point Likert scale Depending on the question, participants could freely express their opinions on each item using this scale, which allowed for a nuanced understanding of their perspectives The questionnaire was divided into three main sections:

• The first part provided an overview of the author and the research topic, the purpose of the questionnaire, and instructions on how to complete the survey

• The second part comprised 20 questions, both closed and open, divided into three parts aimed at investigating the challenges faced by second-year English majors in essay writing Each semi-open question included an “Other (please specify)” option for students to share their individual ideas and viewpoints

• The final part contained three questions regarding the contact information and methods of communication for those students who volunteered to participate in individual interviews, followed by a confirmation of form completion with a thank-you note from the author

The content validity of these questionnaires was ensured as they contained questions pertinent to the research topic, guided by the study’s research questions and literature review

In addition, in-depth, semi-structured face-to-face interviews were conducted with

10 selected students These interviews featured open-ended questions, allowing the researcher to delve deeper into specific areas and seek clarifications as needed The researcher maintained a focus on the interview topics to avoid straying from the core discussion The questions were organized into various categories to address the research questions effectively These questions were prepared and reviewed in advance to ensure a smooth interview process

Finally, since the study aimed to investigate the challenges students faced in academic essay writing, 10 already marked student essays from the “Practice English – Writing 5” class were analyzed The purpose of examining these essays was not to evaluate their content but to determine the extent to which academic writing conventions and mechanics were applied Furthermore, this analysis allowed the researcher to compare the interview findings with actual student work, providing additional validation for the study’s results

To collect data, participants were given a QR code that directed them to a Google Form for the survey, which took approximately 10 minutes to complete The objectives of the study and the details of the questionnaire were thoroughly explained to all participants before they consented or declined to participate

For conducting interviews, the author sought permission and coordinated with volunteer students beforehand to schedule at their convenient time, thereby avoiding disruptions to their personal schedules Each interview, lasting about 5 minutes, was recorded using the “Voice Memos” application and documented in the researcher’s records These recordings were transcribed into text and were translated from Vietnamese (the language used for interviews) to English during the analysis process.

Data analysis

Data analysis for this study on the challenges second-year English majors face in writing essays included three main stages: questionnaires, personal interviews, and analysis of essays written by the interviewers

To assess common essay writing challenges faced by second-year students, a questionnaire was distributed and analyzed using SPSS Statistics 26 and Excel software This data analysis step enabled researchers to extract valuable insights from the collected responses, informing the subsequent research and instructional interventions aimed at addressing these identified writing difficulties.

The questionnaire's Likert scale questions were analyzed using SPSS to assess their reliability The Cronbach's alpha coefficient was a satisfactory 0.778, indicating the questionnaire's reliability for the purpose of this research This analysis was guided by online lectures from Dr Vu Duy Kien (Hanoi Medical University Hospital).

A comprehensive survey of 196 students delved into the intricacies of essay writing, uncovering common difficulties and influential factors Through statistical analysis of questionnaire responses presented in tabular and graphical formats, the study identified the most prevalent challenges faced by students in the essay writing process This extensive investigation yielded valuable insights into the prevailing obstacles encountered by the study participants.

After the questionnaire survey, a group of 10 students who volunteered to participate in the interview were contacted for individual interviews to learn more deeply about the outstanding challenges identified in the survey These interviews aim to gain more detailed insights into the specific difficulties students face and the strategies students are implementing to overcome them The main questions addressed in the interviews covered 4 specific aspects related to brainstorming, vocabulary, grammar, and time management, clarifying which essay writing problems they found most difficult, how

Copies for internal use only in Phenikaa University they approach structuring their essays, and what methods they use to ensure their arguments are well supported Qualitative data from these interviews were analyzed to identify common themes and personal perspectives on challenges and solutions related to essay writing

The final component of the data analysis involved a thorough review of the actual essays written by the students who participated in the interviews Each essay is evaluated based on the criteria mentioned in the questionnaire (refer to the essay evaluation criteria of IELTS writing task 2), such as clarity and appropriateness of the thesis, the logic and coherence of ideas, the completeness of supporting evidence and examples, and the accuracy of grammar and language use The findings from the essay assessment were then cross-referenced with information obtained from the interviews This comparison allowed the researcher to verify whether the issues commonly mentioned in the interviews were actually reflected in the students’ writing It also helps determine whether there is a difference between students’ self-perceived difficulties and the actual errors observed in their essays

Combining qualitative and quantitative data from questionnaires, interviews, and essay analysis provided a comprehensive understanding of the challenges second-year students face in the essay writing process In summary, the triangulation method using questionnaires, interviews, and essay assessments provided a clear analysis of the essay writing challenges faced by second-year students These findings can inform future research into targeted interventions and support to help students develop their essay writing proficiency in the future.

Ethical issues

To ensure ethical standards, immediately after receiving the English Department's decision to announce the timeline for the graduation thesis, the author contacted the instructor Through the instructor, the researcher connected via email with the

Copies for internal use only in Phenikaa University lecturers who are teaching the subject “Practice English - Writing 5” for K16 English Language students and successfully asked for permission with the time and location for the survey

In the set of questionnaires, the author intentionally added question number 20

“Would you be willing to participate in the interview?” to ask for students’ permission to conduct a personal interview Students who volunteer to participate will select “Yes” and fill in personal contact information for the author to contact to schedule an appropriate interview In addition, before each interview, the author asked for permission to record the conversation as evidence for the research article and was allowed

Finally, after the personal interviews ended, to go to the step of analyzing the results of the actual essays, the author once again received permission from the 10 students who conducted the interviews to have access to their graded essays

These commitments show the reliability of the research results and also demonstrate the author’s desire to delve into the difficulties faced by second-year English majors at Phenikaa University through many aspects, not just stopping at the survey All personal information and related interview content are kept absolutely confidential by the author, used only for research purposes for this graduation thesis, and have been notified to all relevant people

This chapter thoroughly examines the analysis of the questionnaire results, offering a comprehensive interpretation of the data gathered It begins with an in-depth examination of the responses, highlighting key trends and patterns that emerged from the quantitative data Following this analysis, the chapter transitions into a detailed discussion aimed at providing a closer look into the viewpoints of second-year English major students These discussions focus on the specific challenges these students encounter in studying and writing English essays By exploring their perspectives, the chapter seeks to uncover the underlying issues and obstacles they face, offering valuable insights into their academic experiences and the difficulties they grapple with in practicing essay writing This detailed exploration aims to enrich our understanding of the students’ struggles and the factors that contribute to their challenges in the context of their English studies at Phenikaa University.

Findings from questionnaire

3.1.1 The role of Wring in English learning

Table 3.1 Description of the questionnaire participants

Analyzing the gender distribution data among second-year English major students at Phenikaa University provides insights into the role of writing in English learning:

The data indicates a significant majority of female students, comprising 89.3% (175 students), with males accounting for only 10.7% (21 students) This demographic disparity may influence the analysis of difficulties in essay writing, as research by Hayes and Miller [48] suggests gender differences can impact language use and

Copies for internal use only in Phenikaa University writing style Understanding these differences is crucial for developing effective educational strategies to support students in overcoming challenges and improving academic performance in English writing

Table 3.2 Language skills are most important

Several key insights can be drawn based on the data provided from the two tables regarding second-year students’ perceptions of language skills and their understanding of essay structure

Students emphasize the paramount importance of language skills in academic and career settings A vast majority (89.8%) deem speaking abilities crucial for effective communication and idea conveyance Listening skills are also highly valued (77.6%), as they facilitate efficient information absorption from lectures, seminars, and various interactions These findings highlight the significance of both verbal and auditory language skills in fostering academic and professional success.

Over half of the surveyed students (54.6%) emphasized the importance of writing skills, perceiving them as essential for effectively conveying ideas in written assignments and professional communications.

Grammar skills (Grammar) were considered important by 106 students (54.1%) A solid understanding of grammar provides the foundation for using the language accurately and effectively in both speaking and writing Vocabulary skills (Vocabulary) were rated as important by 126 students (64.3%) A rich vocabulary allows students to understand and use the language more flexibly and confidently in all communication scenarios

Secondly, regarding their understanding of essay structure, out of the 196 students who responded to the survey, only 1 student (0.5%) believed that an essay typically has just one main part Similarly, another 1 student (0.5%) thought that an essay consists of two main parts These responses indicate a minimal number of students with a limited understanding of essay structure

The majority of respondents, 169 students (86.2%), correctly identified that an essay typically consists of three main parts: the introduction, body paragraphs, and

Copies for internal use only in Phenikaa University conclusion This demonstrates that most students have a sound understanding of the basic essay structure, which is crucial for organizing their ideas coherently

Twenty-three students (11.7%) believed that an essay has four main parts This could reflect a more detailed understanding or a misunderstanding, possibly including elements such as an abstract or a specific conclusion section separate from the main conclusion

Two students (1%) responded with “I don’t know,” indicating uncertainty about the structure of an essay This small percentage shows that nearly all students have at least some awareness of the essential components of essay writing

The analysis highlights the importance of adapting curriculum design and educational practices The emphasis on Speaking and Listening necessitates incorporating interactive activities to foster communication skills Conversely, the lower priority given to Reading and Writing warrants targeted interventions to enhance these abilities This approach aims to promote a comprehensive development of language competencies, ensuring a balanced proficiency across all areas.

Furthermore, the discrepancy in students’ understanding of essay structure underscores the importance of clear and consistent instruction in academic writing conventions By reinforcing the correct format and structure of essays, lecturers can enhance students' ability to effectively organize and present their ideas in written form, thereby improving their overall academic performance and readiness for higher-level academic tasks

In conclusion, the data reveals valuable insights into students’ perceptions and understanding of language skills and essay structure These insights can guide

Copies for internal use only in Phenikaa University educational strategies aimed at fostering comprehensive language proficiency and academic success among second-year students at Phenikaa University

Table 3.4 Rank of confidence in essay writing

On a scale of 1 to 5, how confident do you feel about your essay writing skills? 17.9% 32.1% 43.4% 5.1% 1.5%

(Ranking from 1 to 5, with 1 indicating Not confident at all and 5 indicating Extremely confident)

Based on the data provided on students’ confidence levels in essay writing skills, the analysis reveals a nuanced perspective:

The majority of second-year students at Phenikaa University exhibit moderate to high confidence in their essay writing abilities Specifically, 43.4% of students rate their confidence at level 3, indicating a substantial portion feel adequately prepared to engage in essay writing tasks This suggests that a significant number of students perceive themselves as competent in structuring and articulating their ideas in written form, which is essential for academic success and effective communication

In contrast, there is a notable percentage of students who express lower confidence levels For instance, 32.1% of students rate their confidence at level 2, and 17.9% at level 1, implying varying degrees of uncertainty or perceived limitations in their essay writing skills This disparity highlights potential areas where educational interventions could focus on consolidating confidence and skill development among these students

Moreover, the smaller proportions at levels 4 (5.1%) and 5 (1.5%) indicate that fewer students feel very confident in their essay writing abilities This could reflect a subset of students who possess advanced skills or extensive experience in essay writing,

Copies for internal use only in Phenikaa University potentially stemming from prior academic preparation or personal interest in the subject matter

3.1.2 Problems faced by students during the essay writing process

Table 3.5 Students’ most challenging aspect of essay writing

4 Incorporating relevant evidence and examples 12.8% 32.7% 39.3% 13.3% 5.6%

5 Ensuring coherence and logical flow of ideas 18.9% 29.6% 32.7% 13.8% 7.7%

(Ranking from 1 to 5, with 1 being the most challenging and 5 being the least challenging)

Looking at the survey results regarding the most challenging aspects of essay writing, the analysis is structured according to ranking from 1 (most challenging) to 5 (least challenging)

Generating ideas and brainstorming emerged as the most daunting task, with 22.4% of respondents ranking it as their primary challenge This indicates that many students struggle significantly with the initial stages of idea generation and brainstorming Following closely behind is the task of developing a strong thesis statement, which

18.4% of respondents found most challenging, ranking it second overall This step requires clarity and precision in articulating the main argument of the essay

Findings from interviews

A comprehensive analysis of data from 10 students identified three significant challenges contributing to their writing difficulties: vocabulary limitations, grammatical errors, and poor time management Notably, additional concerns raised by students included structural issues in essays and limited feedback opportunities These findings will be examined in detail in subsequent sections.

All respondents (10/10 students) admitted to having problems using vocabulary in their essays These students reported difficulty finding appropriate vocabulary quickly and appropriately to include in their writing, hence the overuse of simple words or repetition of words The same thing happens often This is illustrated in the following quotes from the interviews:

• “Sometimes I will make mistakes, especially during tests, I will not be able to consider which vocabulary is appropriate and will mistakenly use some informal vocabulary in the essay” (S8)

• “I often make mistakes in repeating words, because I lack vocabulary and don’t know many ways to paraphrase and I’m still lazy to study” (S7)

Additionally, data obtained from the interviews also corroborated the results of the questionnaire, with vocabulary ranking being the biggest concern when writing Most students said that the lack of vocabulary hindered their word choice and idea formation These findings are consistent with the research of Pratiwi [53], who identified vocabulary challenges as a significant barrier to effective essay writing among EFL students Although vocabulary is important for creating high-quality essays, many students have limited vocabulary, which affects their writing level

According to interview results, eight out of ten students said that they had difficulty with grammar, especially in the correct use of singular and plural verbs, and that they often only used simple structures Simple sentences without a variety of complex sentences, result in writing that is often boring and without depth Examples from the interviews include:

• “I often make mistakes when choosing singular or plural verbs For example, when making a sentence with the subject ‘They’, I mistakenly use the verb ‘is’ instead of ‘are’” (S4)

• “I often have to use electronic dictionaries like Cambridge or Oxford dictionary to look up words to suit my essay, because I have great difficulty remembering new words” (S5)

This result contrasts with the questionnaire data which indicated a neutral concern about grammatical issues, while the survey results showed that grammatical issues were the least of the concerns, the interviews emphasized grammar is an important challenge However, when comparing the results of analyzing the students’ sample essays, the author saw a clear fact that the interviewed students all made serious grammatical errors, which is completely consistent with the recorded results after the interviews For example, in S8’s article: “In Vietnam is diversity of ways to travel”, or in S1’s article: “The most elder choose plane because of this reason.” This difference may be due to the fact that students with lower academic achievement tend to have more grammar problems This is evidenced in the findings of Fitrawati and Dian Safitri [54], scholars who found that grammatical errors, especially in verb usage, were common among EFL students and significantly affected the quality of their essays

3.2.3 Lack of time management skill

Some students, after being asked, confirmed that effective time management is an extremely important issue that affects their essay writing process They said they spent too much time thinking about what to write better than starting to write, that’s why their writing is often very elaborate in the introduction and body but is short and lacks information for the reader ending Examples from the interview are listed below: Eg:

• “I often spend too much time on the beginning, and at the end, I don’t know what to write Out of 40 minutes of writing, I have to spend 15 minutes on the introduction” (S2)

Students may experience a sense of urgency when faced with assignments due to the time pressure to complete the task However, this rush can hinder creativity as individuals may prioritize speed over quality, leading to less effective brainstorming and problem-solving abilities It is crucial to strike a balance between efficiency and careful consideration to ensure a well-executed assignment.

Poor time management when writing can lead to rushed, incomplete, and sometimes off-topic essays and increase writers’ stress According to research by Alodwan and Ibnian [55], it has emphasized the importance of effective time management for academic success This study highlights that poor time management often leads to lower-quality writing due to insufficient planning and revision time

In addition to the main challenges mentioned, some students also mentioned issues of difficulty related to essay structure and lack of instructor feedback For instance: Eg:

• “Sometimes I’m still missing some parts like examples to prove the point or I just make the point without supporting sentences” (S9)

In large class settings, students may hesitate to ask teachers for homework clarification due to the overwhelming number of requests and their own shyness This hesitation stems from the fear of being overshadowed by other students eager to ask questions As a result, students may refrain from seeking necessary assistance, hindering their understanding and progress.

The above issues show that students need more guidance on essay structure and receive constructive feedback and suggestions to improve their writing Feedback plays a very important role in identifying strengths and weaknesses in writing, which is evidenced in the findings of scholars Ferris [27], Hyland and Hyland [56], who emphasize the importance of teacher and peer feedback in developing writing ability

To ensure the authenticity and depth of the participants' perspectives, the author conducted interviews in Vietnamese, enabling them to express themselves naturally The translation of the recorded interviews provides a rich and nuanced representation of their responses This approach aligns with established qualitative research practices, which prioritize the preservation of the participants' voices By conducting interviews in the native language, the author maintains the integrity of the data and captures the subtle nuances of the participants' experiences.

Copies for internal use only in Phenikaa University participants’ native language to capture the depth and authenticity of their experiences them.

Findings from the analysis of interviewed students’ essays

Table 3.14 Frequency table indicating the common mistakes identified in the essays

IELTS Criteria Common mistake types Occurrences

- Inadequate argument supporting Insufficient or poorly integrated evidence 5

- Off-topic content Lack of relevance to the essay task 1

- Incomplete response Not fully addressing all parts of the task 3

- Lack of logical flow Poor overall structure or organization 5

- Abrupt topic shifts Ideas jump without smooth transitions 2

- Repetitive ideas Repeated phrases or arguments 10

- Poor paragraphing Inconsistent or unclear paragraph breaks 0

- Limited vocabulary Vocabulary usage errors or limited range 10

- Spelling mistakes Frequent spelling errors 6

- Punctuation errors Missing or incorrect punctuation 5

- Subject-verb agreement Singular/plural confusion, incorrect verb endings 5

- Tense consistency Mixed tenses within or across sentences 3

- Grammar errors General grammatical mistakes (coordinators, prepositions, parts of speech,…) 5 n

(Reference based on scoring criteria for essay task 2 of the IELTS - International English Language

An analysis of prior essays by student participants revealed significant challenges in their writing, resulting in persistent errors These errors primarily occurred in four key areas: failure to adequately address the task prompt, lack of coherence and cohesion, limited lexical resources, and inadequate grammatical range and accuracy.

Firstly, there is the issue of inadequate argument supporting appeared in 5 out of 10 essays, as illustrated by S3’s sentence: “Moreover, when traveling by plane, visitors are required many ways before get into the plane at the airport while traveling by train is more easier ” This sentence lacks evidence or specific examples to support the claim that flying involves more procedures than taking a train

Secondly, off-topic content is an emerging significant problem For example, S2 wrote: “With any choices you need to know both have disadvantage and advantages.” This sentence is not only grammatically incorrect but also fails to effectively support the thesis statement It provides a general comment on the nature of choices rather than addressing the specific comparison between traveling by plane and traveling by train in Vietnam

Lastly, incomplete responses are another issue found in the analysis of 3 students’ essays For instance, in the essay of S3, the task asked to discuss “both similarities

Copies for internal use only in Phenikaa University and differences between traveling by plane and traveling by train in Vietnam”, but she only addressed the differences To fully meet the essay's requirements, the student should ensure that their essay covers both aspects

Regarding coherence and cohesion, the lack of logical flow in an essay can significantly weaken the argument, this challenge appeared in 5 out of 10 essays For instance, S8 wrote: “Also many people have problem on their health, they can not transit long time Moreover percentage risk of plane is least than any transportation.”, it is clearly seen that the ideas in this two sentences are not logically connected The first part mentions health problems and an inability to travel for long periods, but then suddenly shifts to the safety statistics of flying without a clear connection

In addition, abrupt topic shifting also contributes to disrupting the coherence of an essay (in 2/10 students’ essays) S1’s sentence: “To sum up, the plane very quick and comfort but it expensive Train very noisy and it not suitable for elder” exemplifies this problem The sentence jumps from summarizing the benefits and drawbacks of flying to a negative aspect of train travel without any transitional phrase To make the transition smoother, this student could use a connector like "While planes are , trains, on the other hand, are "

Repetitive ideas can make an essay feel monotonous and redundant, this issues are shown through all ten essays For example, S7 repeatedly used the phrase “television consumption,” Student S9 used “traveling by plane and train” and “traffic jam” multiple times, and Student S3 frequently mentioned “visitors,” “traveling by plane,” and “traveling by train.” etc This repetition can bore the reader and detract from the essay’s overall impact Instead of repeating the same phrases, they can use synonyms or rephrase ideas to maintain the reader's interest and enhance the thesis’s effectiveness

The results of analyzing the essays show that all students have problems with limited vocabulary use such as using the parts of speech, repeating words, and misspelling Related to using the wrong parts of speech, for example in the sentence “It has a negatively effect on academic results.” must be corrected “It has a negative effect on academic results.” S8 mentioned “More and more people choice flying straight from point to point” and the phrase “percentage risk”, this sentence should be “More and more people are choosing flying straight from point to point” and “risk percentage.”

This student also made the same mistake “In other hand, my country is development about ways to get around”, instead of “On the other hand, my country is developing ways to get around.” S7 also used “healthy issues” instead of “health issues” for her thesis in the essay or S4 used “user friendly” in lieu of “friendly user”

Spelling accuracy plays a crucial role in academic writing as frequent errors can detract from the professionalism and clarity of an essay According to statistics, a large proportion of students commit spelling mistakes, which can hinder the comprehension and impact of their work In a specific example from an essay designated as S4, the words "expence" and "espetially" were incorrectly spelled, highlighting the need for meticulous attention to spelling.

“especially” As S8 showed in his task “senic” should be “scenic” Consistent practice in spelling and the use of spell-check tools can help students reduce these errors during writing process

As mentioned in previous chapters, grammatical accuracy is fundamental to effective writing, yet it is a common difficulty for many students The most frequent grammatical mistakes identified include punctuation errors, subject-verb agreement issues, and other general grammar mistakes

As seen from the table, punctuation errors were found in half of the students’ essays (5/10) These mistakes often involve missing or incorrect punctuation marks, which can significantly alter the meaning of a sentence For instance, S4 wrote in his essay

France's colonial presence in Vietnam significantly influenced the country's transportation infrastructure, with the construction of extensive railway lines These railways facilitated efficient and rapid travel between North and South Vietnam.

“Many years ago, when France colonized Vietnam, they built a large number of railways, which allowed ” Another example is incorrect punctuation in S3’s essay:

“Secondly is the time Traveling by plane does not take a lot of time because it tooks about 3 or 4 hours to travel to the tourist destination.” this should be punctuated as

CONCLUSION

Research summary

As mentioned in Chapter 1, the study was conducted with the aim of understanding the essay writing difficulties of second-year English majors at Phenikaa University Besides, this study expects that these students can limit difficulties and improve their writing skills in a positive way After conducting this study by analyzing valuable information from questionnaires, interviews, and sample papers of students, the researcher was able to conclude that second-year language students encountered certain difficulties when writing essays The researcher eventually found the most influential factors in the writing process were: a Limitations in vocabulary capacity lead to repeating words or using them in the wrong context b Difficulty in grammar and sentence structure c Weakness in managing time to write essays effectively d The challenge of presenting ideas coherently and fluently

The data also shows that the majority of students believe that they are inherently aware of the importance of essay writing skills but still lack confidence when writing The reason is understood to be because they lack the skills to practice writing in an

Cognitive challenges hinder students' ability to formulate coherent essays due to difficulties in transferring ideas from the source to target language Factors influencing these challenges include both internal (cognitive abilities) and external (time constraints, language limitations) The study's findings emphasize the need for tailored writing strategies to support students in effectively conveying their ideas in essays.

Implication of the study

The findings of this study underscore the significance of identifying key challenges in essay writing among second-year English majors at Phenikaa University The research highlights the critical role of continuous practice in enhancing writing proficiency According to a study by Cho and Krashen, regular writing practice not only improves language skills but also enhances overall cognitive abilities, which are essential for effective essay composition Engaging consistently in writing activities helps students familiarize themselves with the structure and demands of real-world writing tasks, thereby refining their essay writing skills and reducing grammatical errors

Additionally, the study emphasizes the effectiveness of peer review and teacher feedback in improving essay quality Research by Li and Li demonstrates that peer review processes stimulate critical thinking and promote collaborative learning, leading to significant improvements in writing quality By actively seeking feedback from peers and instructors, students can identify areas for improvement and implement necessary revisions, thereby enhancing the clarity and coherence of their essays

These strategies are not only pertinent to addressing the specific challenges identified in essay writing among second-year students at Phenikaa University but also offer broad applicability across various academic disciplines They aim to improve learning outcomes and foster comprehensive development of students' writing skills.

Limitations of the study

Initially, upon consultation with the direct instructor, Mr Pham Viet Phu, it was determined that there were 281 students from K16 registered and participated in the

“Practice English - Writing 5” course The author planned to conduct a survey with 7 out of the 9 classes (approximately 220 students, which is around 78% of the total number), spanning from classes N01 to N09 This sampling strategy was intended to ensure a representative and comprehensive understanding of the students’ experiences and difficulties

During data collection, challenges arose due to the inclusion of students who were retaking or repeating the course, affecting sample variability The online survey format required internet access, but many students faced connectivity issues, resulting in a lower response rate Consequently, only 196 students completed the survey (69% of the targeted sample size).

Despite reaching out to potential interview volunteers who provided their contact information in the survey, the researcher faced challenges in scheduling and conducting interviews Attempts to contact these individuals through email and phone proved unsuccessful.

Copies for internal use only in Phenikaa University appointment, only 10 students responded and agreed to participate in the study This is also a significant challenge because the author must try to collect information early but in accordance with the free time of this group of students while analyzing and drawing conclusions for research issues Because the author wanted to grasp the most profound information, he decided to interview in his mother tongue - Vietnamese, it also took more time to convert the content into English in the correct format

The survey and interview results may not provide an absolutely accurate view of the specific difficulties faced by second-year English majors at Phenikaa University, but it is still an applicable study It is objective in the scope of research, and at the same time demonstrates the author’s desire to learn about this topic

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Appendix 3: Represented transcript of the interview results

Appendix 4: Represented sample analyzing common mistakes in students’ essays

Challenges in Essay Writing for Second-year English Majors at

Hello! My name is Truong Thi Thuong, and I am a student of K14 - English 1 at the Faculty of English, Phenikaa University

As part of my graduation paper, I am undertaking a study titled "A Study on

Difficulties in Essay Writing of Second-year English Majors at Phenikaa

University" (Nghiên cứu về những khó khăn trong viết luận của sinh viên năm thứ hai chuyên ngành Ngôn ngữ Anh tại Trường Đại học Phenikaa)

This research questionnaire is a crucial part of ongoing research It entails a series of questions that delve into the research topic The questionnaire is designed to be succinct, taking approximately 5-7 minutes to complete The collected responses will contribute invaluable insights to the research and aid in its advancement.

All data gathered from this questionnaire is only served for research purposes and is kept completely confidential

Should you have any inquiries, please do not hesitate to contact me via my personal email address: thuong.truongt291@gmail.com

Thank you sincerely for your valuable support!

Please read each sentence carefully and tick the box that you find most appropriate You can add your own opinions in the "Other (please specify)" box below each section (if any)

(Please tick the appropriate box and/or give your comments where required.)

Q2 Which English language skills do you believe are most important for your academic/professional success? / Bạn cho rằng kỹ năng TA nào là quan trọng nhất cho sự thành công trong học tập/ nghề nghiệp của bạn?

Q3 How often do you have to write essays as part of your coursework? / Bạn có thường xuyên phải viết bài luận trong chương trình học không?

2 Rarely (once per semester or less) / Hiếm khi (1 lần/kỳ hoặc ít hơn)

3 Occasionally (2-3 times per semester) / Thỉnh thoảng (2-3 lần/kỳ)

4 Frequently (4-5 times per semester) / Thường xuyên (4-5 lần/kỳ)

5 Very frequently (more than 5 times per semester) / Rất thường xuyên (hơn 5 lần/kỳ)

Q4 How many main parts does an essay typically have? / Một bài văn thường có bao nhiêu phần chính?

5 I don't know (Tôi không biết)

Q5 On a scale of 1 to 5, how confident do you feel about your essay writing skills? (Please rank them from 1 to 5, with 1 indicating Not confident at all and

5 indicating Extremely confident) / Trên thang điểm từ 1 đến 5, bạn cảm thấy tự tin ở mức độ nào về kỹ năng viết luận của mình? (Vui lòng xếp hạng từ 1 đến 5, trong đó 1 là Không tự tin chút nào và 5 là Rất tự tin)

Q6 What do you find to be the most challenging aspect of essay writing? (Please rank them from 1 to 5, with 1 being the most challenging and 5 being the least challenging) / Bạn thấy điều gì là thách thức nhất khi viết luận? (Vui lòng xếp hạng từ 1 đến 5, trong đó 1 là Khó nhất và 5 là Không khó)

(Tạo ý tưởng và động não)

2 Structuring the essay effectively (Xây dựng bài luận một cách hiệu quả)

(Phát triển một luận điểm mạnh mẽ)

4 Incorporating relevant evidence and examples (Kết hợp các bằng chứng và ví dụ có liên quan)

5 Ensuring coherence and logical flow of ideas (Đảm bảo tính mạch lạc và logic của các ý tưởng)

Q7 How do you typically brainstorm ideas for your essays? / Bạn thường nghĩ ý tưởng cho bài luận của mình bằng cách nào?

1 Mind mapping (Sơ đồ tư duy)

3 Listing key points or arguments (Liệt kê các điểm chính hoặc lập luận)

4 Discussing with peers or instructors (Thảo luận với bạn bè hoặc người hướng dẫn)

Q8 What specific challenges do you encounter when it comes to structuring your essays? / Bạn gặp phải những thách thức cụ thể nào trong việc xây dựng bài luận?

1 Difficulty in producing clear topic sentences to introduce main ideas

(Khó khăn trong việc đặt câu chủ đề rõ ràng để giới thiệu ý chính.)

2 Challenges in developing ideas with relevant examples and explanations

(Khó khăn trong việc phát triển ý tưởng với các ví dụ và giải thích liên quan.)

3 Limited range of vocabulary, resulting in repetitive or simplistic language

(Vốn từ vựng hạn chế, dẫn đến ngôn ngữ lặp đi lặp lại hoặc đơn giản.)

4 Issues with using linking words and phrases (First, second, third, ) inconsistently or transitions not effectively utilized

(Gặp rắc rối trong việc sử dụng các từ và cụm từ nối (Thứ nhất, thứ hai, thứ ba, ) không nhất quán hoặc sử dụng các từ chuyển tiếp không hiệu quả.)

5 Weakness in brainstorming, resulting in a disorganized or illogical structure (Khả năng động não yếu, dẫn đến cấu trúc thiếu tổ chức/thiếu logic.)

6 Inadequate coherence and cohesion, with ideas not logically connected

(Thiếu sự mạch lạc, gắn kết, các ý tưởng không được kết nối một cách logic.)

7 Trouble maintaining focus on the essay topic and addressing all aspects of the task

(Khó duy trì sự tập trung vào chủ đề bài luận và giải quyết tất cả các khía cạnh của đề bài.)

8 Limited usage of complex grammatical structures and accurate sentence construction

(Sử dụng các cấu trúc ngữ pháp phức tạp và cách xây dựng câu chính xác hạn chế.)

9 Challenges in managing time effectively, leading to rushed or incomplete essay responses

(Khó khăn trong việc quản lý thời gian hiệu quả, dẫn đến việc trả lời bài luận vội vàng hoặc không đầy đủ.)

10 Inadequate incorporation of evidence and examples, leading to insufficient topic development and coherence

(Thiếu sự kết hợp bằng chứng và ví dụ, dẫn đến việc phát triển đề tài không đầy đủ và mạch lạc.)

Q9 Which language skills do you think are practiced most in the classroom? / Bạn nghĩ kỹ năng ngôn ngữ nào được thực hành nhiều nhất trong lớp học?

Q10 Which language skills do you think are practiced most outside the classroom? / Bạn nghĩ kỹ năng ngôn ngữ nào được thực hành nhiều nhất bên ngoài lớp học?

Q11 How frequently do you engage in practice or self-study to improve your academic writing skills? / Bạn có thường xuyên thực hành hoặc tự học để cải thiện kỹ năng viết học thuật của mình không?

4 Rarely/Never (Hiếm khi/Không bao giờ)

Q12 How confident do you feel about your proficiency in vocabulary and grammar when writing essays? (Please rank them from 1 to 5, with 1 indicating Not confident at all and 5 indicating Extremely confident) / Bạn cảm thấy tự tin như thế nào về trình độ từ vựng và ngữ pháp khi viết luận? (Vui lòng xếp hạng từ 1 đến 5, trong đó 1 là Không tự tin chút nào và 5 là Rất tự tin)

Q13 How effective are you in analyzing and utilizing sources to support your arguments in essays? (Please rank them from 1 to 5, with 1 indicating Ineffective and 5 indicating Extremely effective) / Bạn phân tích và sử dụng các nguồn tài liệu

Copies for internal use only in Phenikaa University để hỗ trợ lập luận trong bài luận của mình hiệu quả như thế nào? (Vui lòng xếp hạng từ 1 đến 5, trong đó 1 là Không hiệu quả và 5 là Cực kỳ hiệu quả)

Overcoming challenges in essay writing requires access to valuable resources and support Seeking guidance from expert tutors, joining writing workshops or online forums, and utilizing writing software can provide invaluable insights and feedback Additionally, accessing online resources such as style guides, grammar checkers, and databases can enhance writing skills and ensure accuracy Moreover, engaging in peer review and receiving constructive criticism can foster improvement by highlighting areas for refinement and offering alternative perspectives.

1 Essay writing workshops (Hội thảo viết luận)

2 Online writing resources (Tài nguyên viết trực tuyến)

3 Peer reviews (Đánh giá của bạn bè)

4 Individual consultations with lecturers (Tư vấn cá nhân với giảng viên)

5 Technology tools for writing (Công cụ công nghệ về viết)

6 Expanded library resources (Tài nguyên thư viện)

7 Real-world examples (Ví dụ thực tế)

8 Essay projects (Dự án tiểu luận)

9 Regular feedback from instructors (Phản hồi thường xuyên từ giảng viên)

10 Sample essays (Bài luận mẫu)

Q15 How do you rate the size of your English class? / Bạn đánh giá quy mô lớp học tiếng Anh của bạn như thế nào?

1 Small (under 20 students) / Nhỏ (dưới 20 sinh viên)

2 Medium (20-50 students) / Trung bình (20-50 sinh viên)

3 Large (over 50 students) / Lớn (trên 50 sinh viên)

Q16 Do you feel that the size of your English class affects your ability to receive personalized feedback on your writing assignments? / Bạn có cảm thấy rằng quy mô lớp tiếng Anh của bạn ảnh hưởng đến khả năng nhận phản hồi cá nhân về bài tập viết của bạn không?

Q17 Which specific factors do you believe might most impact your ability to write essays? / Bạn cho rằng những yếu tố cụ thể nào có thể ảnh hưởng nhiều nhất đến khả năng viết bài luận của bạn?

1 Time management (Quản lý thời gian)

2 Stress/anxiety (Căng thẳng/lo lắng)

3 Lack of motivation (Thiếu động lực)

4 Lack of focus (Thiếu sự tập trung)

5 Insufficient understanding of the topic (Chưa hiểu biết đủ về chủ đề)

6 Difficulty in brainstorming (Khó khăn trong việc động não)

7 Limited access to resources (Hạn chế truy cập vào các nguồn tài nguyên)

8 Vocabulary challenges (Thách thức về từ vựng)

9 Grammar difficulties (Khó khăn về ngữ pháp)

10 Style and tone issues (Vấn đề về văn phong)

Q18 Have you received any guidance or training specifically aimed at improving your essay-writing skills during your time at Phenikaa University? If yes, please describe your experience with these resources / Bạn có được hướng dẫn/đào tạo đặc biệt nhằm nâng cao kỹ năng viết luận trong thời gian theo học tại Trường Đại học Phenikaa không? Nếu có, vui lòng mô tả trải nghiệm của bạn với các tài nguyên này

As a second-year English major at Phenikaa University, I've encountered several challenges in essay writing These include comprehending complex literary texts and effectively conveying my ideas in writing Additionally, I find it challenging to adhere to academic writing conventions and properly cite sources, which are crucial for ensuring the credibility and integrity of my work.

Q20 Would you be willing to participate in the interview? (All information provided will be used solely for research purposes and will be kept confidential.)

Student Interview Questions

Q1: When you run out of ideas, what do you usually do to overcome it? Do you use any brainstorming methods? Are there any activities or techniques that particularly help you regain inspiration?

(Q1: Khi bị bí ý tưởng, bạn thường làm gì để vượt qua? Bạn có sử dụng phương pháp brainstorming nào không? Có hoạt động hay kỹ thuật nào đặc biệt giúp bạn lấy lại cảm hứng không?)

Q2: Do you find it difficult to choose the appropriate words for your essay? Do you frequently use dictionaries or vocabulary tools, and how do you go about expanding your vocabulary?

(Q2: Bạn có gặp khó khăn trong việc lựa chọn từ ngữ phù hợp cho bài luận của mình không? Bạn có thường xuyên sử dụng từ điển hoặc các công cụ hỗ trợ từ vựng không, và bạn làm thế nào để mở rộng vốn từ vựng của mình?)

Q3: Do you often encounter any specific grammatical errors? (e.g., tense errors, sentence structure errors, conjunction errors, etc.) What have you tried to do to correct these grammatical mistakes, and have you received help from teachers, friends, or used any materials?

Tôi thường mắc lỗi liên quan đến cấu trúc câu Để khắc phục, tôi chủ động sửa lại các câu viết sau khi hoàn thành bài Ngoài ra, tôi cũng tham khảo giáo trình ngữ pháp và nhờ bạn bè góp ý thêm những câu hay để hoàn thiện hơn trong quá trình viết.

Q4: How do you manage your time when writing essays, and what factors usually hinder your time management? Do you have a specific plan for each stage of writing your essay?

(Q4: Bạn quản lý thời gian như thế nào khi viết luận, và những yếu tố nào thường gây cản trở cho việc quản lý thời gian của bạn? Bạn có kế hoạch cụ thể nào cho từng giai đoạn viết luận không?)

Q5: Do you use any tools or techniques to manage your time when writing essays?

(e.g., schedules, Pomodoro technique,…) Can you describe specifically how you use these tools or techniques?

(Q5: Bạn có sử dụng bất kỳ công cụ hoặc kỹ thuật nào để quản lý thời gian khi viết bài luận không? (Ví dụ: lịch biểu, kỹ thuật Pomodoro,…) Bạn có thể miêu tả cụ thể cách bạn sử dụng các công cụ hoặc kỹ thuật đó không?)

Represented transcript of the interview results

Q: Hi there, I’d like to ask you a few questions in order to serve for my graduation thesis, if that’s okay It's about the difficulties you face when writing essays For example, when you’re stuck for ideas, what do you usually do, or do you have any ways to overcome those phases?

R: I usually Refer to some online sources or read essays by others for reference Q: You mean sample essays, right? Do you ask anyone or do you take any extra classes or courses outside of school?

R: For me, I usually ask the teachers in class, which is the easiest way

Q: That’s just in class, right? Do you practice at home? Answer honestly =))) R: I haven't

For personal writing practice, the interviewee typically relies on reviewing sample essays at home In a classroom setting, they seek direct guidance from the teacher.

Q: When writing an essay, do you have to consider choosing between formal or informal language for your essay?

R: I think for essays we have to use formal language

Q: That’s mandatory, right? But have you ever used informal language in your essays?

R: I don’t, even in regular writing assignments I don’t

Q: So you completely avoid that mistake?

Q: Okay, got it So what about grammatical errors? Do you often make any grammatical mistakes? For example, with tenses or parts of speech such as verbs, nouns, adjectives, and so on

R: I make those kinds of mistakes quite frequently

Q: Um, do you make any other mistakes?

R: There are structures that I forget or dont remember fully, so I use them incorrectly

Q: What kind of structures? Like passive voice, or

R: Active and passive voice, that's it

Q: Ah, okay So do you have any methods or do anything to improve it?

R: I do exercises on those types of structures But when writing, I can only remember some parts

Q: Because usually when you do exercises, they’re about a specific topic you’re working on, right? They’re not usually mixed structures, but rather individual sentences, not within a single essay or specific topic, so when you put it into an essay, you get stuck and tend to forget, right?

Q: So you don’t ask anyone, do you? About grammatical mistakes, and you don’t take any extra classes either, right? Do you look things up online or do anything else?

Q: So how do you look up?

R: I just search online normally, or on websites, and I also look for some English materials

Q: Okay, got it So, have you ever lacked time to complete an essay writing? Do you have enough time to write a full essay?

R: I should say I have enough time but I feel like I’m still racing against the clock,

I still have to write quickly Because I spend quite a lot of time coming up with ideas

Q: Which part do you spend too much time thinking of ideas for? (introduction, body, or conclusion)

Q: Okay, I understand now Almost everyone is like that, aren’t they? Thank you so much!

Tiêu đề	Difficulties in Essays Writing of the Second-year English Majors at Phenikaa University
Tác giả	Truong Thi Thuong
Người hướng dẫn	Pham Viet Phu, M.A
Trường học	Phenikaa University
Chuyên ngành	English Language
Thể loại	Graduation Paper
Năm xuất bản	2024
Thành phố	Hanoi

Định dạng
Số trang	91
Dung lượng	1,07 MB