QUY NHON UNIVERSITY HÀ HUỲNH HOÀI PHƯƠNG GRADE 12 STUDENTS' PERCEPTIONS AND PRACTICES OF WRITING TASKS: A STUDY AT A HIGH SCHOOL IN BINH DINH Field: Theory and Methodology of English
INTRODUCTION
Rationale
In today's global landscape, English is an essential tool in academic and professional environments, making it a mandatory subject in many Vietnamese educational institutions Students must dedicate themselves to achieving proficiency in English, both actively and passively Writing, one of the four key academic skills, is particularly vital for those aiming for higher education, with specific writing tasks demanding attention to concepts, purpose, audience, and text production methods (Prain & Hand, 1999) Mastering writing is crucial for success in both academic and business settings, as it involves articulating thoughts coherently and communicating ideas effectively.
Writing is often seen as one of the most difficult language-learning skills, making it essential for developing critical thinking and effective communication in students This skill is particularly crucial for grade 12 students, as they prepare for higher education or the workforce Strengthening their writing abilities not only enhances their capacity to articulate ideas but also equips them for future academic and professional challenges.
Many students, even at the grade 12 level, struggle to develop their writing skills, particularly English language learners who face challenges due to limited language proficiency and linguistic knowledge Homstad and Thorson (1996) highlight that writing remains a consistent hurdle for these learners, while Silva (1993) points out that significant differences in sentence structure between their first language and English complicate essay composition Additionally, Wang and Wen (2002) note that the influence of a student's mother tongue often leads to translation issues during the writing process Therefore, understanding students' perceptions of writing tasks is crucial for creating effective instructional strategies tailored to their needs.
This study investigates the perceptions and writing practices of grade 12 students while identifying the challenges they face Gaining insight into students' views is essential for creating effective instructional strategies that foster engagement and enthusiasm for writing By pinpointing specific obstacles, such as language proficiency and idea organization, targeted interventions can be implemented to enhance writing skills and overall academic performance.
Many grade 12 students in Vietnam aim for high band scores on academic writing tests like IELTS, as these scores are crucial for admission to top Vietnamese colleges and universities Understanding the intricacies of the writing process not only helps students create effective essays for their immediate goals but also supports their future educational endeavors.
The writing tasks for grade 12 students involve describing and interpreting graphs, charts, and diagrams, highlighting key features and trends This study is crucial for improving high school writing instruction, as it identifies the specific challenges students face The findings offer valuable insights for language teachers to create targeted strategies that effectively address these writing difficulties.
This study examines the perceptions, practices, and challenges of grade 12 students at Nguyen Dieu High School in Tuy Phuoc district, Binh Dinh Province, Vietnam, known for its strong English language program By understanding these students' experiences, researchers aim to uncover insights into the effectiveness of current writing instruction and identify areas for enhancement The findings will support Nguyen Dieu High School's ongoing efforts to improve its writing curriculum and teaching methods.
Therefore, the topic selection for the M.A thesis "Grade 12 Students'
The study titled "Perceptions and Practices of Writing Tasks: A Study at a High School in Binh Dinh" aims to explore students' experiences with writing tasks to enhance instructional methods By analyzing these perceptions, the research seeks to provide insights that will improve language teaching and assessment practices in high schools, ultimately supporting students in achieving their academic and career aspirations.
Aim and Objectives
This study aims to explore grade 12 students’ perceptions and practices of writing tasks
To reach the goal, three particular objectives were established:
1 Investigating the perceptions of grade 12 students regarding writing tasks at Nguyen Dieu High School
2 Examining their practices for the tasks
3 Identifying the specific challenges that grade 12 students encounter in their writing task endeavors in high school writing classrooms.
Research Questions
In order to reach the above objectives, the study is going to seek answers to the following research questions:
1 What are the grade 12 students’ perceptions of the writing tasks?
2 How do they practice the writing tasks?
3 What are the specific challenges that they encounter in the writing tasks?
Scope of the Study
This study involved 133 grade 12 students from Nguyen Dieu High School, focusing on their perceptions and practices related to writing tasks Due to time constraints and the complexity of writing skills, the M.A thesis aims to illuminate the facets of writing education at the school By investigating students' views on writing, their methods for tackling writing assignments, and the challenges they encounter, the research seeks to offer meaningful insights into their educational experiences.
Significance of the Study
This study is valuable for both theoretical and practical aspects of writing task instruction, as it investigates the perceptions, practices, and challenges faced by grade 12 students at Nguyen Dieu High School in their writing tasks The findings of this research can enhance theoretical understanding and inform practical applications in the field.
This study emphasizes the significance of teaching and learning writing in high school, particularly at Nguyen Dieu High School It enhances our understanding of the factors that affect students' writing experiences and offers valuable insights into the perceptions of grade 12 students regarding writing tasks.
The study aims to explore high school students' perceptions and practices regarding writing tasks, offering insights that can lead to practical solutions for teaching and learning The findings will also assist policymakers in developing curricula and instructional materials tailored to the unique needs of high school students Furthermore, this research will enhance the existing literature on writing tasks by highlighting the experiences of grade 12 students and laying the groundwork for future studies in this field.
This study extends its relevance beyond Nguyen Dieu High School by exploring the perceptions and practices of grade 12 students in writing tasks The findings aim to enrich the existing literature on writing instruction and offer valuable insights for other educational institutions Furthermore, this research contributes to the broader dialogue on English language instruction in the region, providing meaningful perspectives and suggestions for improvement Educators, curriculum developers, and policymakers can leverage these findings to enhance the design and implementation of writing programs tailored to the specific needs of grade 12 students.
This study significantly contributes to writing task instruction by connecting theory with practice, enhancing our understanding of students' perceptions and practices It offers practical implications for curriculum design, instructional strategies, student support systems, and professional development The findings can improve writing task instruction at Nguyen Dieu High School and serve as a valuable reference for other educational institutions and researchers focused on enhancing writing instruction for grade 12 students.
Organization of the Study
The thesis is organized into five distinct chapters, each serving a specific purpose:
Chapter 1 serves as the introduction to the research, outlining its rationale, aims, and objectives It presents the research questions, defines the scope of the study, and highlights its significance Additionally, this chapter provides a roadmap for the structure of the following chapters.
Chapter 2, the Literature Review, explores the theoretical foundations of the research, defining essential concepts integral to the study while providing a succinct overview of the pertinent literature that supports the theoretical framework of this work.
Chapter 3, Research Methodology, focuses on the foundational methodologies guiding the research It thoroughly examines the employed research methods, offers insights into data descriptions, details the techniques used for data analysis, and clarifies the overall research procedures.
Additionally, it delves into the critical assessment of the reliability and validity of the data collected
Chapter 4, titled "Data Analysis and Findings," serves as the core of the study, detailing the data analysis process and summarizing the key findings This chapter delves into a thorough discussion of the implications and significance of these findings, providing insightful explanations and interpretations.
Chapter 5 serves as a comprehensive conclusion to the research, highlighting the key implications for teaching derived from the findings It thoughtfully examines the limitations of the study and provides insightful recommendations for future research directions.
LITERATURE REVIEW
Definition and Exploration of Students' Perceptions and Practices in
2.1.1 Definition of Perceptions and Practices
Perception is defined in scientific literature as a series of actions that encompass awareness, organization, and analysis of incoming information According to Angell (1906, p.122), perception involves these critical processes that shape how we interpret and understand our surroundings.
"the consciousness of particular material things presents to sense." Kanwisher
Perception is defined as the extraction and representation of information from stimuli, often occurring without conscious awareness (2001, p.90) Chambers Dictionary further describes it as the process of recognizing one's environment through physical sensations, highlighting an individual's understanding capabilities Sidhu (2003) emphasizes that students' perceptions encompass their unique viewpoints on the learning process, offering valuable insights that can enhance educational experiences These perceptions reflect students' interpretations and reactions to content, shaping their learning journeys and providing feedback for instructors to refine their teaching methods By recognizing and valuing diverse student perceptions, educators can foster a more inclusive and effective learning environment tailored to individual needs.
Recent trends in foreign language education have shifted from traditional teacher-centered methods to a more student-centered approach, prompting researchers to explore students' perceptions and their significant role in the learning process These perceptions affect not only students' strategies for language acquisition but also their engagement in teaching activities As McShane and Von Glinow (2010) noted, "perception is the process of receiving information about and making sense of the world around us" (p 68).
In essence, perception can be understood as the way in which our five physical senses shape our understanding of the real world
Writing is a crucial skill for students, allowing them to communicate ideas and demonstrate their understanding of various subjects Understanding students' perceptions of writing tasks is essential for effective instructional design When students are dissatisfied with teaching methods, their motivation to learn can decline Therefore, teachers must comprehend students' views and practices to evaluate their teaching strategies based on learning outcomes Chen and Hooswer (2010) highlight the importance of considering both students' perceptions and classroom practices to assess the effectiveness of teaching and learning approaches.
The term "practice" is defined in various ways, reflecting different objectives, as noted by Dewey (1904), who emphasizes that practice acts as a crucial tool for translating theoretical knowledge into real-world application (Dewey, ibid., p.9) Additionally, Oxford Living Dictionaries defines practice as the actual application of ideas or methods, contrasting with theoretical concepts Engaging in practice not only enhances learning but also provides students with valuable opportunities to acquire knowledge effectively.
According to Gates (1922), the term "practice" has at least four meanings: it can refer to phenomena occurring within an individual during repeated actions, a specific type of consciousness, the act of repeating with increased efficiency, or mere repetition without improvement In this research, practice is defined as the actions and strategies students employ during the learning process in the classroom, including their interactions with peers and teachers when various teaching methods are implemented.
Understanding students' perspectives on writing tasks is essential for effective instructional design According to Brumen (2014), a disconnect between teachers' instructions and students' learning needs can lead to confusion and hinder writing instruction This research investigates the beliefs, attitudes, and practices of grade 12 students concerning writing tasks, providing valuable insights into their specific needs and expectations.
2.1.2 Students’ Perceptions, Practices, and Challenges in Writing Tasks 2.1.2.1 Students’ Perceptions of Writing Tasks
Students' perceptions of writing tasks significantly impact their attitudes and performance in writing Recognizing how students view these projects is crucial for educators and researchers, as it sheds light on the factors that affect student engagement, motivation, and overall writing success.
Effective writing instruction hinges on understanding students' perceptions of writing tasks, as highlighted by Pajares (2003) Key factors influencing these perceptions include prior writing experiences, self-efficacy beliefs, motivation levels, and the perceived significance of the tasks Unfavorable past writing experiences can foster uncertainty and reluctance in students, as noted by Freedman (1987) Conversely, a strong sense of competence and motivation can lead to positive attitudes and active engagement (Bandura, 1997) Additionally, motivation significantly impacts students' views on writing tasks, with intrinsically motivated students finding these tasks more enjoyable and fulfilling compared to their extrinsically motivated peers (Deci & Ryan, 1985).
Task complexity significantly impacts students' perceptions of writing assignments, often leading to increased anxiety when faced with challenging tasks (Klassen, 2002) Students' willingness to invest effort in their writing is heavily influenced by how they perceive the complexity of the assignment As tasks become more intricate, they appear more daunting, which can diminish students' motivation and confidence in their writing abilities.
The authenticity and relevance of writing projects significantly shape students' perceptions and engagement Research by Wigfield and Guthrie (1997) indicates that students show increased enthusiasm for writing tasks that are authentic and connected to their lives or future goals When writing assignments align with real-world applications or personal interests, they can greatly enhance students' motivation and involvement in the writing process.
Teacher feedback plays a vital role in shaping students' perceptions of writing tasks Constructive feedback that emphasizes improvement and growth significantly boosts students' confidence and motivation to engage in writing activities.
In 2007, research indicated that when students obtain constructive and supportive feedback from their teachers, they tend to view writing assignments as opportunities for growth and learning instead of burdensome tasks Effective teacher feedback plays a crucial role in fostering a positive attitude among students towards writing activities.
The educational context, encompassing the curriculum and classroom atmosphere, greatly influences students' perceptions of writing tasks Research by Hidi and Boscolo (2006) indicates that writing perceptions improve in student-centered and supportive learning environments When students feel that their educational context values and supports their writing efforts, they are more likely to engage with enthusiasm and determination, positively affecting their overall writing experiences and outcomes.
Students' perceptions of writing tasks are shaped by various factors, including their previous experiences, beliefs in their writing abilities, motivation levels, task characteristics, feedback from instructors, cultural influences, and the overall educational environment Instructors must take these elements into account when designing writing assignments to promote positive attitudes, motivation, and student engagement Ultimately, fostering a positive outlook on writing tasks can enhance writing performance and create a more enjoyable learning experience for students.
2.1.2.2 Students’ Practices of Writing Tasks
Teaching Writing in High School Writing Classrooms
Mastering the skill of writing extends beyond merely arranging words on a page; it is a complex process defined in numerous ways by experts As noted by Murray (1985), writing acts as a powerful tool for self-exploration and reflection, highlighting its role not only in communication but also in discovering and articulating one's thoughts.
According to Flower and Hayes (1981), writing is a cognitive process that encompasses the generation, organization, and revision of ideas and information, ultimately expressed in written form This definition highlights the significance of the writer's cognitive functions and the iterative aspects of the writing process.
Moreover, Kustian (2021, p 16) highlights the connection between the writing process and the formation of a written product:
Writing is both a process and a product, encompassing the gathering of ideas and refining them into a polished format that is easy for readers to understand It goes beyond merely arranging letters; it involves a complex interplay of grammatical rules and the organization of information to create coherent and effective communication.
Writing is defined by scholars in various ways, emphasizing its role as a vital means of communication Leki (1995) describes writing as "a system of graphic symbols that can be used to represent language and communicate ideas," underscoring its significance in expressing thoughts Additionally, the Oxford Dictionary defines writing as "the activity or skill of marking coherent words on paper and composing text," which highlights both the physical act of writing and the necessity of coherence in effective written communication.
Writing is a multifaceted process that involves both physical and mental engagement, as highlighted by Sokolik (2003) Writers must not only express their thoughts on paper but also structure and develop these ideas effectively According to Nunan (2003), authors have two primary objectives: to convey their internal thoughts and to create a written document that communicates these ideas to readers This necessitates the ability to articulate and engage an audience Furthermore, writing is both a final product and an ongoing process, requiring writers to generate ideas, organize them, draft content, and undergo editing and revision to produce coherent pieces, whether they are paragraphs, essays, or reports.
In the Vietnamese educational context, writing is defined as a complex cognitive process that involves producing texts to express ideas, opinions, and emotions through written language This multifaceted process includes essential stages such as planning, drafting, revising, and editing Additionally, effective writing demands a combination of linguistic proficiency and rhetorical skills.
Writing is a systematic process that involves generating ideas, organizing them, and crafting and revising text It encompasses the construction of words and the effective presentation of meaningful messages, ultimately facilitating the clear development and communication of thoughts.
2.2.2.1 Historical Evolution of Writing Instruction
The teaching of writing has evolved significantly, shifting from traditional methods that focused on rote memorization and strict grammatical rules to a more holistic approach that views writing as a process This dynamic field in education now embraces diverse strategies aimed at enhancing students' writing skills, recognizing the importance of creativity and expression alongside correctness.
1972) This shift in perspective has given rise to a variety of contemporary teaching approaches
2.2.2.2 Prominent Approaches to Teaching Writing
In teaching and learning writing, two prominent approaches are the product approach and the process approach, each offering unique principles and strategies for effective writing instruction.
The product approach is one of the earliest methods in writing instruction, emphasizing the importance of the final written output and strict adherence to grammatical rules (Pincas, 1982) This approach includes various activities such as pre-writing exercises, controlled writing assignments, guided sessions, and free writing, all aimed at producing error-free and cohesive texts (Nunan, 1999) Teachers play a crucial role by providing language models and guiding students to ensure linguistic accuracy (Murray, 1980) However, critics argue that this method may hinder creativity and limit students' writing potential, as highlighted by Eschholz (1980).
The product approach to writing emphasizes the accuracy of students' final written work, relying on their grasp of language structure It views writing enhancement as largely a result of students imitating the text formats provided by their instructors However, this method restricts writing tasks to minimize errors, which can stifle creativity and limit students' ability to reach their full potential.
The process approach to writing emphasizes the importance of the writing process itself, encouraging student exploration of meaning and ideas rather than solely focusing on vocabulary and grammar (Hatcher & Goddard, 2005) This approach values the creativity of individual writers and the development of effective writing practices over mere imitation of models (Tribble, 1996) It involves several stages, including pre-writing, drafting, rewriting, and editing, which enhance students' decision-making skills and nurture their creativity Teachers act as facilitators, guiding students in developing writing strategies and fostering critical thinking (Badger & White, 2000) However, while this approach promotes creativity and independence, it can be time-consuming and may not suit all teaching environments (Harmer, 2004).
In conclusion, while the process approach has its limitations, it is an effective method for improving students' writing skills By focusing on the writing process, students can explore and refine their ideas, and constructive feedback from teachers and peers significantly boosts their writing performance Moreover, teachers serve as facilitators in this learning journey, fostering students' critical thinking skills and encouraging greater independence in their learning.
To effectively teach writing, educators must balance the product and process approaches, as highlighted by Badger & White (2000) The product approach focuses on correctness and linguistic knowledge, while the process approach fosters creativity and independent thinking Achieving this balance enables students to enhance their writing skills and express meaningful ideas As writing instruction evolves, it's crucial for educators to assess the strengths and weaknesses of each approach and adapt their teaching methods to cater to the diverse needs of modern learners.
Writing Tasks
Writing tasks are essential in high school and higher education, acting as vital tools for communication, knowledge sharing, and the enhancement of critical thinking skills According to O'Brien et al (2016), these tasks serve as common assignments and evaluation methods to assess student learning in higher education Students entering the program demonstrate diverse abilities and identify areas for improvement, including clarity of expression, critical evaluation, and the integration of various literature sources.
Writing task can make student be more diligent in doing exercise and in mastering the material Besides, writing task is aimed at developing student’s ability to think critically
Flower (1994) presents a theoretical framework that highlights the significance of social interaction and cognitive processes in meaning construction during writing tasks Additionally, Brindley (2008) underscores the importance of needs analysis in ESL programs for identifying and defining specific writing tasks, emphasizing the necessity of aligning these tasks with learners' goals, proficiency levels, and target domains.
According to Ellis (2003) in Nunan (2004), a task is defined as a workplan that requires learners to engage with language pragmatically to achieve an evaluable outcome Hoel (1990) further emphasizes that writing tasks can introduce students to literary texts, enhance motivation, and foster personal interpretations Therefore, the significance of tasks in language teaching is highlighted, focusing on their role in developing learners' language skills and comprehension of texts.
Writing tasks encompass various assignments that require individuals to convey ideas, opinions, or narratives through written communication, including essay writing, report writing, and creative writing These tasks are essential for developing and assessing important skills such as organization, coherence, clarity, grammar, vocabulary, and critical thinking.
2.3.2 Components and Types of Writing Task
According to Nunan (1991), tasks in the classroom are defined by six key characteristics that enhance their effectiveness This framework is recognized for its simplicity and analytical strength, encompassing essential components that guide task implementation in educational settings.
Goals are the broad intentions that guide learning tasks, linking them to the overall curriculum They can include various outcomes, such as communicative, affective, or cognitive skills, and may also specify the desired behaviors of teachers or learners.
Input refers to the foundational data or materials that initiate a task, encompassing a diverse array of sources including formal and informal letters, newspapers, photographs, stories, shopping lists, and beyond.
Activities: Activities specify the actions learners are expected to undertake with the provided input, forming the core of the learning task
Teacher Role: The teacher's role in the task is defined, serving as a guide for instructors in monitoring and facilitating student activities
Learner Role: The task also outlines the roles and responsibilities of the students, clarifying what they need to do and how they contribute to the learning activity
Settings: Settings refer to the specific teaching and learning environment where the task is carried out, whether it involves group interactions or individual work
Similarly, Candlin (1987, as cited in Nunan, 2004) proposes a six- component framework for task analysis, which includes:
Goal: This component represents the general aim or objective of the task
Input: Input encompasses the verbal or non-verbal materials that learners can manipulate during the task
Setting: Setting pertains to the physical or contextual environment in which the task is performed
Activities: Activities encompass what participants will engage in within the given setting
Roles: Roles for both the teacher and learners are closely associated with the successful execution of the task
Feedback: Feedback involves the evaluation and assessment of the task's outcomes
Nation (2009) identifies four essential categories of writing tasks that play a crucial role in enhancing writing skills: experience tasks, independent tasks, shared tasks, and guided tasks.
Experience tasks effectively bridge knowledge gaps by leveraging learners' existing knowledge and experiences They are especially beneficial in scenarios where learners already have a substantial foundation of the necessary information.
Independent tasks necessitate that learners operate autonomously, relying on their language proficiency and effective strategies Success in these tasks often stems from their prior experiences, collaboration with others, or participation in guided activities, enabling them to navigate challenges independently.
Shared Tasks: When a task is too demanding for one person to accomplish on their own, it has a better chance of success when undertaken by a pair or a group
Guided tasks are designed to offer specific direction and structure, helping to narrow the focus of a learner's work An example of this is guided composition exercises, such as picture composition, which provide predefined ideas that learners can integrate into their writing.
Task analysis is essential for understanding and designing effective learning tasks by examining goals, inputs, activities, settings, roles, and feedback These tasks are crucial in developing lessons and instructional units, enabling educators to align content with desired educational outcomes Furthermore, writing tasks are significant in academic, professional, and personal communication, making it vital to comprehend the different types of writing tasks for effective instruction, assessment, and skill enhancement.
2.3.3 The Importance of Writing Tasks
According to Hand, Hohenshell, and Prain (2006), effective student learning can be enhanced through multiple writing tasks when specific pedagogical conditions are met These tasks not only develop critical thinking skills by encouraging students to analyze, evaluate, and synthesize information, but also deepen their understanding and knowledge base Furthermore, they allow students to apply their language skills in practical contexts, reinforcing their comprehension and improving proficiency Ultimately, writing tasks prepare students for higher education and professional environments, equipping them to manage research papers and assignments successfully.
Writing enables effective communication of complex ideas, fostering collaboration and knowledge advancement (Murray, 2015) It enhances precision and clarity, improving overall communication skills while encouraging creativity and self-expression Students are empowered to explore various writing styles and develop their unique voices Additionally, writing tasks are crucial for diligent practice and mastery of subjects Evaluating the effectiveness of a writing task involves applying specific criteria, as defined by Raimes (1983) and cited in Kobayakawa (2011, p 30–33), which characterizes writing as the "clear, fluent, and effective communication of ideas," categorized into controlled writing, translation, and free writing.
Numerous studies highlight the drawbacks of writing tasks, revealing the significant challenges writers encounter in this field These challenges include juggling competing priorities, adhering to deadlines, and achieving a healthy work-life balance (Lillis & Curry, 2010).
Previous Studies on Students’ Perceptions, Practices, and Challenges in
Numerous studies have investigated students' perceptions, practices, and challenges regarding writing tasks Santi (2021) conducted research on how students view the impact of writing tasks on their writing skills, involving 95 students from the IAIN Curup English Study Program The findings indicated that students generally have a positive perception of the influence of writing tasks on their skill development The study focused on five key indicators: content, organization, mechanics, vocabulary, and grammar, with students responding favorably to these aspects, highlighting the contribution of writing tasks to the enhancement of their writing abilities.
In 2020, Molla's study at Liyew Asres Zewudie General Secondary and Preparatory School investigated the perceptions and practices of EFL students and teachers regarding writing tasks in grades 11 and 12 Utilizing a convergent parallel mixed research design, data was collected from 120 students and 18 English language teachers The results indicated that students generally viewed writing tasks in their textbooks negatively, and their classroom writing practices were inadequate and did not align with the principles of Task-Based Writing (TBW) Conversely, teachers perceived writing tasks as beneficial for enhancing students' writing skills, despite holding negative views on the roles of students and teachers in the writing process The study concluded that there was a misalignment in practices with TBW principles and emphasized the need for clearer role definitions for both teachers and students during writing tasks Recommendations were provided to various stakeholders, including teacher educators, education bureaus, school authorities, teachers, and students, to effectively address the identified issues.
Fareed et al (2016) found that non-native English writers in Pakistan faced significant challenges, resulting in poor writing quality among students Their research highlighted issues such as grammar, syntax, and vocabulary errors, along with writing anxiety and a dependence on their first language Additionally, factors like ineffective teaching methods, untrained educators, insufficient reading and writing practice, and low motivation contributed to these writing difficulties.
A study by Budjalemba and Listyani (2020) highlighted the challenges students face when writing in English, identifying key internal factors such as self-motivation, confidence, knowledge gaps, and pressure, alongside external factors like teaching style, classroom atmosphere, materials, and writing aspects as significant contributors to these difficulties.
In 2018, Arficho conducted a study examining students' perceptions of writing instruction and teachers' practices in four secondary schools within Hawassa City Administration Employing a mixed-methods approach, the research gathered data from 236 students through questionnaires and conducted interviews to gain deeper insights.
A study involving 12 students and 12 teachers conducted classroom observations, revealing that many students held negative perceptions of writing, viewed it as challenging, and lacked awareness of its significance Furthermore, the teaching practices observed were inadequate and failed to align with the objectives outlined in the textbook and syllabus To address these issues, recommendations were proposed to enhance students' perceptions of writing and improve teaching methodologies.
In 2021, Suhada Arie Kustian conducted a study at the State Islamic University Raden Intan Lampung to evaluate the alignment of writing tasks in textbooks with Paul Nation's theoretical framework Utilizing qualitative content analysis, the research examined 23 writing tasks, revealing that 20.8% were Experience Tasks, 45.6% were Guided Tasks, and 16.6% were Independent Tasks The study identified 10 out of the 24 writing task types suggested by Nation, accounting for 41.6% of the tasks analyzed These findings provide valuable insights into the effectiveness and diversity of writing tasks in educational materials, ultimately enhancing teaching practices.
A study by Luong and Nguyen (2008) examined the writing processes, perceptions, challenges, and strategies of Vietnamese ESL students, providing valuable insights for English teachers at the tertiary level focused on L2 writing skills This research, while modest in its contribution to the field of L2 writing, is significant due to its real-world approach and emphasis on the specific writing processes of Vietnamese students Furthermore, the findings have important implications for ESL support units seeking to enhance academic writing assistance for Vietnamese ESL students.
This study identifies a research gap in the perceptions and practices of writing tasks at Nguyen Dieu High School in Binh Dinh, emphasizing the need for a localized investigation that considers the school's unique context, cultural factors, and curriculum Existing literature has laid the groundwork for the theoretical framework, yet there is limited research on students' perspectives and the specific challenges they face in writing By addressing these gaps, the study aims to offer valuable insights for educators to create targeted interventions and instructional strategies to enhance writing skills among grade 12 students.
RESEARCH METHODOLOGY
Research Design
This study employs a mixed-method approach, integrating both quantitative and qualitative elements to explore the research aims and objectives, as suggested by Tashakkori and Teddlie (1998) Quantitative research, as defined by Aliaga and Gunderson (2002), involves the examination of social issues through numerical data collection and statistical analysis In this study, data from a survey questionnaire targeting grade 12 students at Nguyen Dieu High School is analyzed using SPSS Additionally, qualitative research, according to Gay et al (2011), focuses on gathering and interpreting narrative and visual data to understand specific phenomena The qualitative aspect includes semi-structured interviews and classroom observations The research will unfold in three phases: a survey, semi-structured interviews, and classroom observations.
Baker and Westrup (2003) highlighted the effectiveness of survey questionnaires as efficient tools for collecting factual information and opinions Consequently, a survey was conducted to obtain quantitative data regarding grade 12 students' perceptions and practices related to writing tasks, as well as the challenges they encounter The questionnaire, designed based on a literature review and specific research questions, included both close-ended and open-ended questions along with Likert-scale items to quantitatively assess participants' views and experiences This survey was administered to 133 grade 12 students.
12 to supplement the qualitative findings obtained through interviews
An interview is a structured verbal interaction, and its success relies on the interviewer's communication skills and the interviewee's responses Effective interviewing involves formulating clear questions, active listening, probing techniques, appropriate pauses, and suitable prompts In this study, semi-structured interviews were conducted to investigate grade 12 students' perceptions and practices related to writing tasks, as well as the challenges they face at Nguyen Dieu High School These interviews were held either face-to-face or online, based on student preferences, and were audio-recorded and transcribed for analysis The interview guide was created in alignment with the research questions and objectives, incorporating probing questions to encourage participants to provide detailed responses and reflect on their experiences.
Observation, as defined by Marshall and Rossman (2006), involves the structured depiction of events and actions within a chosen social setting for research purposes In this study, classroom observations were conducted to assess student engagement and behaviors during writing activities These observations offered valuable contextual information, enhancing data gathered from interviews and surveys Detailed field notes documented students' interactions, writing strategies, and the challenges they faced during classroom activities.
Research Setting
This study, focusing on the perceptions and writing practices of grade
A study involving 12 grade 12 students was conducted at Nguyen Dieu High School, located in Phuoc Son Commune, Tuy Phuoc District, Binh Dinh Province The research specifically focused on the student population of this high school.
The Vietnam High School Program emphasizes the crucial role of English within its curriculum, making it a fundamental and mandatory component of general education By offering English as a subject, the program equips high school students with essential communication skills and access to advanced scientific and technical knowledge Furthermore, learning English fosters a deep appreciation of diverse cultures, aiding students in their integration into the global community.
The study of English in high school goes beyond language acquisition
The integration of English in education enhances cognitive development, especially in linguistic thinking, while also supporting the teaching and learning of the Vietnamese language It is crucial for innovating teaching methods, promoting integration, and facilitating the dissemination of content across various high school subjects.
Furthermore, alongside other educational subjects and activities, English classes contribute to shaping and nurturing students' personalities This aligns with the broader goal of comprehensive education in schools
The Binh Dinh Department of Education and Training mandates that high school students in grades 10 to 12 commit three class periods weekly to English, focusing on the four key language skills: listening, speaking, reading, and writing Notably, writing is emphasized for its critical role in developing essential academic writing skills necessary for success in higher education and future careers.
The grade 12 English curriculum includes diverse writing tasks such as life stories, essays, cover letters, CVs, and explanations of data representations like line graphs, pie charts, and bar charts The program progresses from Unit 1, focusing on developing essential writing skills for various contexts.
The article discusses a curriculum that features a variety of practical lesson themes aimed at enhancing students' skills, including topics like life stories, urbanization, and artificial intelligence While the writing approach emphasizes the final product, it lacks a focus on the intricacies of the writing process The writing section begins with preliminary steps such as analyzing tasks and generating ideas, followed by controlled activities and culminating in open-ended tasks However, students primarily engage in imitation and transformation of language models, with little attention given to essential writing stages like planning, drafting, revising, and editing.
Research Participants
A study involving 133 grade 12 students from Nguyen Dieu High School, specifically from classes 12A1, 12A3, and 12A4, was conducted to explore their perceptions and practices regarding writing tasks The participants were selected for their similar proficiency levels and background knowledge Data was collected through questionnaires, and the focus on only two types of writing tasks was due to time constraints, making a larger study impractical The choice of these 133 students was made for two primary reasons: the availability of data that accurately reflects the current situation, and the ability to effectively guide high school students in achieving their educational goals while saving time and costs as they strengthen their grammar skills.
Table 3 1 Overview of research participant characteristics
2 Self-evaluation of overall English language proficiency
3 Self-evaluation of writing ability prior to course enrollment
Table 3.1 provides a detailed summary of the research participants' characteristics, including gender distribution and their self-assessments of overall English language proficiency and writing skills before enrolling in the course.
The study revealed a gender distribution of 46 male participants, representing approximately 34.6% of the total sample, while female participants comprised the majority with 87 individuals, accounting for about 65.4% of the total sample.
In a self-evaluation of English language proficiency, participants categorized themselves into three levels: beginner, intermediate, and advanced Among the total sample, 50 participants identified as beginners, accounting for 37.6%, while the intermediate group included 80 participants, representing 60.1% A mere 3 individuals, or about 2.3% of the sample, deemed themselves advanced.
Before enrolling in the course, participants assessed their writing skills across five levels: very bad, bad, average, good, and very good The majority, 71.4% or 95 individuals, rated their writing as average, while 21.8% (29 participants) considered their skills to be bad Only a small fraction rated themselves as very bad (3.0%) or good (3.8%), and notably, no participants claimed to have very good writing abilities prior to the course.
The table offers important insights into the demographics and self-reported English language proficiency of the research participants, emphasizing their distribution by gender and varying levels of writing ability.
Research Instruments
To collect the data, the study used three instruments, which are questionnaires, interviews, and observations
The appendices of this article provide a comprehensive analysis of the English 12 textbook's writing tasks (Appendix A), alongside students' questionnaires (Appendix B), semi-structured interview questions (Appendix C), and an observation checklist (Appendix D) Appendix A details the writing tasks from Units 1 to 10, while Appendix B is divided into two sections: Part I collects personal information, and Part II gathers participants' insights on their perceptions, practices, and challenges regarding writing tasks Following the questionnaire analysis, interviews will be conducted using eight questions outlined in Appendix C, aimed at collecting in-depth data from a significant number of students, starting with simpler questions and advancing to more complex ones Lastly, classroom observations, guided by Appendix D's checklist, will be conducted to further enrich the data collected from surveys and interviews.
Table 3 2 Research questions and instruments
Research questions Instruments The number of
1 What are the grade 12 students’ perceptions of the writing tasks?
2 How do they practice the writing tasks?
Research questions Instruments The number of
3 What are the specific challenges that they encounter in the writing tasks?
3.4.1 Types of Writing Tasks in English 12 Textbook
In line with Nation's theory, this research categorizes the types of writing tasks within the English 12 textbook entitled ''Tieng Anh 12'' in Table
Experience tasks encourage students to draw from their personal life experiences and imagination to narrate significant events in chronological order In Unit 1, Task 1, students enhance their comprehension and vocabulary by reading a story and filling in blanks, while Unit 2, Task 1 involves matching phrases with graphs, allowing students to analyze and interpret data This approach emphasizes the importance of personal experiences and creativity in the writing process, categorizing these activities as "experience tasks."
The English 12 textbook includes various independent writing tasks that encourage students to utilize their skills and knowledge autonomously These activities range from composing reports and structured essays to crafting CVs and job application letters, all emphasizing self-guided efforts For instance, in Unit 1, Task 2, students independently organize story parts to evaluate their comprehension and sequencing skills Similarly, in Unit 8, Task 2, they match information with a sample CV, showcasing their understanding of CV formatting and content while further developing their independent writing abilities.
The English 12 curriculum includes guided tasks that assist students in effectively interpreting various data-based visual representations Students learn to describe bar charts by providing an overview and interpretation of the data, while they also analyze line graphs to identify trends over time Additionally, guidance is offered for explaining pie charts, where students assess data represented in sectors For example, in Unit 3, Task 3, students compose an essay on the pros and cons of organic food, following a structured outline Similarly, in Unit 9, Task 3, they craft a job application letter using a provided writing plan These guided tasks are designed to enhance students' data interpretation and communication skills through specific instructions and support.
Besides, shared tasks involve collaboration and interaction among students, encouraging the exchange of ideas and perspectives In Unit 4, Task
In collaborative learning environments, students engage in pair discussions to explore the distinctions between various graph types and the interpretations of pie charts This interactive approach not only enhances their understanding but also encourages the sharing of insights Similarly, in Unit 5, Task 1, students work together to examine the reasons language serves as a cultural identifier, promoting deeper comprehension through teamwork.
The English 12 textbook provides a comprehensive overview of various writing tasks aimed at enhancing students' learning experiences and accommodating diverse skill levels and learning styles The curriculum includes a range of writing challenges categorized into experience tasks, independent tasks, shared tasks, and guided tasks These assignments are strategically designed to improve students' writing skills across multiple formats, including creative narratives, formal reports, essays, and practical writing such as data analysis and job applications.
English 12 textbooks are essential tools for high school students, providing structured support for developing advanced writing skills They include a variety of writing tasks, each aimed at achieving specific educational goals The inclusion of diverse writing assignments in English 12 curricula enhances students' learning experiences and proficiency.
The 12 textbooks serve diverse educational purposes by introducing students to various writing genres, which enhances their communicative adaptability They also promote a thorough writing process that includes prewriting, drafting, revising, and editing Furthermore, these resources improve students' ability to adjust their writing style and tone to fit different rhetorical contexts.
The questionnaire aimed to collect data on grade 12 students' perspectives on writing tasks based on their personal learning experiences It was adapted from a previous study by Molla in 2020, with several questions modified to better align with the exploration of students' overall views on writing tasks in their current academic writing course.
The study involves grade 12 students from Nguyen Dieu High School, who are presumed to have an intermediate level of English proficiency To guarantee the precision and clarity of the data collected, a questionnaire was utilized.
Molla's work was primarily distributed in Vietnamese, but select questionnaire items were carefully rephrased to enhance participant understanding and improve the data collection process, aligning with the researcher's goals.
In this study, the questionnaire (see Appendix B) comprises five questions organized into two primary sections, specifically structured to address the three research questions
Part I encompasses personal information and comprises three questions
Students are required to submit their personal information, including gender, a self-evaluation of their English proficiency, and an assessment of their writing skills prior to enrolling in the course.
Part II adopts a multiple-choice format with a five-point Likert scale (ranging from strongly disagree to strongly agree) This choice of a five-point Likert scale aligns with common practice in educational research, as it is widely recognized as a proxy for interval-level measurement Participants are tasked with rating the extent to which each statement applies to them on this 5-point Likert Scale Part II is further divided into two subsections including: Part A comprises thirty statements (items P1-P30) pertaining to students' perceptions (theme one, theme two, theme three) and practices (theme four) of writing tasks Conversely, Part B consists of seven statements (items C1-C7) primarily focusing on the challenges students may encounter while undertaking writing tasks
Semi-structured interviews, once primarily used in market research, are now a vital qualitative data collection method in social sciences, particularly in educational research They effectively explore participants' emotions, viewpoints, reactions, and experiences on specific topics Typically, these interviews involve groups of around 10-15 individuals with shared interests or characteristics, allowing for rich and insightful discussions.
Interviews were selected for this study to enhance and broaden the insights gained from questionnaires, providing a deeper understanding of students' perceptions, practices, and challenges related to writing tasks The interview setting fosters a secure environment, encouraging participants to express their ideas and engage in collaborative discussions Although English was the primary language of instruction, conducting interviews in Vietnamese allowed participants to feel more comfortable and articulate their thoughts more freely.
Procedures for Data Collection
To assess grade 12 students' perceptions, practices, and challenges regarding writing tasks at Nguyen Dieu High School, it is essential to develop clear and unbiased surveys and questionnaires Prior approval from the school administration is necessary, and the survey should be scheduled at a convenient time for students, considering their class schedules The surveys must be distributed with clear instructions, and student responses should be collected confidentially to ensure privacy.
To understand grade 12 students' perceptions, practices, and challenges in writing tasks, interviews and classroom observations were conducted with a diverse group of participants An interview guide was created to explore key areas, and active listening techniques were utilized to encourage open sharing of thoughts To ensure accurate data capture, detailed notes were taken, or interviews were recorded with participants' consent The qualitative data from these interviews were then transcribed, coded, and thematically analyzed using a coding scheme based on the interview guide, allowing for the identification of themes and patterns that addressed the research questions and objectives.
After collecting the data, both qualitative and quantitative analysis methods were utilized to examine the findings The data from surveys and interviews was systematically organized, employing qualitative techniques like coding and thematic analysis to uncover patterns and common challenges in writing tasks Additionally, quantitative methods, including statistical analysis, were applied to identify correlations and trends within the data The results were interpreted objectively, integrating insights from both qualitative and quantitative perspectives To effectively communicate the analyzed data, visual representations such as charts, graphs, and tables were created.
The analysis of data reveals key findings regarding students' perceptions and practices of writing tasks, highlighting both strengths and areas for improvement These conclusions form the basis for evidence-based recommendations aimed at enhancing writing instruction and support for grade 12 students at Nguyen Dieu High School The recommendations are designed to be comprehensive and actionable, addressing identified challenges to improve overall writing skills Ultimately, a detailed report encapsulates the findings, conclusions, and recommendations in a clear and concise format.
Procedure for Data Analysis
After data collection, the analysis phase commenced, utilizing both quantitative and qualitative methods to address the research questions and meet the study's objectives The quantitative data underwent several processes, including collection, coding, tabulation, analysis, description, and interpretation, which were in line with the study's findings.
The data collected from the questionnaire, utilizing five-point Likert scales, were first assessed for reliability using Cronbach’s alpha Following this, the responses were organized by frequency, percentage, minimum and maximum values, mean scores, and standard deviation Finally, all student responses were categorized, coded, and quantitatively analyzed with SPSS.
For qualitative data analysis, interview data was transcribed, and results from an observation checklist were thoroughly documented This checklist included key aspects such as group formation, idea generation techniques, activities in each phase, student implementation (both individual and collaborative), and the degree of collaboration among students during class These comprehensive records aimed to shed light on the research inquiries.
Qualitative analysis was performed on the raw data collected from interviews and classroom observations to gain deeper insights into students' views on writing tasks and their classroom practices The findings led to the formulation of conclusions and recommendations.
Research Reliability and Validity
This study utilized a modified version of Molla's (2020) questionnaire, a recognized tool for assessing students' perceptions of writing tasks, tailored to fit the specific research context and objectives To enhance its validity, feedback was gathered from senior colleagues, which was integrated into the final version The reliability of the questionnaire was evaluated using Cronbach's alpha in SPSS version 27, yielding a commendable coefficient above 0.7, indicating strong reliability.
Legal and Ethical Considerations
Prior to the study, the researcher secured permission from the headmaster of Nguyen Dieu High School and received approval from the course instructor to conduct research in three designated classes Participants were informed about the research purpose before, during, and after data collection to ensure their comfort The study follows ethical guidelines by obtaining informed consent, maintaining confidentiality, and safeguarding participants' privacy.
Participants received comprehensive information regarding the study's objectives, procedures, potential risks, and benefits To maintain confidentiality, participant codes were utilized instead of personal identifiers during data analysis and reporting All personal data collected through questionnaires, interviews, or observations was strictly for research purposes and handled with utmost confidentiality These precautions were implemented to respect participants and uphold the ethical and legal standards of the study.
This chapter outlines the research methodology that forms the foundation of the study, detailing the research design, participant selection, data collection methods, data analysis procedures, and ethical considerations The qualitative research design effectively supports the exploratory nature of the research questions and objectives Data collection involved semi-structured interviews, surveys, and classroom observations, with qualitative data analyzed thematically and quantitative data analyzed using appropriate statistical techniques Each aspect of the methodology was thoroughly explained, leading into the upcoming Chapter 4, where the findings will be presented.
FINDINGS AND DISCUSSION
Reliability Test
Reliability is defined as the extent to which a set of item scores is consistently measured by a tool, as noted by Allen & Yen (2002) The purpose of reliability analysis is to evaluate the internal coherence and consistency of numerically encoded questionnaire responses, examining the relationships and correlations among items to ensure they accurately reflect a unified concept To assess reliability, Cronbach's alpha was utilized, with all scores exceeding 0.7, demonstrating strong internal consistency among the questionnaire items.
Reliability Measure Number of items Cronbach-alpha
Perceptions of writing tasks From 1 to 20 (20) 895
From 15 to 20 (6) From 21 to 30 (10) From 21 to 30 (10) From 1 to 7 (7)
The study utilized a 37-item questionnaire divided into two sections: Part A focused on students' perceptions and practices regarding writing tasks, while Part B addressed the challenges they faced in completing these tasks Participants rated each item on a 1 to 5 scale, where 1 to 2 indicated disagreement, 4 to 5 signified agreement, and 3 represented a neutral position The analysis of students' perceptions was based on a scientifically validated Likert scale, categorizing responses into specific levels of agreement, ranging from strong disagreement (1.00 - 1.80) to strong agreement.
- 2.60: disagree; 2.61 - 3.40: neutral; 3.41 - 4.20: agree; 4.21 - 5.00: strong agree This scale is widely recognized and utilized in educational research for its reliability and accuracy in quantifying subjective perceptions
To enhance the quantitative data gathered from questionnaires, interviews were conducted with 15 randomly selected grade 12 students to gain deeper insights into their perceptions and experiences with writing tasks Each student participated in a structured session addressing eight key questions, revealing their challenges and practices in writing classes Additionally, three classroom observations were performed to corroborate the findings from the questionnaires and interviews, specifically examining how students engaged with writing tasks in a real classroom environment.
The findings from the data analysis are presented through descriptive statistics, including means and standard deviations, while qualitative data from interviews and classroom observations enriches the discussion This integrated approach fosters a comprehensive understanding of grade 12 students' perceptions, practices, and challenges regarding writing tasks.
Grade 12 Students’ Perceptions of the Writing Tasks
This study utilized a questionnaire featuring 20 items divided into three key themes to explore students' perceptions of writing tasks These themes focused on the impact of writing tasks on enhancing writing skills, the relevance of these tasks, and the roles of both students and teachers in the writing process The findings will be presented and analyzed in detail.
4.2.1 Students’ Perceptions of the Effects of Writing Tasks on Improving the Learning of Writing
Many students believe that writing tasks enhance their writing skills, a conclusion supported by both quantitative and qualitative data The results from the first theme of the questionnaire, which includes seven items related to students' views on the impact of writing tasks, are detailed in Table 4.2.
Table 4.2 Students’ perceptions of the effects of writing tasks on improving the writing skills
Effects of writing tasks on improving the writing skills
P1 I believe the writing tasks in textbook greatly enhance my writing skills
Effects of writing tasks on improving the writing skills
Task 1 helps me improve my vocabulary and express my thoughts more clearly in my writing
Understanding the importance of Task 1 is a significant step in improving my writing skills
P4 Task 2 helps me feel more confident in organizing and developing ideas systematically in my writing
P5 Task 2 helps me see the coherence between ideas for logical writing
Task 1 and Task 2 lay the groundwork for completing Task 3
Understanding the impact of Tasks 1, 2, and 3 fosters a comprehensive approach to language, structure, and content in writing
Table 4.2 reveals that students rated writing tasks highly for their role in enhancing writing skills, with mean scores between 3.73 and 4.35, all exceeding the midpoint of 3.0, indicating positive perceptions Specifically, item P1 shows that many students felt the textbook's writing tasks significantly improved their skills (M = 3.73; SD = 730) Task 1 (item P2) was particularly noted for its contribution to vocabulary enhancement and clarity of expression (M = 3.95; SD = 727), reflecting a strong consensus on its effectiveness (P3; M = 3.84; SD = 757) Likewise, Task 2 (items P4, P5) is recognized for facilitating the systematic organization and development of ideas (M = 3.98; SD = ).
Grade 12 students highly value the impact of writing tasks on their skills, with Task 3 receiving the highest mean rating (M = 4.35; SD = 809) for its role in enhancing language, structure, and content This indicates a broader range of perceptions among students compared to other tasks, which also received strong support (M = 4.03; SD = 797) The consistent mean ratings across all tasks demonstrate a shared recognition of their effectiveness, while slight variations in standard deviations highlight diverse individual opinions on the specific benefits each task offers Overall, Tasks 1, 2, and 3 are all considered beneficial, with Task 3 being particularly influential in improving writing coherence.
Interviews conducted with students revealed a consensus that all three writing tasks (Tasks 1, 2, and 3) are essential for enhancing writing skills S1 noted, “In my opinion, all three tasks are important, each serving its own purpose,” while S15 emphasized, “From my point of view, all three tasks play different important roles, with each having its own function They complement and support each other to create a complete piece of writing.” This feedback aligns with the quantitative findings, underscoring the value of a comprehensive approach to writing development.
Task 1 is vital for establishing the purpose of my writing, as it provides essential guiding questions and a framework of vocabulary and sentence structures This foundational step is particularly important for students who may struggle with vocabulary, leading to repetitive and uninspired writing Even when ideas are present, a limited vocabulary can hinder effective expression Thus, while all three tasks are important, Task 1 stands out as crucial for generating initial ideas and enhancing clarity in writing.
Task 2 plays a crucial role in helping students systematically organize and develop their ideas, as highlighted by participant S6 It offers essential organization, structure, and arguments that serve as a foundation for generating ideas needed for the comprehensive writing required in Task 3.
Likewise, S11 claimed that “task 2 is the most important in writing because it requires searching for information and ideas and arranging them in order.”
Thus, Task 2 contributes to the systematic organization and idea progression, as well as enhancing coherence in writing
Task 3 was identified as a key component in the study, significantly impacting participants' learning experiences according to both qualitative and quantitative data Notable participants, including S2, S4, S7, and S13, stressed its importance in synthesizing knowledge from earlier tasks and effectively conveying their understanding of the subject matter They underscored Task 3's vital role in the writing process, distinguishing it as a pivotal element among the various writing assignments.
3 is considered the most important For instance, Participant S2 remarked,
Task 3 is the most crucial among the writing tasks (Tasks 1, 2, and 3) as it requires multiple operations, including providing evidence, illustrating concepts, and discussing issues to effectively persuade the reader.
Task 3 plays a crucial role in reinforcing previous learning and improving writing skills, as highlighted by S4, who emphasized its importance in allowing students to express their understanding confidently S7 also noted that Task 3 serves as the culmination of the writing process, representing the final written product that students strive to achieve through their efforts in earlier tasks.
Task 3 is crucial as it embodies the ultimate written product resulting from the efforts put into Task 1 and Task 2 Additionally, it significantly enhances writing skills, covering aspects from vocabulary to structure, and improves the ability to convey messages effectively.
“Task 3 remains the most important for me as it helps me improve my writing skills comprehensively, from vocabulary to structure and the ability to convey messages effectively.”
The qualitative responses align with the quantitative data, highlighting a strong agreement among students about the advantages of all three tasks for enhancing their writing skills Notably, Task 3 was identified as especially impactful across both datasets, although minor differences in standard deviations indicate some variation in individual perceptions of each task's specific benefits.
The majority of participants reported that writing assignments significantly enhance their writing skills, aligning with previous research (Santi, 2021; Kim & Kang, 2020; Shehadel, 2011) that highlights the benefits of writing tasks in improving content development, organization, vocabulary, and overall writing performance Students acknowledged that these tasks not only bolster their writing abilities but also support their overall English language learning Additional studies, including those by Kumaravadivelu (1993), Lee and Kim (2018), Garcia and Martinez (2020), Molla (2020), and Patel and Nguyen (2017), confirm the effectiveness of various writing tasks in skill enhancement Kumaravadivelu (1993) emphasized that writing tasks promote meaning negotiation through diverse perspectives, showcasing how interaction and opportunities for revision contribute to language acquisition.
4.2.2 Students’ Perceptions of the Relevance of Writing Tasks
A combination of quantitative and qualitative data revealed that students perceived writing tasks as relevant and beneficial The findings related to the second theme of the questionnaire, which includes seven items, are summarized in Table 4.3 and will be discussed in detail below.
Table 4.3 Students’ perceptions of the relevance of writing tasks
No The relevance of writing tasks N Minimum Maximum Mean Std
P8 Most writing tasks in the textbook relate to real-life situations for me
P9 Most of the writing tasks in the textbook are familiar to me; therefore, I am focused on my writing
No The relevance of writing tasks N Minimum Maximum Mean Std
Sometime, I am confused about what and how to do the tasks in the textbook
Knowledge of the rules of a language does not guarantee the ability to write in that language
Task 1 can be applied to conversational communication, improving the ability to convey ideas and interact with others
Task 2 ensures logical and linguistically accurate writing
Task 3 facilitates transforming ideas, sharing, and conveying personal experiences through writing
Table 4.3 highlights students' perceptions of the relevance of writing tasks, showing that most students find these tasks applicable to real-life situations, with a mean score of 3.62 and a standard deviation of SD.
Grade 12 Students’ Practices of Writing Tasks
4.3.1 Students’ Practices of Writing Tasks
The analysis of quantitative and qualitative data highlighted that high school students engaged in writing tasks within the classroom Results related to the fourth theme of the questionnaire, which included 10 items, are summarized in Table 4.5 below.
Table 4.5 Students’ practices of writing tasks
No Students’ practices of writing tasks N Minimum Maximum Mean Std
P21 I brainstorm on the topic before starting the writing task
I gain further understanding of writing tasks through a brief introduction to the topic from the teacher
I interact with peers to expand vocabulary and build effective writing structures
I frequently participate and find it interesting to carry out writing tasks
I often assist peers during writing task practice
No Students’ practices of writing tasks N Minimum Maximum Mean Std
I often receive support from teachers while completing writing tasks
I actively engage in writing tasks to ensure logical and well- structured writing products
I provide feedback on peers' work after writing tasks
I receive constructive feedback from teachers on my writing
I often rewrite based on received comments and edits
A significant number of students engage in brainstorming before writing tasks, reflecting a proactive approach to idea generation (M = 3.77; SD = 755), with moderate agreement on its importance Additionally, brief topic introductions from teachers help students gain a deeper understanding of writing assignments, indicating a positive perception of teacher guidance (M = 3.95; SD = 614) Furthermore, many students actively collaborate with peers to enhance their vocabulary and writing structures (M = 4.02; SD = 853), demonstrating a strong consensus on the benefits of peer interaction in improving writing skills.
Students show a moderate interest in writing tasks, with an average engagement rating of 3.46 Many are willing to assist their peers during these activities, reflecting a varied level of engagement in peer support (M = 3.53) Teacher support is highly valued, as indicated by a strong consensus among students (M = 3.98), emphasizing the importance of guidance in the writing process Additionally, students actively participate in writing tasks to produce well-structured work (M = 3.75), showcasing a positive attitude towards their involvement Furthermore, a commitment to collaborative learning is evident, as many students provide feedback on their peers' work, with an average engagement rating of 3.48.
In terms of teacher feedback (P29; M = 4.04; SD =.763) and revision (P30; M
Students consistently receive constructive feedback from teachers on their writing, which they actively use to revise their work This feedback and revision process demonstrates a strong agreement among students about the significance of teacher input and the necessity of making revisions The data reveals various strategies that students employ in their writing tasks, such as brainstorming, peer collaboration, and active engagement, all of which emphasize the collaborative and iterative aspects of writing These practices highlight the essential roles of peer collaboration, teacher guidance, and continuous revision in improving writing skills.
The findings align with students' practices identified in interview questions 4, 5, and 6, which explore their approaches to writing tasks during the pre-task, while-task, and post-task stages.
Qualitative data from the survey question, “Before practicing writing, what activities do you usually do to gain knowledge about the topic?” reveals key insights into students' engagement in brainstorming prior to writing tasks Many students reported activities that align with brainstorming, such as reading various materials, collaborating with peers, and conducting research For instance, students S2 and S9 emphasized the importance of exploring diverse sources to gain a comprehensive understanding of their topics Additionally, discussions with classmates and seeking input from teachers further illustrate the collaborative nature of brainstorming, enhancing students' knowledge and creativity Students acknowledged the need for diverse perspectives, with S5 highlighting the importance of reviewing textbook information and utilizing social networks to find unique insights Overall, these findings align with the quantitative data indicating a moderate agreement among students on the significance of brainstorming in the writing process.
Responses to question number 5 reveal students' strong interest and active engagement in writing tasks Many students adopt a proactive writing approach, blending teacher guidance with their own creativity For instance, S1 noted the importance of independence in the writing process, stating, “I follow the guidance of the teacher and then turn the knowledge into my own by combining it with my own ideas to write.” S3 emphasized the necessity of collaboration, mentioning, “The writer will be the student, but they must listen to the teacher's instructions to go in the right direction.” Furthermore, S5 described their writing approach as independent and self-directed, showcasing a commitment to personal growth in their writing skills.
“During the writing process, I write my own essay entirely independently
Because the teacher is just a guide at the beginning, she will inform me of the required word count, paragraphs, and conveying ideas Apart from that, when
I start writing, I won't rely on the teacher anymore.”
Teacher support plays a crucial role in the writing process, as many students express the importance of seeking assistance when encountering challenges or needing feedback to enhance their writing skills For instance, one student acknowledged that they rely on their teacher for help during writing practice, indicating a preference for independent writing when they feel more confident.
Students express confidence in their writing abilities while also valuing teacher support for overcoming challenges Many students actively engage in the writing process, developing their own ideas and seeking assistance when needed They emphasize the importance of feedback, stating that after completing their drafts, they consult with teachers to identify strengths and weaknesses, which helps them enhance their essays This proactive approach reflects a strong consensus on the significance of collaboration and revision in producing coherent and well-structured written work.
Students often write to assess their skills and seek teacher feedback to identify and correct mistakes, which enhances their self-awareness and writing abilities This approach aligns with quantitative findings that highlight the significance of active participation in writing tasks The qualitative insights enrich these findings, offering a deeper understanding of students' perceptions and practices regarding writing, including the roles of peer assistance and teacher support Collectively, they illustrate the multifaceted nature of student engagement in writing tasks and the various factors that influence their writing process.
The qualitative data from the sixth question reveals significant insights into students' engagement in peer feedback and their interactions with teachers Many students actively participate in providing feedback on their peers' writing, showcasing their commitment to collaborative learning and constructive criticism For instance, one student noted that both teachers and classmates offer feedback on the suitability and accuracy of ideas, as well as correcting grammar and vocabulary errors Another student highlighted that peer comments often focus on vocabulary usage, sentence structure, and overall presentation, providing both positive reinforcement and constructive criticism to guide improvement.
The article reveals a varied level of student engagement in providing peer feedback, indicating that participation differs among individuals Qualitative data underscores the essential role of teacher feedback in the writing process, as students actively incorporate constructive critiques into their revisions Students express the significance of teacher evaluations on various aspects such as task requirements, vocabulary richness, and grammatical accuracy They acknowledge that feedback from both teachers and peers helps them identify mistakes and enhances their writing with new ideas and expressions This interplay of quantitative and qualitative insights offers a comprehensive view of students' engagement in peer feedback, teacher guidance, and iterative revisions, emphasizing the collaborative nature of writing and the vital role of feedback in developing effective writing practices.
Numerous studies, including those by Li and Kunnan (2016), Sawyer (2006), Storch (2005), and Hyland and Hyland (2006), have shown that writing tasks significantly enhance students' interaction skills, peer collaboration, and writing abilities through teacher guidance and ongoing revision Li and Kunnan, along with Storch, emphasize the importance of peer feedback in improving ESL writing performance, highlighting how peer interaction and responsiveness to feedback foster language development and active engagement Sawyer underscores the value of brainstorming in writing instruction, noting its role in promoting creativity and idea generation Furthermore, Hyland and Hyland stress the necessity of timely and constructive teacher feedback to effectively guide students' revision strategies and responsiveness.
4.3.2 Students’ Implementation of Writing Tasks in Writing Classrooms
This study investigates the second research question through data analysis from three classroom observations, revealing consistent student practices across the writing task process's three stages: pre-task, while-task, and post-task, in line with Widodo's (2013) framework While similarities in writing task implementation were observed across the classes, notable variations emerged in their approaches to specific aspects of the writing process The findings from the classroom observation checklists are summarized below.
The pre-task phase, or pre-writing phase, is a crucial step in the writing process where students prepare for their writing tasks Observations indicate that students are encouraged to activate their prior knowledge about the topic, often through brainstorming sessions the day before the writing exercise This strategy is beneficial as it allows students to connect their existing knowledge and experiences to the writing task, stimulating their thinking and familiarizing them with the subject matter As a result, students can generate relevant ideas and perspectives, ultimately enhancing the quality of their writing.
Grade 12 Students’ Challenges in Writing Tasks
To identify the challenges faced by students in writing tasks, a set of seven items was developed and presented in Part B, as shown in Table 4.6 Additionally, qualitative insights from interviews provided the researcher with a deeper understanding of the obstacles hindering students' progress in completing writing assignments in their English textbook.
Table 4.6 Students’ challenges in writing tasks
No Challenges N Minimum Maximum Mean Std
Writing tasks are as challenging and demanding as other language tasks
Writing tasks are more challenging than other language tasks
Writing with varied language and maintaining structure presents a challenge for me
I often lack vocabulary when performing Task
I have not yet mastered the structure when performing Task 2
Achieving the required word count or length occasionally proves challenging for me in
Sometimes I lack support from teachers when performing writing tasks
Table 4.6 reveals that many students acknowledge the challenges of writing tasks, rating their difficulty similarly to or even higher than other language tasks (M = 3.77; SD = 876) They specifically struggle with using varied language and maintaining structure (C3; M = 3.93; SD = 790), indicating an awareness of the complexity involved Additionally, students report difficulties with vocabulary (C4; M = 3.70; SD = 937) and structural mastery (C5; M = 3.56; SD = 933) in their writing Meeting word count requirements also poses challenges (C6; M = 3.70; SD = 879), while some students feel they lack adequate teacher support (C7; M = 3.46; SD = 981) These findings highlight the need for targeted instruction and support to improve students' writing skills and confidence.
Qualitative data from interviews highlighted participants' perceptions of writing tasks as more challenging than other language tasks, such as listening, speaking, and reading Specifically, responses to questions regarding the difficulty of writing tasks (Tasks 1, 2, and 3) revealed insights into which specific writing tasks were considered the most difficult by the interviewees.
Many students find writing tasks to be as challenging, if not more so, than other language tasks Interviewees reported difficulties such as limited vocabulary, grammar errors, and the struggle to express ideas coherently For example, one student noted that their limited vocabulary makes writing particularly difficult, while another believed that writing is more challenging than listening and speaking due to the need to utilize a full range of vocabulary and expressive abilities Additionally, the complexities of writing require a strong grasp of grammar, and time constraints often hinder teachers' ability to provide adequate feedback, resulting in repeated errors in students' work.
Students encounter specific challenges in writing tasks, including the need for varied language and proper structure As S7 noted, writing is particularly demanding due to its high accuracy requirements in grammar, vocabulary, and organization of ideas, compounded by the lack of immediate interaction that hinders instant feedback In contrast, writing offers opportunities for reflection and revision that are often absent in other skills S8 emphasized that writing is often perceived as more difficult than listening, speaking, or reading because it necessitates independent content generation and precise expression This creativity and clarity are essential, as highlighted by S10, who pointed out the importance of correct grammar, precise vocabulary, and coherent sentence structures to effectively convey focal points to the reader.
Many students face challenges in mastering vocabulary and writing structure for specific tasks One student expressed that writing feels overwhelming due to a limited vocabulary and difficulty in effectively communicating ideas Another emphasized the importance of a strong grammar foundation and diverse vocabulary for producing quality writing, noting that self-study can lead to repeated mistakes without external feedback Additionally, a third student highlighted that successful writing requires not only a solid grasp of English vocabulary and grammar but also logical reasoning and creativity, stating that a lack of these skills makes it hard to compose a thorough essay.
Furthermore, the interviews highlight challenges related to meeting length requirements while maintaining writing quality, especially in Task 3
Many students find Task 3 to be the most challenging aspect of writing, as it requires the integration of ideas, vocabulary, and outlines into a coherent and persuasive piece Common difficulties include grammar issues, word repetition, and adhering to length requirements Additionally, students express a need for more support from teachers, noting that while teachers correct mistakes, they often lack the time to provide thorough feedback, which can lead to repeated errors in future writings This sentiment is echoed in qualitative data, which aligns with quantitative findings, revealing that students face various challenges in writing, such as vocabulary limitations, structural coherence, and insufficient teacher guidance These insights highlight the necessity for targeted instruction and support to improve students' writing skills and boost their confidence.
Recent survey and interview findings reveal that many students face difficulties in engaging with tasks, aligning with earlier studies by Fareed et al (2016), Budjalemba and Listyani (2020), Okumuş Ceylan (2019), Arficho (2018), and Brown (2008) Specifically, Fareed et al (2016) highlighted several challenges, including linguistic barriers such as grammar, syntax, and vocabulary issues, as well as writing anxiety, a lack of ideas, and reliance on their native language.
Research indicates that both internal factors, such as self-motivation and confidence, and external factors, including teaching style and classroom atmosphere, significantly contribute to writing difficulties Additionally, a study by Brown (2008) revealed that 61.5% of participants struggled to engage in assigned tasks Furthermore, Ellis (2003) argued that task-based language instruction tends to prioritize communication over grammatical accuracy, suggesting that an overemphasis on grammar may hinder students' writing proficiency.
Students generally view writing tasks in classrooms positively, recognizing their importance in improving writing skills, although they also face challenges such as confusion and complexity in mastering these skills Both qualitative and quantitative data highlight the significance of teacher guidance and peer collaboration, with practices like brainstorming and peer interaction being essential for effective writing development While there is a general alignment between students' perceptions and actual classroom practices, discrepancies exist regarding student interaction, peer assistance, and feedback processes Challenges such as vocabulary, structure, and length requirements underscore the need for targeted instruction and support Overall, the findings illustrate the importance of collaborative efforts and personalized support in enhancing students' writing skills and confidence.
In summary, this chapter thoroughly examined each research question by analyzing and discussing the collected data, which included responses from questionnaires, semi-structured interviews, and classroom observations The findings established a solid basis for the discussions that will be elaborated upon in the subsequent chapter.
CONCLUSION AND IMPLICATIONS
Conclusion
A study conducted at Nguyen Dieu High School aimed to explore grade 12 students' perceptions of writing tasks and their actual practices in writing classrooms Involving a sample of 133 students, the research included interviews with fifteen students from three classes and observations of their participation in writing tasks Data collected from questionnaires, semi-structured interviews, and classroom observations revealed significant insights into students' attitudes and behaviors regarding writing assignments.
A recent analysis of questionnaires and semi-structured interviews reveals that most grade 12 students hold positive views on writing tasks, recognizing their potential to improve writing skills, motivation, confidence, and collaborative efforts Students value the practical applicability of these tasks while striving to overcome challenges such as vocabulary, sentence structure, and length requirements These challenges underscore the need for targeted instruction to boost writing proficiency and confidence Addressing these issues can significantly enhance students' ability to express their ideas clearly Furthermore, the findings indicate that writing tasks facilitate knowledge sharing, peer learning, and the development of critical thinking and communication skills To maximize the benefits of writing activities, careful consideration of instructional methods is essential in the teaching and learning process.
Classroom observations reveal that students generally follow a three-stage writing process: pre-writing, while-writing, and post-writing In the pre-writing stage, students brainstorm ideas, understand the topic through teacher introductions, engage with peers, and show interest in the task During the while-writing phase, they collaborate with classmates and receive teacher guidance, actively participating in the writing process Finally, in the post-writing stage, students give and receive feedback on each other's work, incorporate constructive criticism from the teacher, and revise their writing accordingly.
Data analysis reveals a significant gap between students' perceptions and their actual classroom practices regarding writing activities While students initially reported high levels of active participation and collaboration with peers, the reality showed considerable variation across different classes Some students engaged enthusiastically in generating ideas together, while others displayed minimal interaction Although many claimed to assist their classmates during writing tasks, observations highlighted instances where support was lacking Furthermore, despite over half of the students indicating they provide feedback on peers' work, such feedback was rarely observed, with students more frequently agreeing with the teacher's comments instead.
Pedagogical Implications
Considering the findings of the study, it's important to take into account the pedagogical implications for both teachers and students
The study highlights the effectiveness of writing tasks in high school English classrooms, showing that students have positive perceptions of these activities Teachers are encouraged to promote engagement with writing tasks from textbooks and other materials, which not only improves writing skills but also enhances motivation, confidence, collaboration, responsibility, problem-solving abilities, and knowledge sharing among students Additionally, it is crucial for teachers to provide clear task outlines and precise instructions, as well as to offer training and support throughout the writing process Addressing potential barriers, such as allowing adequate time for task completion, assisting with error correction, and fostering active participation, is essential for improving students' writing experiences.
To enhance engagement in the writing process, teachers can implement self-reflection and teacher-reflection forms for students, benefiting both parties This strategy increases students' awareness of their involvement in writing tasks, which is crucial for their final evaluation For teachers, these forms enable better management and adaptation of writing lessons, allowing them to support struggling students and promote collaboration among high achievers Additionally, offering encouragement bonuses can motivate students to participate actively in class.
Students should approach writing tasks with dedication and enthusiasm, finding fulfillment in the process Recognizing the importance of peer feedback for editing and proofreading is essential before submission Teachers can support this by providing resources like peer-editing sheets, writing correction keys, and rubrics, which help students understand the necessary steps after completing their work This process includes revising, editing, and proofreading, ultimately leading to clearer, more organized, and effective writing, significantly enhancing students' writing performance.
Limitations
The study faced several limitations, including a restricted number of observations, with only three total, and time constraints, which affected the findings The research specifically focused on the perceptions and practices of grade 12 students regarding writing tasks at Nguyen Dieu High School, suggesting that broader studies with more participants and extended durations could yield more consistent results While the thesis addressed key points related to the three research questions, it did not fully explore the various issues raised during student interviews about writing task implementation in classrooms Given the complexity of these discussions, it was impractical to cover all aspects comprehensively within the study's limits Nonetheless, the researcher's diligent work and data collection methods have maintained a commendable level of validity and reliability in the results.
Recommendations and Suggestions for Further Research
Future research should expand on the current study by including teachers' perceptions and practices regarding writing tasks, as this aspect was previously overlooked Additionally, subsequent investigations should focus on providing strategies to effectively address the challenges students face during writing tasks in classroom settings Lastly, there is a need to explore the role of technology in writing practices, as it may significantly enhance student engagement and proficiency in writing.
Aliaga, M., & Gunderson, B (2002) Interactive Statistics Thousand Oaks:
Allen, M J., & Yen, W M (2002) Introduction to measurement theory
Waveland Press Andrich, D (2004) Controversy and the Rasch model: a characteristic of incompatible paradigms? Medical Care, 42(1), 16
Angell, R J (1906) Psychology: An introduction study of the structure and function of human conscious New York: Henry Holt and Company
In a study conducted by Arficho (2018), the perceptions of students and the practices of teachers regarding writing skills were examined in four secondary schools within Hawassa City Administration, located in the South Nations, Nationalities, and Peoples’ Regional State of Ethiopia The research, published in the IOSR Journal of Humanities and Social Science, highlights the importance of understanding both student and teacher perspectives to improve writing instruction The findings reveal key insights into the effectiveness of current teaching methodologies and the challenges faced by students in developing their writing skills.
Badger, R., & White, G (2000) A process-genre approach to teaching writing ELT Journal, 54(2), 153–160
Baker, J., & Westrup, H (2003) The English language teacher’s handbook:
How to teach large classes with few resources London: Continuum
Bandura, A (1997) Self-efficacy: the exercise of control W H Freeman and
Belkhir and Benyelles (2017) explore the challenges faced by second-year EFL learners at Tlemcen University in essay writing Their study identifies specific difficulties and sources of these challenges, aiming to propose effective solutions The research highlights the importance of understanding these obstacles to enhance writing skills in English as a foreign language, contributing valuable insights to the field of language education.
Blanchard, K S., & Root, M R (2004) Effective training: systems, strategies, and practices (3rd ed.) Prentice Hall
Brindley, G (2008) The Role of Needs Analysis in Adult ESL Program
Design In S Hunston (Ed ), Writing English Language Tests: A Practical Guide (pp 107–123), Routledge
Brown, F (2008) Collaborative Learning in the EAP Classroom: Students’
Perceptions Retrieved from http://pdffinder.net/ Collaborative-
Learning-in-the-EAP Classroom:-Students'-Perceptions7
Brumen, M., Bracko, L., & Schmidt Krajnc, M (2014) Slovenian teachers’ elements of support for pupils with learning difficulties in foreign language teaching at the primary and lower-secondary levels English Language Teaching, 7(5)
Budjalemba, A S., & Listyani, L (2020) Factors Contributing to Students’
Difficulties in Academic Writing Class: Students’ Perceptions UC Journal: ELT, Linguistics and Literature Journal, 1(2), 135–149
Byrne, D (1995) Teaching writing skills Longman
Canagarajah, S (2002) Multilingual writers and the academic community: towards a critical relationship Journal of English for Academic Purposes, 1(1), 29–44
Carter, R (2004) Language and creativity: the art of common talk London:
Chambers Dictionary (hardcover, 13th Edition) (2014) Chambers
Chen, L., & Wang, Y (2019) The role of teacher feedback and peer collaboration in enhancing writing motivation and self-efficacy
Journal of Second Language Writing, 45, 100734
Chen, Y., & Hoshower, L B (2010) Student Evaluation of Teaching
Effectiveness: An Assessment of Student Perception and Motivation
Assessment & Evaluation in Higher Education, 28(1), 71–88
Cho, K., & MacArthur, C (2010) student revision with peer and expert review Learning and Instruction, 20(4), 328–338
Clough, P., & Nutbrown, C (2007) A student's guide to methodology
Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education (6th ed.) London: Routledge
Deci, E L., & Ryan, R M (1985) intrinsic motivation and self-determination in human behavior Springer eBooks
Dewey, J (1904) The relation of theory to practice in education In C A
McMurry (Ed.), The third yearbook of the national society for the scientific study of education, Part I, 9-30 Chicago, IL: The University of Chicago Press
Elbow, P (1973) Freewriting In Writing without teachers (pp 1–7) Oxford
Ellis, R (2003) Task Based Language Learning and Teaching Oxford
University Press, Oxford, England Flynn, N and Stainthorp, R 2006
The Learning and Teaching of Reading and Writing Whurr Publishers Ltd, England
Emig, J (1977) Writing as a mode of learning College Composition and
Eschholz, P.A (1980) The prose model approach: using products in the process In T.R Donovan & B.W McClelland (EDs.), Eight approaches to teaching composition (pp 21–36), Urbana, IL: National
Council of Teachers of English
Fareed, M., Ashraf, A., & Bilal, M (2016) ESL Learners’ Writing Skills:
Problems, Factors, and Suggestions Journal of Education & Social Sciences, 4(2), 80–92
Ferris, D R (2003) Response to Student Writing: Implications for Second
Language Students Mahwah, NJ: Lawrence Erlbaum Associates
Ferris, D R (2014) Responding to student writing: teachers’ philosophies and practices Assessing Writing, 19, 6–23
Flower, L (1994) The Construction of Negotiated Meaning: A Social
Cognitive Theory of Writing College Composition and Communication, 45(4), 455–472
Flower, L., & Hayes, J P (1981) A Cognitive Process Theory of Writing
Freedman, S W (1987) The acquisition of written language: revision and response In S Rosenberg (Ed.), Reading, Writing, and Literacy (pp
Garcia, M., & Martinez, L (2020) The Long-Term Effects of Writing
Assignments on Writing Skills Development Reading and Writing Quarterly, 36(3), 301-318
Gates, G S (1922) The Meaning of the Term "Practice." Psychological
Gay, L R., Mills, G E., & Airasian, P W (2011) Educational research: competencies for analysis and applications Pearson Higher Ed
Gokhale, A A (1995) Collaborative Learning Enhances Critical Thinking
Graham, S., & Hebert, M (2011) Writing to Read: A Meta-Analysis of the
Impact of Writing and Writing Instruction on Reading Harvard Educational Review, 81(4), 710–744
Hand, B., Hohenshell, L., & Prain, V (2006) Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts Instructional Science, 35(4), 343–
Harmer, J (2004) How to teach writing London: Longman
Hatcher, D., & Goddard, L (2005) The writing process Dallas: Landa Books Hattie, J., & Timperley, H (2007) The power of feedback Review of
Hayes, J R., & Flower, L (1980) Transforming ideas: The role of writing tasks in shaping personal experiences Written Communication, 8(3),
Hayes, J R., & Flower, L S (1999) The dynamics of composing: making plans and juggling constraints In Process Writing and Hypermedia (pp 67–176), Springer
Hidi, S., & Boscolo, P (2006) Motivation and writing In C A MacArthur, S
Graham, & J Fitzgerald (Eds.), Handbook of Writing Research (pp 144–157) The Guilford Press
Homstad, T., & Thornson, H (1994) Writing Theory and Practice in the
Second Language Classroom: A Selected Annotated Bibliography
Homstad, T., & Thorson, H (1996) Using Writing-to-Learn Activities in the
Foreign Language Classroom: A Research Grant Report Center for Interdisciplinary Studies of Writing Minneapolis: University of Minnesota Retrieved from http://pdffinder.net/Collaborative-Learning- in-the-EAP
Huynh, N T (2009) Teaching Writing Skills: An Approach Integrating
Multiple Intelligences and Cooperative Learning Journal of Language Teaching and Research, 1(1), 81–88
Hyland, F., & Hyland, K (2006) Teacher feedback practices in writing instruction: A review of the literature Journal of Second Language Writing, 15(2), 102-117
Hyland, K., & Hyland, F (2006) Feedback on second language students’ writing Language Teaching, 39(2), 83–101
Johnson, D W., & Johnson, R T (1994) Writing-to-learn: Promoting reflective dialogue in conversational communication Journal of Educational Psychology, 86(2), 394–398
Kanwisher, N (2001) Neutral events and perceptual awareness In Cognition
Kellogg, R T (2008) Training writing skills: A cognitive-developmental perspective Journal of Writing Research, 1(1), 1–26
Kim, Y., & Kang, S (2020) Writing to Make Meaning through Collaborative
Multimodal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception Computers and Composition, 58, 102609
Klassen, R M (2002) A Question of Calibration: A Review of the Self-
Efficacy Beliefs of Students with Learning Disabilities Learning Disability Quarterly, 25(2), 88–102
Kobayakawa, Mayumi (2011) Analyzing Writing Tasks in Japanese High
School English Textbooks: English I, II, and Writing Japanese: Graduate School, University of Tsukuba
Kumaravadievlu, B 1993 Maximizing Learning Potential in the
Kustian, S A (2021) An analysis of writing task in English textbook entitled
"Bright an English" for grade IX of junior high school published by Erlangga (Thesis) Tarbiyah and Teacher Training Faculty, State Islamic University Raden Intan Lampung
Lee, C., & Kim, D (2018) Writing to Learn: How Writing Assignments
Foster Writing Skills Improvement Educational Psychology Review, 30(4), 567-583
Leki, I (1995) Coping Strategies of ESL Students in Writing Tasks across the Curriculum TESOL Quarterly, 29(2), 235
Li, S., & Kunnan, A J (2016) The impact of peer feedback on writing performance in ESL writing instruction Journal of Second Language Writing, 31, 31-44
Lillis, T., & Curry, M J (2010) Academic writing in a global context: the politics and practices of publishing in English Routledge London:
Luong, Q T., & Nguyen, T M H (2008) Student writing process, perceptions, problems, and strategies in writing academic essays in a second language: A case study Department of English - American
Language and Culture, College of Foreign Languages, Vietnam National University, Hanoi, Pham Van Dong Street, Cau Giay, Hanoi, Vietnam Received 19 May 2008
Marshall, C., & Rossman, G (2006) Designing qualitative research, 4th ed Matsuda, P K (1997) Contrastive rhetoric in context: A dynamic model of
L2 writing Journal of Second Language Writing, 6(1), 45–60
McShane, S L., and Von Glinow, M A (2010) Organizational behavior:
Emerging knowledge, global reality (5th Edition) New York: McGraw-
In a study conducted by Molla (2020), the perceptions and practices of English as a Foreign Language (EFL) students and teachers regarding writing tasks were explored at Liyew Asres Zewudie General Secondary and Preparatory School in East Gojjam Zone, Ethiopia The research highlights the challenges faced by students in grades 11 and 12, as well as the instructional strategies employed by teachers to enhance writing skills The findings emphasize the need for improved pedagogical approaches to better support EFL learners in their writing tasks.
Murray, D (1972) The teaching of writing is a dynamic and evolving field
Murray, D M (1980) Writing as a process: How writing finds its own meaning In T R Donovan, B W McClelland, & (eds), Eight approaches to teaching composition (pp 3–20) Urbana, IL: National Council of Teachers of English
Murray, D M (1985) A writer teaches writing Houghton Mifflin
Murray, R (2015) Writing for academic journals (3rd ed.) Open University
Mutimani, M M (2016) Academic writing in English: Challenges experienced by bachelor of education primary level students at the University of Namibia, Katima Mulilo campus
Nation, I S P (2009) Teaching ESL/EFL reading and writing New York:
National Writing Project (2007) Improving Writing and Learning in the
Nation’s Schools University of California
Nghi, N P A., & Truong, T N (2023) Difficulties of Vietnamese Students in Learning Academic Writing International Journal of Asian Education, 4(2), 106–114
Nunan, D (1991) Designing Tasks for the Communicative Classroom (Vol
Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle and Heinle Publishers
Nunan, D (2003) Practical English Language Teaching PELT Text (A
Course in English Language Teaching) (1st ed.) McGraw-Hill Education
Nunan, D (2004) Task components In Task-Based Language
Teaching (Cambridge Language Teaching Library, pp 40–75),
O'Brien, S P., Marken, D., & Petrey, K B (2016) Student perceptions of scholarly writing The Open Journal of Occupational Therapy
Okumuş Ceylan, N (2019) Student perceptions of difficulties in second language writing Journal of Language and Linguistic Studies, 15(1),
Oxford Languages (n.d.) Oxford Dictionary Retrieved April 3, 2023, from https://www.oxfordlearnersdictionaries.com/
Oxford living dictionaries online https://en.oxforddictionaries.com/
Pajares, F (2003) Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature Reading & Writing Quarterly, 19(2),
Patel, R., & Nguyen, H (2017) Assessing the Effectiveness of Writing
Assignments in Improving Writing Skills Journal of Educational Research, 110(1), 45-60
Pecorari, D (2003) Good and original: Plagiarism and patchwriting in academic second-language writing Journal of Second Language
Pennington, M C (2002) The impact of writing tasks on logical and linguistically accurate writing Written Communication, 19(4), 479–
Pincas, A (1982) Teaching English writing London: Macmillan
Piolat, A., Olive, T., & Kellogg, R T (2005) cognitive effort during note- taking Applied Cognitive Psychology, 19(3), 291–312
Prain, V., & Hand, B (1999) Students perceptions of writing for learning in secondary school science Science Education, 83(2), 151–162
In his 2014 publication, D A Prastian conducted an analysis of the writing tasks presented in the English textbook "Bright," specifically designed for seventh-grade junior high school students This study, published by the School of Teacher Training and Education at Muhammadiyah University of Surakarta, evaluates the effectiveness and appropriateness of the writing tasks within the educational context.
Reid, J (2002) Writing Ronald Carter and David Nunan (eds) The
Cambridge Guide to Teaching English to Speakers of Other Languages
Ritchie, J., & Lewis, J (2003) Qualitative research practice: A guide for social science students and researchers Thousand Oaks, CA: Sage
Rodriguez, E., & Gomez, L (2017) Promoting motivation and confidence in writing classrooms through teacher-student collaboration Journal of Writing Research, 9(2), 203-220
Rossiter, P & Department of English, The University of Tokyo, Komaba
2004: First Moves: An Introduction to Academic Writing in English
Tokyo: University of Tokyo Press
Santi, S L (2021) Students’ Perception of the Writing Community in Terms of Improving Their Writing Skills: A Study of Students in the IAIN Curup (unpublished master's thesis) State Islamic Institute of Curup
Sawyer, R K (2006) Brainstorming in writing instruction: An overview
Shehadeh, A (2011) Effects and student perceptions of collaborative writing in L2 Journal of Second Language Writing, 20, 286–305
Sidhu, G K (2003) Literature in the language classroom: seeing through the eyes of learners In Ganakumaran & Edwin, M (Eds.), Teaching of Literature in an ESL/EFL Context (pp 88–110), Petaling Jaya: Sasbadi-
Silva, T (1993) Toward an Understanding of the Distinct Nature of L2
Writing: ESL Research and Its Implications TESOL Quarterly, 27(4),
Sokolik, M (2003) Writing In D Nunan (Eds ), Practical English
Language Teaching (PELT), pp 87–88 New York: McGraw Hill
Storch, N (2005) The role of peer interaction in second language writing
Annual Review of Applied Linguistics, 25, 165-186
Sullivan, K P H (2017) Exploring the use of writing tasks to enhance conversational competence Language Learning Journal, 45(3), 301–
Swales, J M (1990) Genre analysis: English in academic and research settings Cambridge University Press
Tashakkori, A., Teddlie, C., & Teddlie, C B (1998) Mixed Methodology:
Combining Qualitative and Quantitative Approaches SAGE Thousand
Tribble, C (1996) Writing Oxford: Oxford University Press
Wang, W., & Wen, Q (2002) L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers Journal of Second Language Writing, 11(3), 225–246
Warschauer, M., & Grimes, D (2007) Audience, authorship, and artifact:
The emergent semiotics of Web 2.0 Annual Review of Applied Linguistics, 27, 1-23
Wigfield, A., & Guthrie, J T (1997) The relationship between children's motivation for reading and the amount and breadth of their reading
Table 2 Analysis of writing tasks in English 12 textbook
No Writing Task Provided in English 12
The Criteria of Writing Task
Unit 1 Task 1: Read the story of a champion swimmer and complete the blanks Use the words in the box
Task 2: Put the following parts of the story in the correct order they appear in the story
Task 3: Writing a life story: Use the given information to write another story of 180-250 words You can add further details to make your story more interesting
Unit 2 Task 1: Match the phrases in the box with the graphs
Task 2: Rewrite the sentences without changing their meaning
Task 3: Describing a line graph: The line graph below shows the urbanization rate in South Korea and Indonesia Write a description (of about 150 words) of the
Guided task trends in the graph
Unit 3 Task 1&2: Read the incomplete essay about the advantages and disadvantages of green energy Use the ideas in the following boxes to complete the first and second paragraph
Task 3: Writing an essay: Use the ideas in the following boxes to write an essay of
180-250 words about the advantages and disadvantages of consuming organic food, using the outline of the essay in 1
Task 1&2: Write meaningful sentences about the pros and cons of solar energy
Task 3: Writing an essay: Use the ideas in
5 (and your own ideas) to write an essay of 180-250 words about pros and cons of solar energy
Unit 4 Task 1: Work in pairs Discuss the difference between a graph and a bar chart; and how to describe the pie chart
Task 2: The pie chart below illustrates the form of communication used by students in Intel Secondary School Complete the
Experience task description with the words in the box
Task 3: Describing a pie chart: Study the pie chart and write a paragraph of 130-
Unit 5 Task 1: Work in pairs Give the reasons why language is often considered the most important cultural identifier
Task 2: Read the following essay on language as defining a person’s cultural’ identity Complete the essay using the correct form of the words in the box
Task 3: Writing an essay: Which is the most important cultural identifier or the feature that defines your cultural identity?
First, discuss your ideas in groups of fours Then decide on the most important feature and write an essay of 180-250 words
Task 3: Writing an essay: Write an essay of 180-250 words about maintaining cultural identity in the globalized world
Use the suggestions in the box or your own information and ideas
Unit 6 Task 1: Match the pictures with the animals’ names Then discuss the questions with a partner
Task 2: Read the fact about the Komodo dragon and the blue whale Write a, b, c, d or e in the spaced provided to match the title with the correct section
Task 3: Writing a report: Choose one of the two species in 2 and write a report of
Unit 7 Task 1: Put the following phrases about intelligent robots in the appropriated columns
Task 2: Read and combine the sentence halves
Task 3: Writing an essay: Complete the outline Then write an essay of 220-260 words to discuss the advantages and disadvantages of using intelligent robots, using the ideas in 2 and 3
Unit 8 Task 1: Look at the following job advertisements Which of the jobs would you like to apply for? Think about whether you have the necessary skills
Guided task Shared task and qualities Share with a partner
Task 2: Look at the sample CV Some pieces of information have been taken out Where should the writer put them?
Match the words and phrases with the gaps in the CV
Task 3: Writing a CV: Write your own
CV to apply for one of the jobs advertised in 1 following the structure of the sample
CV in 2 Remember to tailor your CV so that your experience and skills are aligned with the job requirements
Task 1&2: Look at the job advertisements below Which one would you like to apply for? Consider whether you have the necessary skills and qualities Discuss your ideas with a partner
Task 3: Writing a CV: Write your own
CV to apply for one of the jobs advertised in 5 or a job of your choice Tailor your
CV to have a better chance to be shortlisted for an interview
Unit 9 Task 1: Read the job application letter and write the numbers next to the letter to show the correct components of the letter
Task 2: Read the job advertisement
Make a list of the qualities and experience you may need for the job
Task 3: Writing a letter: Write a letter of around 180 words applying for the job in the advertisement in 2 Include all the letter components in 1 and follow the writing plan below
Unit 10 Task 1: Work in group Ask and answer the following questions
Task 2: Below is a bar chart describing the result of a recent survey of approximately 500 employees about barriers lifelong learning Complete the sentences describing the five barriers, using the information in the chart and the useful expressions in the box
Task 3: Describing a bar chart: Use the sentences in 2 to write a description of
150-180 words about barriers to lifelong learning based on the information from the bar chart
Task 1&2: Read the job advertisement in the newspaper Viet Nam News and think about the qualities and experience you
Guided task may need for the job
Task 3: Writing a letter: Write a covering letter of around 180 words, applying for the job in 5 Use the suggestions below or your own information and ideas
PHỤ LỤC B Bảng câu hỏi khảo sát
Cảm ơn các em đã tham gia khảo sát về "Nhận thức và thực hành viết của học sinh lớp 12 tại một trường THPT ở Bình Định" Hãy chia sẻ kinh nghiệm và ý kiến của mình qua các câu hỏi dưới đây Phản hồi của các em sẽ được giữ kín và bảo mật.
PHẦN I: THÔNG TIN CÁ NHÂN
1 Em thuộc giới tính nào?
2 Em đánh giá trình độ tiếng Anh tổng thể của mình như thế nào?
Sơ cấp Trung cấp Cao cấp
3 Em đánh giá khả năng viết của mình như thế nào?
Rất kém Kém Trung bình Tốt Rất tốt
PHẦN II: NHẬN THỨC VÀ VIỆC THỰC HÀNH VIẾT CỦA HỌC SINH LỚP 12
4 Nhận định và việc thực hành của em về các nhiệm vụ viết Task 1 (nhiệm vụ đầu vào ngôn ngữ), Task 2 (nhiệm vụ cung cấp cấu trúc), Task 3 (sản phẩm viết) trong sách giáo khoa Tiếng Anh lớp 12 như thế nào? (Phần A)
5 Những thách thức em gặp phải khi thực hành các nhiệm vụ viết là gì?
Vui lòng chỉ ra mức độ đồng ý của em với các câu trả lời đã cho bằng cách chọn một trong năm mức độ sau:
1 = Rất không đồng ý 2 = Không đồng ý 3 = Trung lập
1 2 3 4 5 Chủ đề một: Nhận thức về tác động của các nhiệm vụ viết đối với việc cải thiện kỹ năng viết
P1 Tôi tin rằng các nhiệm vụ viết trong sách giáo khoa 12 giúp nâng cao kỹ năng viết của tôi rất nhiều
P2 Task 1 giúp tôi mở rộng vốn từ vựng và diễn đạt ý tưởng sâu sắc hơn trong các bài viết
P3 Hiểu rõ tầm quan trọng của Task 1 là bước quan trọng trong việc cải thiện kỹ năng viết của tôi
P4 Task 2 giúp tôi tự tin hơn trong việc tổ chức và triển khai ý tưởng trong bài viết một cách có hệ thống
P5 Task 2 giúp tôi thấy rõ sự liên kết giữa các ý tưởng để bài viết có tính logic
P6 Task 1 và Task 2 là cơ sở để hoàn thiện Task 3
P7 Việc nhận thức về tác dụng của cả ba Task 1,2,3 đến kỹ năng viết giúp phát triển toàn diện từ ngôn ngữ, cấu trúc đến nội dung bài viết
Chủ đề hai: Nhận thức về sự liên quan của các nhiệm vụ viết
P8 Hầu hết các nhiệm vụ viết trong sách giáo khoa đều liên quan đến tình huống thực tế trong cuộc sống của tôi
P9 Hầu hết các nhiệm vụ viết trong sách giáo khoa đều quen thuộc với tôi; do đó, tôi tập trung vào bài viết của mình
P10 Đôi khi tôi bối rối về các nhiệm vụ trong sách giáo khoa và cách thực hiện chúng
P11 Hiểu biết về các quy tắc của một ngôn ngữ không đảm bảo khả năng viết tốt trong ngôn ngữ đó
P12 Task 1 có thể áp dụng vào giao tiếp hội thoại, cải thiện khả năng truyền đạt ý tưởng và tương tác với người khác
P13 Task 2 giúp bài viết có logic và chuẩn xác về mặt ngôn ngữ
P14 Task 3 giúp chuyển đổi ý tưởng, chia sẻ và truyền đạt trải nghiệm cá nhân qua bài viết
Chủ đề ba: Nhận thức về vai trò của học sinh và giáo viên trong các nhiệm vụ viết
P15 Thành công trong việc học viết phụ thuộc vào những gì giáo viên làm trên lớp
P16 Tôi nghĩ các nhiệm vụ trong sách giáo khoa thúc đẩy việc tự học
P17 Các nhiệm vụ viết trong sách giáo khoa phù hợp để làm việc nhóm
P18 Học sinh đề xuất ý tưởng Task 1, nhận sự hỗ trợ từ giáo viên để phát triển ngôn ngữ
P19 Học sinh tham gia vào quá trình xây dựng Task
2 dựa trên hướng dẫn của giáo viên
P20 Học sinh tự đánh giá và chủ động cải thiện Task
3 dựa trên phản hồi nhận được
Trong quá trình thực hiện nhiệm vụ viết, việc động não về chủ đề là một bước quan trọng mà học sinh cần thực hiện trước khi bắt tay vào viết Điều này giúp họ hình thành ý tưởng rõ ràng và có sự chuẩn bị tốt hơn cho bài viết của mình.
P22 Tôi hiểu biết thêm về nhiệm vụ viết thông qua giới thiệu ngắn về chủ đề từ giáo viên
P23 Tôi tương tác với bạn học để mở rộng vốn từ ngữ, xây dựng cấu trúc viết hiệu quả
P24 Tôi thường xuyên tham gia và thấy thú vị khi thực hiện các nhiệm vụ viết
P25 Tôi thường giúp đỡ bạn học trong quá trình thực hành nhiệm vụ viết
P26 Tôi thường nhận được sự hỗ trợ từ giáo viên trong khi thực hiện các nhiệm vụ viết
P27 Tôi tích cực tham gia vào nhiệm vụ viết để đảm bảo tính logic và đúng cấu trúc của sản phẩm viết
P28 Tôi thường nhận xét bài làm của bạn học sau các nhiệm vụ viết
P29 Tôi nhận được ý kiến xây dựng từ giáo viên về bài viết của mình
P30 Tôi thường viết lại dựa trên các nhận xét và chỉnh sửa nhận được
1 2 3 4 5 C1 Các nhiệm vụ viết cũng thách thức và đòi hỏi khắt khe như các nhiệm vụ ngôn ngữ khác
C2 Nhiệm vụ viết có nhiều thách thức hơn các nhiệm vụ ngôn ngữ khác
C3 Viết sử dụng ngôn ngữ đa dạng và tuân thủ cấu trúc là một thách thức đối với tôi
C4 Tôi thường thiếu từ vựng khi thực hiện Task 1
C5 Tôi chưa nắm vững cấu trúc khi thực hiện
C6 Đạt đến yêu cầu về số từ hoặc chiều dài đôi khi gây khó khăn với tôi trong Task 3
C7 Đôi khi tôi thiếu sự hỗ trợ từ giáo viên khi thực hiện các nhiệm vụ viết
PHỤ LỤC C CÂU HỎI PHỎNG VẤN
1 Trong các nhiệm vụ viết (Task 1, 2, 3), em cho rằng nhiệm vụ nào quan trọng nhất giúp cải thiện kỹ năng viết?
2 Các nhiệm vụ viết giúp em cải thiện khả năng truyền đạt ý tưởng như thế nào?
3 Theo em, việc học viết có phải là quá trình tương tác giữa học sinh và giáo viên không?
4 Trước khi thực hành viết, em thường thực hiện những hoạt động nào để có kiến thức về chủ đề?
5 Trong quá trình thực hành viết, em phụ thuộc vào sự giúp đỡ của giáo viên hay tự viết?
6 Sau khi thực hành viết, giáo viên và các bạn có nhận xét cho em không?
7 Em thấy nhiệm vụ viết có khó hơn các nhiệm vụ ngôn ngữ khác (nghe, nói, đọc) không?
8 Trong các nhiệm vụ viết (Task 1, 2, 3), em cho rằng nhiệm vụ nào là khó nhất?