English major students' difficulties in studying writing ii subject a case study at banking academy of vietnam

Moreover, this study aims to enhance students' writing proficiency, particularly in the area of paragraph composition, to establish a strong groundwork for students as they go to essay w

INTRODUCTION

Background of the study

Developing writing abilities is essential for English language competency, alongside listening, speaking, and reading skills This skill is particularly vital for English major students, as proficiency in writing can enhance their overall language abilities Effective writing refines students' communication skills and allows them to articulate their ideas clearly According to Karyuatry (2018), writing serves as a crucial tool for sharing opinions and conveying beliefs with depth The writing process also stimulates imagination, critical thinking, and concentration, which are essential for future career success Strong writing skills are necessary for presenting one's strengths on a resume to potential employers Despite its many benefits, writing is often perceived as challenging, especially for students learning English as a foreign language, requiring considerable practice to master.

To Blanchard and Root (2003), acquiring the skill of writing in a different language might be challenging

The Banking Academy of Vietnam recognizes the importance of writing skills and has organized classes for English major students to enhance their abilities After completing Writing I, students are required to take Writing II, which is essential for building a solid foundation in paragraph composition before progressing to essay writing courses This module aims to improve students' skills in crafting academic paragraphs across various genres, ensuring they first master the fundamental elements of paragraph structure.

Learners must effectively arrange paragraphs and demonstrate various types, such as comparison-contrast, cause-effect, and opinion paragraphs Upon completing the course, they should be able to write coherent paragraphs, paving the way for essay writing in future courses While crafting a paragraph is often seen as easier than writing an essay, successful essay development requires careful organization and composition of individual paragraphs Oshima and Hogue (2006) note that the primary distinction between an essay and a paragraph is length Many students struggle to progress to more advanced courses, as Wirantaka (2016) highlights the challenges in developing a single main idea within a paragraph This study aims to improve understanding of the difficulties faced in Writing II and propose solutions to these challenges.

Objectives

This study focuses on identifying the challenges faced by English language majors at the Banking Academy of Vietnam in their Writing II course It aims to propose solutions to improve these issues and enhance students' writing skills, particularly in paragraph composition, as a foundation for future essay writing courses Additionally, the research seeks to offer instructors a comprehensive understanding of these challenges, enabling them to develop more effective strategies to support their students.

The significance of the study

This study aimed to understand and analyze the specific challenges encountered by English major students in Writing II at the Banking Academy of Vietnam Although many studies have explored the difficulties faced by EFL learners globally in writing, this research focuses on the unique context of Vietnamese students.

This research aims to address the lack of studies on the challenges students face in writing academic paragraphs, specifically targeting students at the Banking Academy of Vietnam By investigating the difficulties in acquiring, formulating, and producing English paragraphs, the findings will offer valuable insights for both educators and learners These insights will enable teachers to better understand student challenges and adapt their teaching methods and materials accordingly Additionally, students will be encouraged to evaluate their own struggles and preferred learning strategies, leading to the identification of more effective alternative approaches to learning.

Research question

The goal of this study is to address a research question:

- What difficulties do English-major students at BAV have in Writing II?

Scope and scale

This study focuses on English major students in Banking and Finance at the Banking Academy in Vietnam, specifically those who are currently enrolled in or have completed Writing II The research involved a sample size of around 150 students, with initial data collected through an online pre-survey involving 15 randomly selected participants to pinpoint key challenges in Writing II This was followed by a comprehensive online survey that included 75 participants to gather more in-depth insights.

Summary

This chapter overviews the study's background, objectives, and research question It also emphasizes the significance of the study and defines its scope and scale

LITERATURE REVIEW

Writing and writing skills

2.1.1 The definitions of writing and academic writing

Writing is a complex cognitive process that utilizes written symbols to express ideas and information It involves identifying, articulating, and organizing thoughts into coherent paragraphs for clarity and reader comprehension Writing encompasses various forms, including academic, technical, and creative genres, each requiring distinct approaches Effective writing demands clarity, consistency, conciseness, and consideration of the audience and purpose Mastering this skill involves regular practice, constructive feedback, and careful revisions, making it essential for writers and English language learners to engage in multiple strategies to communicate their messages effectively.

Academic writing is a formal style of writing commonly used in higher education, particularly in universities and colleges, for tasks such as graduation theses and scientific research Unlike personal writing, which is more casual and creative, academic writing adheres to a structured format and employs a formal tone, minimizing colloquial expressions This type of writing presents unique challenges for non-native speakers, as they may encounter differences in vocabulary, syntax, and organizational structure compared to their native language.

2.1.2 The importance of writing skill

Writing is a crucial skill in mastering the English language, as highlighted by Graham (2019), and plays a vital role alongside listening, speaking, and reading It not only helps learners improve their language abilities but also fosters the development of additional competencies Beyond academic applications, writing serves various non-academic purposes, enabling proficient individuals to contribute significantly to their nation's progress, education, and professional sectors (Onchera and Manyasi, 2013).

Mastering writing skills is crucial for improving performance in subjects that require extensive writing, especially for those learning a foreign language According to Gautam (2019), writing proficiency plays a vital role in both language instruction and acquisition To demonstrate language acquisition effectively, learners must be able to write comprehensive articles that clearly express their viewpoints and objectives using clear and coherent language.

Writing is a crucial tool for expressing thoughts and improving verbal cognition, as highlighted by Nasser (2016), who emphasized its importance for effective intercultural communication Students should actively analyze and refine their information to support their claims while employing appropriate grammatical structures and language to clearly convey their ideas This method not only enhances communication but also fosters the rapid development of synthesis and logical thinking skills.

Self-training in writing significantly boosts creativity and concentration Strong writing skills are essential for future job applications, making English writing abilities particularly vital in today's globalized world.

To achieve success, students must prioritize the development of their writing skills, as these abilities are vital for personal and academic growth Understanding the importance of effective writing is the first essential step in enhancing one's overall learning experience.

The concept of paragraph writing

Before writing a paragraph, it is vital to possess a precise comprehension of the term

According to Oshima and Hogue (2006), a paragraph consists of a series of sentences that revolve around a central idea While the number of sentences is not critical, the paragraph should be long enough to clearly communicate its main point Additionally, paragraphs can function independently or as part of a larger multi-paragraph essay.

A well-structured paragraph consists of three key elements: a topic sentence, supporting sentences, and a concluding sentence Boardman and Frydenberg (2008) emphasize that the introductory phrase should clearly present both the topic and the main idea The body of the paragraph should include supporting sentences that elaborate on and clarify the topic sentence Additionally, the authors highlight the importance of the concluding sentence, which serves to reinforce the core concept of the paragraph for the reader.

Boardman and Frydenberg (2008) suggested that composing a paragraph requires following a 6-step writing process

To successfully tackle an assignment, learners must first grasp the topic's requirements thoroughly According to the authors of "Writing to Communicate," understanding the assignment's objective is crucial Writers should address six essential questions: What is the topic? Why is it important? Where will it be applied? How long should the response be? When is the deadline? And how should it be structured?

The second step in the writing process is brainstorming, where writers are encouraged to freely jot down all their thoughts without any restrictions, as recommended by Boardman and Frydenberg (2008) This open approach to idea generation is essential for fostering creativity and can be characterized as a vital stage in developing coherent content, according to Hussen (2015).

A cognitive organizer serves as an essential tool for accumulating and developing ideas, acting as a crucial pre-writing step The third step in the writing process involves effectively organizing these ideas, as emphasized by Boardman and Frydenberg.

In 2008, writers are encouraged to organize their thoughts through a structured approach that involves three key stages First, they should develop a clear topic sentence, followed by the removal of irrelevant concepts Next, creating a comprehensive outline is essential, along with the incorporation of fresh ideas to enhance the writing process.

(2003), these stages can be collectively referred to as planning

The fourth step in the writing process is to create the first draft After gathering ideas and outlining, writers begin composing full sentences According to Boardman and Frydenberg (2008), students should not focus on grammar or punctuation at this stage, as these elements can be refined in later revisions.

The fifth step is to rewrite the first draft The process will comprise two distinct components, namely review and editing, as outlined by Boardman and Frydenberg

When rewriting, students must ensure their paragraphs meet three essential criteria for effective writing This process involves substantial revisions to align the planning and writing stages, as highlighted by Williams (2003) Hussen (2015) emphasizes the importance of focusing on sentence structure issues, including word choice, spelling, punctuation, grammar, and capitalization, to enhance paragraph quality.

The final step in the paragraph writing process is to create the next or final draft, where students complete the full version with thorough editing and error checking According to Boardman and Frydenberg (2008), this draft represents the ultimate written work to be submitted.

Boardman and Frydenberg (2008) assert that an effective paragraph should possess three essential attributes: cohesion, coherence, and unity

Coherence is the quality of a paragraph where sentences connect meaningfully, following a specific rule This ensures that the paragraph has a logical and consistent structure, enhancing readers' understanding.

Cohesion is the essential quality of a paragraph where supporting sentences are interlinked and reinforce the central idea According to Boardman and Frydenberg (2008) in "Writing for Communication," there are four key cohesive devices: connectors, definite articles, personal pronouns, and demonstrative pronouns.

Unity refers to a paragraph consisting of sentences that exclusively support a single core idea, as Boardman and Frydenberg (2008) suggested.

Difficulties in learning paragraph writing

Writing is often regarded as one of the most challenging skills for English learners, as it demands significant theoretical knowledge and practical application According to Hussen (2015), the difficulty of writing assignments stems from the multitude of theoretical and practical considerations involved.

Writing is a complex, multi-step process that involves six key stages, as noted by Boardman and Frydenberg (2008) According to White and Arndt (1991), the writing process is akin to problem-solving, requiring the generation of ideas, planning, goal-setting, and evaluation, which demands significant knowledge, expertise, and perseverance from writers The various challenges encountered during writing can lead to errors, with Hussen (2015) suggesting that these issues act as clear indicators of the difficulties learners may face.

In her 2021 study on the challenges encountered by language majors at Tay Do University in Vietnam, Phuong identified key issues such as self-motivation, knowledge background, time management, and native language influence Research by Nasihah and Cahyono (2017) highlights a strong correlation between motivation and writing performance, emphasizing that motivation is a crucial factor in language acquisition, as supported by Deci and Ryan (1985) and Gardner (1985) Additionally, Phuong points out that insufficient background knowledge significantly hinders many writers' abilities.

In 2021, an individual's background knowledge plays a crucial role in the learning process, as a solid grasp of the subject matter can significantly enhance a writer's confidence during the initial phases of writing However, challenges may arise when faced with unfamiliar topics.

Students often struggle to consolidate foundational knowledge and effectively prepare for new information, facing challenges in distinguishing between reliable and unreliable sources, as noted by Mammadova (2020) This confusion, along with issues like improper library website usage and citation misunderstandings, contributes to their difficulties Additionally, background knowledge significantly influences motivation, with factors such as task difficulty and the solitary nature of writing impacting students' willingness to engage, according to Hidi and Boscolo (2006) Time management also plays a crucial role in writing outcomes, as highlighted by Ghanbari et al (2015), with many students lacking the skills to organize their time effectively Wirantaka (2016) found that limited vocabulary restricts students' ability to express ideas, a concern echoed by Ayele Eyob (2020) regarding writing challenges in Ethiopian university students Common errors in vocabulary usage and paragraph organization were identified by Ariyanti and Fitriana (2017), while Tanasy and Nashruddin (2020) observed that students often translate sentences from their native language into English, further complicating their writing process.

In 2017, students encountered significant challenges in writing, particularly in grammar, cohesiveness, and coherence The study revealed that many learners struggled with various aspects of essay writing, including tenses, subject-verb agreement, personal pronouns, word order, articles, auxiliary verbs, and sentence fragments.

Many students encounter substantial difficulties in achieving cohesion and coherence in their writing Throughout the writing process, they often grapple with maintaining a consistent style Research by Boardman and Frydenberg highlights these common challenges faced by students.

In 2008, it was emphasized that mastering writing style is as crucial as understanding grammar and other rules Wirantaka (2016) highlighted the difficulties faced by individuals learning English as a second language (L2) when composing academic paragraphs A common issue among writers is the confusion between academic and casual writing styles in their essays and paragraphs.

Students often face challenges in enhancing their writing skills, particularly in their interactions with teachers Understanding teaching methods and feedback can be difficult for students during the writing learning process According to Brown (2000), as cited by Hidayati (2018), teachers should serve as guides rather than judges, focusing on respecting students' ideas instead of imposing their own The teacher's role includes mentoring and providing constructive feedback to help students refine their writing Paulus (1999) emphasizes that the way teachers structure classrooms and deliver feedback significantly affects students' attitudes toward writing and revision Research by Srichanyachon (2012) indicates that positive feedback, whether direct or indirect, boosts students' motivation to enhance their writing skills Additionally, learning materials present another challenge; Mishan and Timmis (2015), Richard (2001), and Tomlinson (2012), as cited by Ilham, Musthafa, and Yusuf (2020), highlight the importance of learning resources in the teaching and learning process In conclusion, Budjalemba and Listyani (2020) suggest that external factors, including teaching techniques and learning materials, contribute to the challenges students face in writing.

Solutions to difficulties in learning paragraph writing

To improve students' writing proficiency, it is essential to adopt methods that address both internal and external factors Implementing flexible teaching strategies can significantly enhance students' learning experiences and knowledge acquisition Engaging activities, particularly group work, promote active participation and lead to better writing outcomes (Rao, 2019) Additionally, providing diverse feedback on students' written assignments is crucial for their development in ESL academic writing (Paulus, 1999) Educators should also encourage increased reading and offer supplementary resources According to Belkhir and Benyelles (2017), reading sample texts not only enhances writing skills but also serves as an effective implicit approach, guiding students in understanding writing techniques and principles unconsciously.

Students should not only focus on external influences but also on internal factors, such as engaging with academic publications to analyze the writing styles, vocabulary, and sentence structures of esteemed authors This practice enhances their understanding and knowledge, as highlighted by Belkhir and Benyelles.

Regular reading enhances language affinity, as noted in 2017, compared to infrequent readers Students can improve their grammar by targeting specific weaknesses through additional exercises Writing under time constraints can reduce classroom stress, while collaboration on writing tasks allows for peer feedback Ghanbari, Karampourchangi, and Shamsaddini (2015) highlighted that students feel more comfortable sharing ideas with peers, and feedback from classmates can spark creativity and refine their work This collaborative approach is recognized as an effective strategy for enhancing students' writing skills.

Peer review significantly benefits both reviewers and reviewees by improving the evaluation of manuscripts and specific sections of articles Research by Huisman et al (2018) indicates that papers undergoing peer review show enhancements in content, structure, and style throughout the writing process, from the initial draft to the final edit.

Previous studies on paragraph writing

A study by Wirantaka (2016) examined paragraph composition in EFL academic materials among students at private universities in Yogyakarta, Indonesia The research aimed to understand how these students develop their paragraphs and the challenges they encounter, using qualitative data gathered through interviews The findings revealed that paragraph construction involves a sequential process of brainstorming, drafting, evaluating, and editing Additionally, students face difficulties in various areas of paragraph writing, including English vocabulary selection, grammar, idea development, coherence and cohesion, sentence structure, and proper citation.

A study by Handayani, Rasyid, and Lustyantie (2019) explored the challenges faced by EFL learners in creating coherent and well-structured paragraphs at a public university in Serang Baten Utilizing a qualitative approach, the researchers collected data through interviews, standardized writing assessments, and classroom observations The analysis revealed that students struggled with crafting effective topic sentences and organizing supporting details, resulting in a lack of coherence and rigor in their writing Additionally, the study identified several contributing factors to these difficulties, including inadequate teaching methods, insufficient understanding of paragraph composition, and other related issues.

13 comments and directions Therefore, this study also suggested strategies to enhance these challenges

Tanasy and Nashruddin (2020) conducted a qualitative study focusing on the challenges faced by undergraduate English education students at Muslim Maros University in developing their writing skills, utilizing Google Classroom during the COVID-19 pandemic The research revealed that common errors included grammatical inaccuracies related to linking words, pronoun references, and verb usage, alongside difficulties in vocabulary selection and frequent mistakes in punctuation, spelling, and capitalization The study identified key factors contributing to these challenges, such as insufficient practice, poor time management, and a lack of enthusiasm among students Overall, the research highlighted the significant obstacles and underlying causes affecting students' writing skill acquisition.

In Vietnam, some of the following authors have researched the difficulties that students encounter when writing paragraphs

Nguyen and Huynh (2022) conducted a study to identify common errors in paragraph writing among students and propose effective solutions to address these issues The research involved administering a questionnaire and analyzing 15 handwritten writing samples, with a specific sample size utilized for data collection.

A study involving 74 first-year students from Tay Do University in Vietnam revealed that when organized into groups of 2-3 for paragraph writing, students encounter three primary challenges: articulating ideas, limited vocabulary, and grammatical errors To address these issues, the authors recommend implementing targeted strategies aimed at improving students' writing skills.

14 aforementioned issues, such as creating a structured plan, engaging in reading books, and increasing regular practice

A study by Ly et al (2021) examined the challenges faced by first-year students at Tay Do University in Vietnam regarding paragraph composition Employing both quantitative and qualitative research methods such as questionnaires, interviews, and observations, the study analyzed data using SPSS software The results revealed that new university students often struggle with grammatical structure, vocabulary, and coherence in their writing The authors aimed to encourage students to reflect on their writing difficulties and proposed strategies for improvement They also recommended that educators adopt innovative and flexible teaching methods to enhance students' paragraph writing skills.

In their 2017 study, Dan, Duc, and Chau investigated paragraph composition errors among first-year English majors at Can Tho University for the academic year 2013-2014 The research involved collecting data through student essays and comprehensive interviews Over a 30-minute period, 60 students composed essays of at least 120 words on the topic "Your new life at Can Tho University." Upon analyzing these essays, the authors identified 13 prevalent categories of errors, with word formation and word choice errors being the most frequent among students.

Subject/verb agreement and word order are among the least common errors in student writing Research, including articles and interviews, indicates a strong correlation between student and teacher feedback To improve writing skills, the authors propose various strategies for students to tackle grammatical issues, along with recommendations for teachers to support this development.

Acquiring English as a second language presents numerous challenges in paragraph composition, primarily due to vocabulary and grammar deficiencies.

This study aims to identify the paragraph writing challenges faced by students at the Banking Academy, highlighting issues related to coherence, cohesion, and the lack of supervision and feedback from lecturers A deeper investigation is essential to understand these challenges better, ultimately facilitating improved comprehension for both students and professors The research will also propose viable solutions to address the difficulties encountered by students in their writing.

Summary

This chapter explores the fundamentals of writing and writing skills, defining both general and academic writing while emphasizing the significance of strong writing abilities It delves into the concept of paragraph writing, covering essential elements such as paragraph structure, effective writing techniques, and key characteristics of well-crafted paragraphs Furthermore, it reviews existing research on the challenges faced in learning paragraph writing and presents viable solutions to address these obstacles.

RESEARCH METHODOLOGY

Locale of the study

The research was carried out at the FFL of BAV located at 12 Chua Boc, Quang Trung Ward, Dong Da District, Hanoi City, Vietnam The training program at FFL provides students with comprehensive knowledge in English as well as Banking and Finance.

Research method

This study will utilize quantitative methodologies for data collection, primarily through questionnaires The data gathered will be analyzed using SPSS software to enhance reliability A distinctive aspect of this research is the use of pre-survey data to inform the main survey, which will address common challenges encountered by English majors in Writing II at BAV, particularly in paragraph composition.

Integrating a pre-survey with the main survey offers significant advantages in data collection, particularly by identifying key challenges in learning paragraph writing This preliminary survey, designed to inform the primary survey, plays a crucial role in the research process as it allows for planning and refinement of questions based on initial findings As noted by Van Teijlingen and Hundley (2002), pilot research enhances the likelihood of success and addresses practical concerns Ultimately, the insights gained from the pre-survey will lead to more relevant and reliable primary survey questions that reflect student experiences.

Populations and sampling descriptions

This research paper focuses on a poll conducted among English major students at BAV who have successfully completed Writing II Notably, most of the survey participants were final-year students from the faculty's 23rd course, which was the final cohort to undertake Writing II.

The study combined the examination of writing and reading skills through online surveys conducted via Google Forms, which offer flexibility, convenience, and cost-effectiveness (Evans & Mathur, 2005) Targeting final-year students with a specific level of English proficiency, the survey aimed to gather reliable responses due to their comprehensive understanding of the questions Out of an estimated 150 students in FFL, 90 participated in the surveys, with the pre-survey involving 15 students (10 females and 5 males) randomly selected from three classes, and the main survey comprising 75 respondents, predominantly female (81%) Participants rated their English abilities on a scale from 1 to 5, revealing that 62% considered their skills to be average, while only 3% rated themselves as extremely proficient.

Table 3.1 Sample sizes (Source: Author)

Conducting a preliminary survey with 15 students will yield valuable insights for developing targeted questions for the main survey The survey will be carefully designed based on previous research findings By including students with diverse writing proficiency levels, the study aims to enhance the comprehensiveness and objectivity of the results Ultimately, the research seeks to identify the challenges students encounter in mastering paragraph writing skills, encompassing both proficient writers and those who lack confidence in their abilities.

Research instrument

The questionnaire was created by adapting the first questionnaire designed by Phuong

In 2021, a study identified seven key challenges faced by students, including issues related to grammar, prior knowledge, idea organization, time management, teacher influence, and native language barriers To enhance the relevance of the findings, the pre-survey questionnaire was revised to incorporate additional challenges specifically reflecting the experiences of English major students in paragraph writing.

The online pre-survey was conducted using Google Forms and distributed to participants through social media platforms to inform the main survey's design According to In (2017), pre-surveys are essential for assessing the feasibility of a research topic and determining whether a project should proceed Additionally, as noted by Thabane et al (2010), pilot surveys are crucial for evaluating the practicality of large-scale studies Researchers have found that conducting a pre-survey significantly enhances the chances of success and minimizes the risk of major survey failures This study's pre-survey specifically aims to identify the challenges students face in Writing II, gathering essential demographic information such as year of study and gender to effectively structure the main survey.

An essential aspect of this study is to assess participants' challenges in learning to write and their prior experience with Writing II, which will help identify the target audience for the pre-survey Participants will evaluate common error groups and the frequency of these difficulties using a 5-point Likert scale, ranging from "never" to "always." To ensure the reliability and consistency of the pilot survey items, error groups will be coded and analyzed in SPSS 26, covering areas such as background knowledge, motivation, vocabulary, spelling, grammatical structure, cohesion, academic style, writing organization, time management, word limit, research skills, teaching methods, feedback, assessments, and learning materials Additionally, the pre-survey includes an open-ended question, allowing participants to highlight any other difficulties not addressed in the survey, thereby enhancing the objectivity of the results and encouraging candid responses.

The questionnaire was adapted from Phuong (2021) as well as Phan, Nguyen, and Le

In a study by Phuong (2021), several challenges faced by students in developing writing skills were identified, including issues with vocabulary, grammar, background knowledge, idea organization, time management, and the influence of their mother tongue and teachers Similarly, Phan, Nguyen, and Le (2022) noted that students often struggle with background knowledge, motivation, vocabulary, grammatical structure, idea organization, and spelling while writing paragraphs Consequently, the main survey's questionnaire was revised and reorganized to better address the needs of English major students at BAV.

The main survey was conducted online and shared with participants via the same Google Form link as the previous one However, in this survey, the questions were

20 more detailed and comprehensive to provide valuable insights into the difficulties that students often encounter while learning Writing II The survey will be organized into two primary sections

The opening section of the survey will present the author's details, outline the research objectives, and indicate the estimated time for completion It emphasizes a commitment to protecting participants' personal information and extends sincere appreciation to those who contributed their time to participate in the survey.

Section 1 aims to provide essential information about the students participating in the survey, including their current academic year, gender, and completion status of Writing This section will consist of five questions designed to gather these key details.

II The survey sample should consist of students who have completed this module It is crucial to identify the intended recipients of the study by addressing three fundamental inquiries Participants will assess their English writing proficiency and the level of difficulty of Writing II with the last two questions Participants will assess their writing abilities by rating their work on a scale from very poor to very good The difficulty level assessment involves six levels, from very easy to very hard These two inquiries provide readers with an opportunity to observe the relationship between the learner's aptitude and the topic at hand

The second section of the survey included 20 closed-ended questions rated on a 5-point Likert scale, where 1 represented strong disagreement and 5 indicated strong agreement Participants reported encountering one significant challenge in paragraph composition during the Writing II course These questions were designed based on findings from a pre-survey, which identified common mistakes students make in paragraph writing The pre-survey revealed fundamental error categories, such as motivation, syntax, vocabulary, time constraints, word count, coherence, cohesion, and paragraph types, which are prevalent among learners globally These challenges are viewed as internal obstacles stemming from the learners themselves, alongside additional external challenges.

This article discusses 21 external issues faced by educators and educational resources, focusing on challenges in Writing II linked to internal factors affecting students, coded as I1 to I16 Problems related to teachers are categorized as L1 and L2, while issues concerning learning materials and information gathering are labeled M1 and M2 The survey responses will be coded and analyzed using SPSS to evaluate data reliability Response intervals are defined as follows: strongly disagree (1.00 – 1.49), disagree (1.50 – 2.49), neutral (2.50 – 3.49), agree (3.50 – 4.49), and strongly agree (4.50 – 5.00) This phase is anticipated to significantly enhance the research outcomes and improve objectivity.

Data collection procedures

The surveys were conducted online using Google Forms to accommodate final-year ATC students, who were primarily engaged in internships and had limited time Students received survey links via Zalo and Messenger, with 15 participants completing the pre-survey on April 1, which lasted 24 hours Insights from the pre-survey informed modifications to the main survey, which was available online for ten days from April 2 to April 11 This online approach provided flexibility, allowing respondents ample time to consider their answers, leading to more thoughtful and accurate responses.

Data processing method & data analysis

The survey data gathered via Google Forms will be transformed into an organized Excel file, categorizing responses into groups To ensure the reliability of the research findings, any responses deemed inappropriate or incomplete will be excluded, thereby avoiding ambiguous or speculative information Further analysis will be performed using Microsoft Excel 2010 and SPSS 26 software.

22 testing program, this stage functions as a preliminary and evaluative measure for unprocessed data

To assess the reliability of survey data and the consistency among variables, researchers utilize Cronbach's alpha coefficient, introduced by Cronbach in 1951 This coefficient yields a numerical value ranging from 0 to 1, reflecting the degree of consistency among variables associated with the same concept or construct, as detailed by Tavakol and Dennick.

Cronbach's alpha coefficient is a key measure of internal consistency in surveys and tests, with acceptable values ranging from 0.70 to 0.95 An increase in this coefficient indicates a specific correlation among survey questions or categories However, an alpha exceeding 0.95 may suggest redundancy due to overlapping question meanings, prompting the need for test reduction Conversely, a low alpha indicates insufficient correlation among questions, necessitating their removal or revision Additionally, Zijlmans et al (2019) introduced the Corrected Item Total Correlation Coefficient, which assesses item coherence and requires a minimum value of 0.30 for validity.

Descriptive statistics are essential in research as they provide clear summaries of sample characteristics and study variables (Mishra et al., 2019) These statistics are categorized into frequency measures, central tendency measures, and dispersion measures In quantitative research methodologies, the latter two categories are commonly used This study will utilize the mean and standard deviation to evaluate the central tendency and variability of participant responses.

Validity and reliability

Conducting orientation research is essential as it lays the groundwork for the primary study According to Tavako and Dennick (2011), a pilot study is a preliminary investigation that helps assess the feasibility of the research process The primary aim of this study is to aid researchers in selecting suitable methodologies and identifying research inquiries Primary research is deemed the most effective approach, as focused investigations can help estimate the required time and resources for a comprehensive study.

On April 1st, a practical pre-survey questionnaire was conducted with 15 senior students from the English Language Faculty who had completed Writing II The data collected will be analyzed using SPSS 26 to ensure reliability, yielding a Cronbach's alpha coefficient of 0.863 for the 15 items, which is considered ideal However, item F14 (Lecturer's assessments) will be excluded due to a corrected item-total correlation coefficient of only 0.067, below the acceptable threshold of 0.30 The author will utilize the remaining 14 identified difficulties to develop detailed questions for the main survey.

Summary

This chapter provides an in-depth overview of the study's location and research methodology, detailing the population and sampling methods It also outlines the research tools utilized, alongside the procedures for data collection, processing, and analysis, while emphasizing the validity and reliability of these methods.

FINDINGS AND DISCUSSIONS

Demographic results

Following 10 days of conducting a Google Forms survey and screening data, a total of

A total of 75 individuals participated in the main poll of this study, with 61 (81%) identifying as female, 12 (16%) as male, and 2 (3%) not specifying their gender, indicating a higher proportion of female students All participants are final-year students who possess a certain level of English proficiency and have completed Writing II, making them aware of the challenges associated with the subject These students recognize the importance of writing skills for their future development Due to curricular changes, upcoming courses will integrate both reading and writing instruction, allowing for potential content adjustments To maintain objectivity and realism, this study focused exclusively on students from course 23 who have completed Writing II.

Figure 4.1 Self-assessment of writing skills (Source: Author)

Very low Low Average Good Very good

A recent study on English writing proficiency revealed that only 2% of students rated their skills as very low, while 8% considered their abilities low Among the 75 participants, 65% viewed their writing proficiency as average, 21% rated it as good, and just 3% felt they had very good writing skills This self-assessment, using a 5-point scale, highlights a general lack of confidence among participants, with only 15 individuals expressing self-assurance in their writing abilities Notably, two participants rated themselves as good and very good, respectively, indicating that while most were not shy about their writing, they still lacked confidence in their skills.

4.1.3 Student Perspectives on Writing II

In a study examining the difficulty level of a specific subject, none of the 75 participants deemed it extremely easy Only 1.3% classified the subject as easy, while 38.7% rated it as average The majority, approximately 49.3%, expressed varying degrees of difficulty, indicating a general consensus that the subject posed challenges for most participants.

A survey conducted with 37 participants revealed that many find this subject challenging, with 10.7% specifically stating it is quite difficult While a small number perceive the topic as easy, the majority view it as presenting a medium to high level of difficulty The aim of this inquiry is to assess these perceptions.

Very easy Easy Medium Hard Very hard

The article gathers students' viewpoints on Writing II, focusing on their insights into the enhancement of paragraph writing skills As the main goal of Writing II is to improve students' proficiency in this area, their responses highlight the importance of developing these essential writing skills.

After collecting data from the primary survey, the items will be coded and analyzed using IBM SPSS 26 software to evaluate reliability and validity It's essential for the questionnaire elements to exhibit internal consistency, with reliability assessed through the consistency, cohesiveness, and appropriate length of the items A Cronbach's alpha coefficient between 0.70 and 0.95 indicates satisfactory reliability The data analysis revealed a Cronbach's alpha coefficient of 0.940, confirming that the items related to difficulties in writing paragraphs meet the acceptable range for reliability.

This survey includes linked categories that exhibit internal consistency The answers reveal that students face similar problems mentioned in the survey at various levels.

Findings

Survey findings indicate that a significant number of students struggle with prior knowledge, particularly when tasked with generating ideas for unfamiliar topics The data reveals that 49% of participants agree and 39% strongly agree that a lack of background knowledge hinders their ability to develop ideas, resulting in a mean score of 4.10 and a standard deviation of 0.83 Only three participants reported rarely encountering this issue, suggesting a neutral stance This underscores the importance of background knowledge in facilitating logical and coherent idea development among students.

The mean value for category I2 (I was not confident in writing an assignment because

I did not have sufficient background knowledge of the topic) is 3.98, and the standard

A statistical analysis of 75 participants revealed a deviation of 0.81 regarding the difficulty of writing paragraphs Notably, 64 participants either agreed or strongly agreed with this assessment, with 52% agreeing and 34% strongly agreeing that they faced challenges in paragraph writing Conversely, 5% reported rarely experiencing this issue, while 9% remained neutral Overall, 86% of participants acknowledged encountering difficulties in paragraph writing, as indicated by responses on a 5-point Likert scale.

Regarding item I3, which was "I lacked an interest in writing since writing is the most challenging subject," 1% strongly disagreed with this opinion, while 15% disagreed

In a recent study, 20% of participants maintained a neutral stance on writing motivation, while 40% reported struggling with motivation due to writing being the most challenging subject Additionally, 24% fully acknowledged this issue as a significant barrier in their learning The mean score for this concern was 3.50, with a standard deviation of 1.00, indicating that most students recognized difficulties in developing paragraph writing skills Given the complexity of writing among the four essential English skills, it is understandable that many students perceive it as a daunting task, often leading to feelings of boredom and a lack of motivation during the writing process.

A significant barrier to writing interest among learners is the challenge of unfamiliar topics In a survey, 78% of participants indicated a lack of motivation to write about such topics, reflected in a mean score of 4.04 and a standard deviation of 0.84 Among the 58 respondents, 46% agreed and 32% strongly agreed that unfamiliar topics diminish their writing enthusiasm Only 5% disagreed, while 17% remained neutral, with no participants expressing strong disagreement This data underscores that most learners struggle with writing when faced with topics they do not know.

28 knowledge, vocabulary, and ideas, as well as knowledge of how to organize the paragraph They lack the motivation to write assignments because of the barriers caused by new topics

4.2.3 Difficulties concerning vocabulary and writing competence

In this section, students will express their views on the difficulties they face with language, including vocabulary, spelling, and translation issues Many students struggle to write coherent paragraphs due to limited vocabulary, insufficient understanding of word context, or the habit of directly translating Vietnamese phrases into English.

A survey of students regarding their vocabulary revealed significant concerns, with 39% agreeing and 24% strongly agreeing that they faced limitations in their vocabulary while writing paragraphs The mean score for this issue was 3.77, indicating a notable struggle, as evidenced by a standard deviation of 0.78 While 32% of participants remained neutral, the majority acknowledged vocabulary as a significant barrier to effective paragraph writing, highlighting the challenges students encounter in utilizing appropriate vocabulary.

A survey revealed that 49 individuals responded to item I6, with 41% agreeing and 24% strongly agreeing that they did not understand the meaning or usage of new phrases In contrast, 9% strongly disagreed, 3% disagreed, and 23% remained neutral The mean score of 3.58 and a standard deviation of 0.96 indicate that a greater number of participants found it challenging to comprehend and apply these words compared to those who disagreed or felt indifferent.

The mean score for item I7, which assesses spelling in paragraph writing, is 3.67 with a standard deviation of 1.05 This indicates that a significant number of participants acknowledged issues with misspelled words, as evidenced by 36% agreeing and 24% strongly agreeing with the statement Conversely, 40% of participants disagreed or were neutral regarding spelling errors in their writing.

A significant portion of students, specifically 25%, remain neutral on spelling issues, while 12% disagree and 3% strongly disagree Consequently, many students often make spelling mistakes in their writing, particularly when faced with numerous new words that they struggle to remember.

Many individuals learning a new language, particularly English, often struggle with translating sentences directly from their native language, which can hinder their writing skills A survey item indicated that 52% of students acknowledged this tendency, with 28% strongly agreeing that they frequently write English sentences in a Vietnamese structure Only a small percentage (3% strongly disagreed and 4% disagreed) with the idea of translating from Vietnamese to English, while 13% remained neutral This reliance on their native language may impede their ability to create sentences that adhere to English syntax and vocabulary, highlighting a common challenge faced by language learners.

In brief, the study conducted by Ariyanti and Fitriana (2017) substantiated the prevalence of errors in vocabulary, word usage, and spelling throughout the composition of paragraphs

Many students face challenges with grammar while writing paragraphs, frequently encountering errors in areas such as commas, tenses, subject-verb agreement, and pronoun usage A survey item (I made some grammatical errors in my writing assignment) revealed that a significant number of participants view grammatical mistakes as a pressing issue, with 25% strongly agreeing and 52% agreeing This feedback resulted in a mean score of 3.95 and a standard deviation of 0.97, indicating that a substantial proportion of respondents acknowledged this concern.

A study revealed that 2% of participants strongly disagreed and 5% disagreed with the notion that grammar was an issue for them, while 16% remained neutral This suggests that some learners may not perceive grammar as a challenge However, this could be linked to their habit of translating sentences from Vietnamese to English, which often leads to convoluted and complex expressions in their writing.

4.2.5 Difficulties in idea organization and paragraph patterns

In addition to difficulties with language and grammar, many students also struggle to arrange ideas logically and coherently to express the correct paragraph style and write an effective paragraph

In a survey regarding students' ability to logically arrange ideas, 40% expressed disagreement or neutrality, with 11% specifically disagreeing about their challenges in structuring ideas Despite this, a mean score of 3.56 indicates that more participants acknowledged difficulties in logical arrangement, with 37% agreeing and 23% strongly agreeing Effective organization requires a clear outline and the adept use of linking words, which many students find challenging In relation to their understanding of linking devices, 45 out of 75 participants indicated they struggle with proper usage, reflected in a mean value of 3.58 The responses showed that 35% agreed and 25% strongly agreed with this sentiment, while 5% strongly disagreed and 10% disagreed As senior students enhance their writing skills, such as essay and report writing, their overall English proficiency improves, leading to fewer difficulties in these areas.

Students frequently struggle with cohesion and coherence in their writing during initial skills courses, highlighting the challenges they face in effectively organizing their thoughts and ideas.

Academic writing poses a significant challenge for individuals developing their writing skills, requiring the use of precise terminology and a scholarly tone Many writers struggle to distinguish between academic and non-academic styles, often using inappropriate language without realizing its lack of intellectual merit A survey revealed that 40% of respondents found it difficult to differentiate between these writing types, with 24% strongly agreeing The mean score of 3.65 indicates that the majority view this distinction as a hurdle to overcome in Writing II.

Discussions

Language learners often struggle with writing due to a lack of prior knowledge, as highlighted by Phuong (2021), who emphasizes that language acquisition is heavily influenced by existing knowledge Her research reveals that students commonly face difficulties stemming from inadequate background information when crafting paragraphs Similar findings by Ceylan (2019) and Rahmat (2023) confirm that students frequently encounter obstacles when they lack sufficient information on a given topic, leading to challenges in idea generation and reduced self-confidence in their writing abilities.

A student's writing process can significantly improve with a deep understanding of unfamiliar subjects According to Ausubel (2000), as cited by Rahmat (2023), integrating new information with existing knowledge enhances learning Data analysis from this study supports these findings, showing that participants felt their limited prior knowledge restricted their ability to generate ideas on new topics.

English major students at BAV face significant challenges in Writing II due to a lack of background knowledge A solid knowledge base is essential for building confidence when writing paragraphs on diverse topics This challenge is particularly evident when students encounter unfamiliar subjects, such as economic, environmental, or biological issues To write effectively on these topics, students must develop a comprehensive understanding, enabling them to articulate their views clearly and create cohesive, informative paragraphs.

Motivation is a critical challenge for students during the writing process, particularly when engaging with unfamiliar topics, which often leads to a decline in interest due to a lack of prior knowledge Research by Tanasy and Nashruddin (2020) indicates that students frequently make errors in their writing stemming from insufficient excitement, practice, and time management Additionally, Phuong (2021) highlights that cognitive skills and learning motivation are vital factors influencing student achievement, as noted by Linnenbrink and Pintrich (2002) The impact of writing motivation on learning is significant, with many students finding writing tasks daunting, which diminishes their enthusiasm even before they begin.

A significant barrier for students when writing paragraphs is a lack of motivation, as highlighted by survey respondents who largely agreed on this issue Regardless of whether they are tackling a new topic or a difficult subject, many learners experience anxiety, which diminishes their desire to write effectively.

4.3.3 Difficulties concerning vocabulary and word competence

Students often encounter linguistic barriers during the writing process, with three main challenges identified: vocabulary acquisition, spelling proficiency, and translating sentences from their native language to English Many students feel their vocabulary is insufficient and repetitive, which limits their ability to generate ideas and construct coherent sentences Research by Wirantaka (2016) emphasizes the effort required to find synonyms and appropriate phrases for effective expression in writing Nguyen and Huynh (2022) found that a lack of vocabulary was a significant obstacle in paragraph writing, while Alisha et al (2019) noted confusion in word selection due to limited vocabulary Anistasya (2022) pointed out that vocabulary proficiency is a challenge for many students at SMA Raksana Medan, as effective writing relies heavily on language and vocabulary use Consequently, the survey indicated a shared recognition among students regarding their vocabulary difficulties.

Spelling errors pose a significant challenge for students, particularly among English as a Second Language (ESL) learners, as highlighted by Sulaiman and Muhajir (2019) and Khan and Khan (2016) A notable number of participants in this study reported frequent spelling mistakes in their written work Research by Alisha, Safitri, Santoso, and Siliwangi (2019) revealed that many respondents often hesitated while writing English words, frequently relying on dictionaries to verify correct spellings These findings underscore the considerable difficulties students face in mastering English spelling.

Many students struggle with paragraph writing, often translating sentences directly from Vietnamese to English This common practice involves composing sentences in their native language before translating them for academic tasks Research by Tanasy and Nashruddin (2020) highlights that students find it easier to think and express ideas in their mother tongue However, this approach leads to significant issues due to the differences in grammatical structure and word usage between Vietnamese and English.

Students majoring in English at BAV face challenges with vocabulary and word competence, often struggling more with these issues than with spelling errors A prevalent problem is the insufficient vocabulary, coupled with the tendency to translate directly from Vietnamese to English Surveys indicate that most students acknowledge these difficulties, highlighting the need for improved language skills.

Students also have difficulty with grammar during the process of writing paragraphs Grammar includes tenses, subject-verb agreement, articles, pronouns, and other structures

Grammar plays a crucial role in how writers organize their vocabulary for effective expression, making correct grammar a fundamental criterion for quality writing Despite this, many students face challenges with grammar when constructing paragraphs, as indicated by a survey where the average score for grammatical errors was 3.94 Research by Alisha et al (2019) revealed that over half of the respondents were highly attentive to grammatical aspects, while Phuong (2021) identified grammar as a key difficulty faced by students Additionally, Phan, Nguyen, and Le (2022) noted that a significant number of students struggled with grammatical structures This highlights that grammatical issues frequently arise during the paragraph writing process, posing a considerable obstacle for many individuals.

Students at BAV confront similar challenges to their counterparts in universities worldwide and other Vietnamese universities

4.3.5 Difficulties in idea organization and paragraph patterns

Coherence and cohesion are critical elements of effective paragraph writing, as highlighted by Boardman and Frydenberg (2008) Many students face significant challenges in achieving these qualities, particularly after basic writing courses Issues often arise in establishing logical connections between sentences and using appropriate linking words According to Ariyanti and Fitriana (2017), these difficulties are frequently tied to coherence, cohesion, and grammatical accuracy A survey revealed that over 50% of participants reported struggling with these aspects, indicating that both EFL learners and English majors at BAV often grapple with organizing their ideas effectively within paragraphs.

Sulaiman and Muhajir (2019) highlight that academic writing in English presents significant challenges, even for native speakers The confusion between academic and non-academic writing adds to the difficulties faced by English language majors Previous coursework emphasized sentence structure and editing rather than academic writing skills, leaving students unprepared Consequently, many students struggle with understanding the fundamental elements of academic writing, including appropriate vocabulary and sentence construction.

Al Badi (2015) identified a lack of understanding regarding academic writing conventions as a prevalent challenge for students This knowledge gap contributes to the difficulties many students face in academic writing, as reflected by a considerable number of survey respondents who reported struggles while taking Writing II.

4.3.6 Difficulties relating to time allowance and word limit

Students often face significant challenges in paragraph writing exercises due to time and word limits Many participants in surveys agree that writing under time constraints can hinder their ability to generate ideas freely Research by Phuong (2021) indicated that over half of the surveyed students struggled with these constraints, leading to concerns that their writing lacks polish and depth Additionally, interviews revealed a preference for writing at home, where students felt they could better manage their time and develop their ideas more thoroughly Amrullah, Nirwanto, and Widiastuty (2023) also highlighted that the writing process, which involves brainstorming, organizing, editing, and revising, is often difficult for students when time is limited Overall, it is clear that many students find it challenging to effectively manage their time while writing.

A study by Amrullah, Nirwanto, and Widiastuty in 2023 highlights the challenges posed by word limitations, as many students feel pressured to express their ideas within strict word counts This pressure can create stress during the writing process, acting as an invisible barrier While some students struggle to meet the minimum word count, survey results indicate that a larger proportion of students often exceed the limit, suggesting that they have an abundance of ideas but find it difficult to select which ones to include in their writing.

Furthermore, the teaching methods and feedback provided by teachers exert influence on the learning processes of pupils, in addition to the aforementioned concerns

Summary

This chapter presents findings on the demographic results and challenges faced by English major students at BAV in their paragraph-writing endeavors It highlights the prevalent difficulties encountered during the writing process and includes discussions that assess and link these findings to existing research.

CONCLUSIONS AND RECOMMENDATIONS

Summary of findings

This thesis investigates the challenges faced by English-major students at the Banking Academy in Vietnam in their Writing II course It aims to provide solutions for both students and teachers to help overcome these difficulties A quantitative approach will be utilized, primarily through a questionnaire for data collection The findings indicate that students struggle with background knowledge, writing motivation, vocabulary, and word competency Additional issues include grammatical errors, organization of ideas, paragraph structure, adherence to time limits, and word count restrictions Participants also reported challenges related to teaching methods, educational resources, and information gathering Ultimately, the main obstacles identified are prior knowledge, motivation, grammar, and effective information-seeking strategies.

Students often struggle with a lack of background information, as indicated by survey responses rating this issue a 4 or 5 Gathering data and consolidating knowledge for articles proves to be difficult, leading to a significant lack of motivation during the writing process Many students find it challenging to remain inspired, especially when confronted with unexpected themes Additionally, dissatisfaction with the effectiveness and accuracy of their data collection methods is common Grammar also poses a challenge, with most respondents acknowledging grammatical errors in their writing Overall, these findings highlight the top four challenges BAV students face in developing their paragraph writing skills.

A recent survey revealed that participants felt they lacked adequate vocabulary, often translating Vietnamese sentences into English to avoid spelling errors Beyond language issues, students encountered several challenges, including difficulties with paragraph coherence, cohesion, idea organization, and writing style Many struggled to understand how to effectively organize ideas and use linking devices to create logical connections between sentences Additionally, there was confusion between academic and non-academic writing, compounded by pressures like time constraints and word count requirements during writing tasks.

Research indicates that students in this field generally do not encounter significant challenges regarding teaching methods, teacher feedback, or a lack of study materials The majority of respondents displayed indifference or disagreement when questioned about these difficulties Only a small number reported experiencing such issues during their enrollment in Writing II.

In summary, this essay highlights the common challenges faced by BAV students in developing paragraph writing skills Analysis of survey data reveals that a substantial portion of participants acknowledges that five key difficulties—background knowledge, motivation, grammar, and information gathering—are frequently encountered in their writing process.

Recommendations

Students often face challenges in writing paragraphs that stem more from their own limitations than from teaching methods, as highlighted by recent research To help overcome these obstacles, various strategies have been proposed, including encouraging students to explore diverse newspaper genres and unconventional topics This approach not only reinforces their existing knowledge but also introduces new concepts Linuwih and Winardi (2020) found that strong reading habits significantly enhance writing quality By expanding their knowledge base, students can engage with new subjects, ultimately boosting their confidence and motivation in writing.

Actively reading academic research articles by reputable authors significantly enhances students' vocabulary and writing style, addressing one of the most common challenges in paragraph writing Research by Olness (2005) indicates a positive correlation between reading and writing skills, suggesting that long-term engagement with valuable texts can notably enrich a student's vocabulary while reducing grammatical and spelling errors Furthermore, Maula (2005), as cited by Linuwih and Winardi (2020), emphasizes that strong reading skills not only boost vocabulary but also build writers' confidence Although the benefits may not be immediately apparent, students will experience gradual improvements in their vocabulary and writing abilities, often without realizing it.

Students should independently seek out and practice grammar exercises to identify and improve their weak areas, rather than relying solely on teacher assignments Additionally, planning paragraphs before writing, especially on new topics, helps organize thoughts logically and ensures all necessary components are included Outlining also aids in tracking writing progress and avoiding repetitive ideas To manage time constraints and word limits, students should practice writing at home with a timer and word count Furthermore, soliciting peer feedback can significantly enhance writing skills, as studies indicate that quality peer comments positively impact academic achievement Engaging in group writing activities fosters creativity and reduces the fear of making mistakes, encouraging students to share their ideas comfortably.

This article outlines effective strategies for teachers to help students improve their problem-solving skills Although the main emphasis is not on the difficulties teachers encounter in instructing paragraph writing, these approaches can significantly enhance learners' critical thinking and analytical abilities.

To enhance the teaching of writing skills, educators must employ diverse and adaptable instructional methods that promote active student engagement Integrating group activities is essential, as evidenced by Rao (2019), who highlighted their role in fostering collaboration and peer feedback Additionally, the study by Kusumaningrum et al (2019) emphasized the positive impact of peer feedback on the writing process Providing constructive feedback, both verbal and written, helps students identify errors and improve their writing quality, as noted by Srichanyachon (2012) Furthermore, teachers should offer clear and encouraging feedback to motivate students and assign extra practice activities for home study, focusing on paragraph composition and grammar By acting as companions and guides rather than just evaluators, educators can better support students in developing their writing skills.

Limitations of the study

This study faces limitations due to a small participant pool of only 90 final-year English majors at BAV, as they are currently enrolled in Writing II before upcoming curriculum changes Consequently, the findings may not be applicable to a broader audience learning paragraph writing skills.

This study focuses on the challenges students face in developing their paragraph writing skills in Writing II, without delving into other writing forms like essays or reports It primarily addresses the difficulties students encounter, overlooking the obstacles teachers face in teaching this skill Additionally, the research does not thoroughly investigate the underlying factors that contribute to students' struggles in paragraph composition.

This study employs quantitative methods to collect and analyze data related to research methodology It utilizes Cronbach's alpha coefficient and descriptive analysis to evaluate data reliability and consistency However, the use of these indicators may not ensure the impartiality and comprehensiveness of research findings, potentially impacting the development of constructive and thorough conclusions.

Despite its limitations, this study serves as a valuable reference for future research on the challenges language majors face in paragraph writing By addressing these limitations, researchers can gain deeper insights into the difficulties experienced by both students and teachers in developing and teaching paragraph writing skills Future studies can further investigate these challenges to enhance the understanding of effective writing instruction.

48 into the underlying factors contributing to these challenges and offer more rational and all-encompassing resolutions for pupils as well as teachers.

Suggestions for further study

For future research to be comprehensive and objective, it is essential for researchers to address the limitations encountered in this study Increasing the sample size is crucial, as the current study focuses solely on senior English language students at Banking Academy Expanding the scope to include first-, second-, and third-year students will enhance the applicability of the findings, allowing other researchers to utilize the results in diverse contexts and for various purposes.

This study examines the challenges students face in learning to write paragraphs and explores potential solutions based on their feedback It acknowledges various limitations in its content and data Future research could shift focus to teachers' perspectives and the difficulties they encounter in teaching paragraph writing, while also proposing innovative and effective teaching strategies Although these strategies may seem straightforward, they demand considerable effort from educators to ensure the lessons are understandable and memorable Further in-depth investigation into this topic is recommended.

This research focuses specifically on the challenges of composing paragraphs, without exploring various writing genres Therefore, it is essential for academics to examine different writing styles and consider the difficulties faced by non-language majors in paragraph composition Strong paragraph-writing skills are valuable for everyone, not just those in language-related fields.

In short, future studies can provide more substantial and relevant knowledge for all by expanding on this study's findings and overcoming its limitations

Summary

This chapter summarizes the key findings of the study, discusses its limitations, and offers valuable recommendations for students and educators Additionally, it provides insights for enhancing future research efforts.

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APPENDICES APPENDIX A – QUESTIONNAIRES PRE-SURVEY

1 What year of study are you in? o The second-year student o The third-year student o The final-year student o Others

3 Do you often have difficulty with writing courses? o Yes o No

4 Have you studied Writing II yet? o Yes o No

Section 2: English-major students difficulties in Writing II

If you have studied Writing II, please tick the boxes to indicate aspects that you may find difficult in Writing II and the frequency of facing them

Never Rarely Sometimes Often Always Background knowledge

What are other aspects you find difficult in Writing II?

1 What year of study are you in? o The second-year student o The third-year student o The final-year student o Others

3 How do you evaluate your writing proficiency? o Very low o Low o Average o Good o Very good

4 Have you studied Writing II yet? o Yes o No

5 Do you find Writing II difficult? o Very hard o Hard o Medium o Easy o Very easy

Section 2: English-major students difficulties in Writing II

To what extent, do you agree with these statements?

Strongly disagree Disagree Neutral Agree Strongly agree

1 I did not know how to develop ideas for an unfamiliar topic due to a shortage of background knowledge

2 I was not confident in writing an assignment because I did not have sufficient background knowledge of the topic

3 I lacked an interest in writing subject since writing is the most challenging subject

4 I lacked the motivation to write about unfamiliar topics

5 My vocabulary was poor and repetitious

6 I did not know the exact meaning of the words and how to use them in the context

7 There were often misspelled words in my writing

8 I often wrote English sentences/paragraphs in the Vietnamese way

9 I made some grammatical errors in my writing assignments

10 I did not know how to arrange my ideas in logical order

11 I did not know how to use linking devices to connect ideas, sentences, and paragraphs

12 I could not distinguish between academic and non-academic writing

13 I did not know how to put my ideas to demonstrate clear organization patterns in paragraphs

14 I found it difficult to write under time allowances

15 I did not write enough words as required

16 I often write more words than the limit allows

17 I found it difficult to understand the lecturer's teaching methods

18 I received very little feedback from the lecturer

19 I did not have enough learning materials

20 I did not know how to research and gather information for my writing effectively

Table 1: Coded names for learning paragraph writing difficulties (Pre-survey)

Table 2: Coded names for learning paragraph writing difficulties (Survey)

1 I1 I did not know how to develop ideas for an unfamiliar topic due to a shortage of background knowledge

2 I2 I was not confident in writing an assignment because I did not have sufficient background knowledge of the topic

3 I3 I lacked an interest in writing subject since writing is the most challenging subject

4 I4 I lacked the motivation to write about unfamiliar topics

5 I5 My vocabulary was poor and repetitious

6 I6 I did not know the exact meaning of the words and how to use them in the context

7 I7 There were often misspelled words in my writing

8 I8 I often wrote English sentences/paragraphs in the Vietnamese way

9 I9 I made some grammatical errors in my writing assignments

10 I10 I did not know how to arrange my ideas in logical order

11 I11 I did not know how to use linking devices to connect ideas, sentences, and paragraphs

12 I12 I could not distinguish between academic and non-academic writing

13 I13 I did not know how to put my ideas to demonstrate clear organization patterns in paragraphs

14 I14 I found it difficult to write under time allowances

15 I15 I did not write enough words as required

16 I16 I often write more words than the limit allows

17 L1 I found it difficult to understand the lecturer's teaching methods

18 L2 I received very little feedback from the lecturer

19 M1 I did not have enough learning materials

20 M2 I did not know how to research and gather information for my writing effectively

Table 3: Cronbach’s Alpha of learning paragraph writing difficulties (in the pre- survey)

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Table 4: Cronbach’s Alpha of learning paragraph writing difficulties (in the survey)

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Table 1: Demographic Profile of the Respondents (Nu)

Table 2: Descriptive statistics of learning paragraph writing difficulties

I did not know how to develop ideas for an unfamiliar topic due to a shortage of background knowledge

I was not confident in writing an assignment because I did not have sufficient background knowledge of the topic

I lacked an interest in writing subject since writing is the most challenging subject

I4 I lacked the motivation to write about 4.0400 84534 Agree

I5 My vocabulary was poor and repetitious 3.7733 87878 Agree

I did not know the exact meaning of the words and how to use them in the context

I7 There were often misspelled words in my writing 3.6667 1.05694 Agree

I often wrote English sentences/paragraphs in the Vietnamese way

I9 I made some grammatical errors in my writing assignments 3.9467 86826 Agree

I10 I did not know how to arrange my ideas in logical order 3.5600 82593 Agree

I did not know how to use linking devices to connect ideas, sentences, and paragraphs

I12 I could not distinguish between academic and non-academic writing 3.6533 1.03314 Agree

I did not know how to put my ideas to demonstrate clear organization patterns in paragraphs

I14 I found it difficult to write under time allowances 3.6800 97482 Agree

I15 I did not write enough words as required 3.2533 1.28498 Neutral

I16 I often write more words than the limit allows 3.8000 1.11501 Agree

L1 I found it difficult to understand the lecturer's teaching methods 3.2933 1.12434 Neutral

L2 I received very little feedback from the lecturer 3.0400 1.24597 Neutral

M1 I did not have enough learning materials

I did not know how to research and gather information for my writing effectively

Figure 1: Frequency of difficulties concerning background knowledge and motivation

Figure 2: Frequency of difficulties concerning vocabulary, word competence, and grammar

Strongly disagree Disagree Neutral Agree Strongly agree

Strongly disagree Disagree Neutral Agree Strongly agree

Figure 3: Frequency of difficulties in idea organization and paragraph patterns

Figure 4: Frequency of difficulties relating to time allowance and word limit

Strongly disagree Disagree Neutral Agree Strongly agree

Strongly disagree Disagree Neutral Agree Strongly agree

Figure 5: Frequency of difficulties concerning teaching style and difficulties relating to learning material and information gathering

Strongly disagree Disagree Neutral Agree Strongly agree