Training Reading Strategies in English Reading Skill Lessons for Grade 10 Students at Le Quy Don High School, Hanoi = Dạy thủ thuật đọc trong các giờ học kĩ năn

i DECLARATION I hereby state that, this thesis is the result of my own research and that it has not been submitted for any degree to any other universities or institutions Where other sources of information have been used, they have been identified and acknowledged Signature Dao Thi Thuy Chung ii CANDIDATE’S STATEMENT I hereby certify that the thesis entitled Application of task-based language teaching in teaching writing to non-major English students at Namdinh Industrial College (Áp dụng phương pháp dạy học theo đường hướng giao nhiệm vụ để dạy viết cho sinh viên không chuyên tiếng Anh trường Cao đẳng Công nghiệp Nam Định ) is the result of my research for the Degree of Master of Art at College of Language and International Studies, Ha Noi National University, and the thesis has not been submitted for any degree at any other university or tertiary institution Signature: Dao Thi Thuy Chung Date: iii ACKNOWLEDGEMENTS I wish to express my sincere gratitude to my supervisor, Ms Phan thi Van Quyen, M.A for her sympathetic encouragement, valuable advice and patient guidance during the completion of this study My sincere thanks also go to all of my colleagues at Namdinh Industrial College for their support and encouragement I would like to acknowledge a particular debt to the second year non-major English students from groups CD52KT1 and CD52KT4 (Economics class) at Namdinh Industrial College for their enthusiastic participation in the experiment Last of all, I am deeply indebted to my beloved people, my parents and my husband for their sacrifice and encouragement Hanoi, September 6,2011 Dao Thi Thuy Chung iv ABSTRACT Nowadays, teaching English has received increasing attention as English has become the language for global communication In order to meet the future job requirements, students in general and students of Namdinh Industrial College in particular need to enhance their skills of English, especially the writing skill However, there exists a problematic matter in teaching and learning English at colleges and universities resulting from unsuitable teaching materials and instructional techniques The popular teaching approach applied in English lessons at most of universities and colleges is teacher-centered and lecture-oriented, which normally results in learning passivity and non-involvement in language skills in general and in writing activities in particular Nowadays, teachers and students are deeply unhappy with the present test-driven situation Therefore, it is the high time to make a change in the traditional learning process of English at colleges in Vietnam in general and at Namdinh Industrial College in particular Among the modern teaching methods, the task-based one is considered a type of analytic learning and teaching method which owns numerous advantages It is worth noting that the TBLT approach offer a bridge from reading-based grammar-translation to a sound alternative in which language is learned in the most effective, meaningful and long-last manner possible v TABLE OF CONTENTS Page PART A: INTRODUCTION CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the research 1.3 The research questions 1.4 The significance of the research 1.5 Scope of the research 1.6 Methods of the research 1.7 Design of the research PART B: DEVELOPMENT CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of writing 2.2 Writing in language learning and teaching 2.2.1 The role of writing 2.2.2 Writing in language classroom 2.3 Writing and other language skills 2.3.1 Writing and speaking 2.3.2 Writing and reading 2.3.3 Writing and listening 2.4 Approaches to teaching writing 2.4.1 Product approach 2.4.2 Process approach 10 2.4.3 Product approach verse Process approach 11 2.5 Task-based language teaching 12 2.5.1 Theoretical basis of the TBLT approach 13 2.5.2 Methodology of the TBLT approach 14 2.5.3 Principles of the TBLT approach 14 2.6 Definitions of task 15 2.6.1 Classification of task 15 2.6.2 The TBLT approach in writing class 16 CHAPTER 3: RESEARCH METHODOLOGY 17 vi 3.1 The context for the research 17 3.1.1 The teachers 17 3.1.2 The students 17 3.1.3 The course book 18 3.2 Research questions 18 3.3 The participants 18 3.4 Methodology of the research 19 3.5 Data collection instruments 19 3.5.1 Questionnaires 19 3.5.2 Interviews 19 3.5.3 Class observation 20 CHAPTER 4: DATA ANALYSIS AND FINDINGS 21 4.1 The teachers’ and non-major English students’ perception of using the TBLT in writing lessons 21 4.1.1 The teachers’ perception 21 4.1.2 The students’ perception 22 4.2 The benefits of using the TBLT approach in writing lessons 26 4.2.1 The teachers’ opinions 26 4.2.2 The students’ opinions 29 4.3 The difficulties of using the TBLT approach in writing lessons 30 4.3.1 The teachers’ opinions 30 4.3.2 The students’ opinions 32 PART C: Conclusion 35 CHAPTER 5: CONCLUSIONS AND SUGGESTIONS 35 5.1 Summary of major findings 35 5.2 Suggestions for the application of the TBLT approach in writing lessons 35 5.2.1 Suggestions for teachers 36 5.2.2 Suggestions for students 36 5.2.3 Suggestions for institutions 37 5.3 Limitations of the research 37 5.4 Suggestions for further research 37 REFERENCES 38 APPENDIXES vii LIST OF TABLES & CHARTS Page Table 1: Product and process writing: A comparison (Steel) 12 Table 2: Teachers’ understanding of TBLT 21 Table 3: Teachers’ perception of TBLT in teaching writing 26 Table 4: Teachers’ perception of the difficulties of applying TBLT in teaching writing 30 Chart 1: The students’ perception of the importance of writing skill 23 Chart 2: The students’ perception of the difficulty of writing skill 23 Chart 3: The students’ perception of the importance of teaching approach in the writing lessons 24 Chart 4a: Frequency of writing task assignment 25 Chart 4b: Frequency of writing task fulfillment 25 Chart 5: The activities used to perform the tasks 24 Chart 6: The students’ perception of the benefits of applying TBLT in writing lessons 29 Chart 7: The students’ perception of the writing improvement thanks to constantly writing task fulfillment 29 Chart 8: The students’ perception of the difficulties of applying TBLT in the writing lessons 33 viii LIST OF ABBREVIATIONS TBLT refers to the Task-based language teaching GTM refers to the Grammar Traditional Method NH Pre refers to New Headway Pre-Intermediate PART A INTRODUCTION CHAPTER ONE: INTRODUCTION Rationale Today learning English language is very important, not to say really essential In the process of globalization, English plays a very important role in the society, English proficiency is now seen as a vital requirement for employment There is fluently communication in English demand in any enterprise and in any labor recruitment Moreover, English has facilitated economic cooperation and development with the foreign investment mostly from capitalist countries which require English ability Furthermore, English has helped enhance the cooperation growth especially in higher education with many oversea courses for undergraduates and graduates English has been widely used not only in education but also in daily-life activities Therefore, English has been favorable by both learners and policy-makers and its role was reconfirmed by an Order, signed by the Prime Minister (August 15, 1994), in which government officials would be required to study foreign languages, mainly and favorably English We have no doubt about the importance of foreign languages, especially English However, English users are on the way to find out a perfect way of acquiring English because the education quality has not met the society’s expectation and mostly highschool graduates cannot communicate in English effectively in both oral and written forms (Trang and Baldoff (2007) Writing is an important skill in both the mother tongue and second language It is a tool of expressing ideas in a structured way However, due to its complexity and high requirement of linguistic means, it is considered the most difficult language skill to have a good command of Although there are many actions paid attention to on the improvement of writing learning and teaching, it still tends to be a neglected area in English language teaching in Vietnam The reason for this negligence may be the fact that most examinations in English mainly examine the students’ grammar Being a teacher at Namdinh Industrial College, the researcher finds teaching writing skill the most challenge work and it is often evaded by many English teachers, especially in teaching festivals because of its difficulties However, being aware of the importance of teaching writing skill and being afraid of those students can not ensure their success in their lives without mastering writing skill, the researcher, to the best knowledge, hopes to supply them with appropriate guide and support The researcher intends to enable students to fulfill the writing tasks in order to give them the inspiring experience of learning to write in English and the satisfaction of successfully expressing their ideas in written form of English language Therefore, I try to this research “Application of Task-based language teaching in teaching writing to non-major English students at Nam dinh Industrial College” with the aim of removing my own obstacles and my students’ difficulties in writing and understanding the disadvantages and advantages my colleagues encountered when they use the TBLT approach in their writing lessons Another reason of using the TBLT is that because the course book New headway uses curriculum and syllabus with many designed-tasks so TBLT is appropriate to the extent that tasks serves as the means for implementing a methodological procedure The other reason, last but not least, is the advantage of the TBLT “TBLT is more studentcentered, allow for more meaningful communication and often provides for practical extra-linguistic skill building” Above all, in order to get good results in teaching process is the expectation of all teachers No one can be the best teacher in the world with every student Hence, the teaching result of this study may not be the best but it attempts to gain a better way of teaching writing and lower students’ writing difficulties Aims of the research This study aims at exploring Namdinh Industrial College teachers and students’ attitudes towards writing and their real work in writing lessons Task-based language teaching is applied and evaluated by both teachers and students with the aim at giving some recommendations on how to help students improve their writing The specific aims of the research are: + To examine Namdinh Industrial college teachers and students’ perceptions of using the TBLT approach in teaching writing + To investigate benefits and difficulties teachers and students encounter in writing lessons + To give recommendations on how to use task-based language teaching to improve students’ writing The research questions The research is carried out to find out the answers for two questions as follows: 35 PART C: CONCLUSIONS CHAPTER FIVE: CONCLUSIONS AND SUGGESTIONS This chapter will deal with a summary of the major findings, implications, recommendations, suggestions for further research 5.1 Summary of the major findings Of the four skills in English teaching- learning process, writing is very difficult because it requires a good command of grammatical and vocabulary In this study, the researcher has submitted an overview of writing definitions, approaches of teaching writing and other involvements The researcher has discussed the TBLT-the approach which is considered to be “fully-fledge” The study gets further into the application the Task-based language teaching in teaching writing for the non-major English students at Namdinh Industrial College The research was conducted at Namdinh Industrial College with 10 teachers and 100 students After analyzing the teachers’ and students’ perceptions of application the TBLT in the writing lessons, it can be noticeable that both students and teacher have positive attitudes towards this approach The teachers understand the TBLT approach well and confirm that it’s capable of teaching writing The students rather get used to with tasks in the writing lessons Thus, it can be said that both teachers and students at Namdinh Industrial College have sufficient understanding of using the TBLT in teaching and learning writing When observing the progress made by students and vast majority of students’ goodwill towards this approach, it can be referred that the TBLT approach proved to be suitable for writing lessons The results of data analysis showed that students made much improvement in writing lesson when applying the TBLT approach (60%) Thus, it can be concluded that the TBLT approach does bring some considerable progress in writing learning process However, there are some difficulties both students and teachers coped with in their teaching and learning of writing Therefore, the researcher had some suggestions for teaching writing applying the TBLT approach so that the writing lessons would be more beneficial to students 5.2 Suggestions for teaching and learning for the writing skill The researcher will state some suggestions drawn for TBLT users basing on the findings of the research 5.2.1 Suggestions for teachers 36 Admittedly, the teachers play a very crucial role in the lessons The teachers’ performance is the key of success in lessons The teachers should be instructors, group leaders, assistants, observers in stead Thus, three important suggestions for teachers are proposed as following Firstly, teachers have to gain sufficient understanding of tasks and task-based teaching to be able to implement the TBLT approach The writing tasks should be meaningful, time-managed and realistic The writing tasks should be a bridge connecting the language use inside and outside classrooms Teachers should use the very beginner writing tasks with lower level students and then they become more motivated and acquainted and just start to enjoy their studies In this manner, students were able to study at their appropriate level, and to take as long as necessary on the tasks that will be the most appropriate for the task completion Secondly, teachers are advised to create an enjoyable learning environment for their students They are supposed to provide the fairness with the sufficient support, equal assessment and care rewards in classroom Classroom atmosphere is very important for learning When students find the learning enjoyable, they can learn more Last but not least, teachers should spend more time on self-reflection This helps them to think critically on their classroom behavior In this manner, they can identify their weakness and strengths in their lessons In order to motivate students teachers have to perfect themselves, as an author states that there is not a best method that is always valid, teachers should always be trained renew themselves 5.2.2 Suggestions for students Firstly, students should have a positive attitude towards English, especially writing skill and task writing in writing lessons These are supposed to effective in preparing them for globalize use of English Students had better support the new teaching approach in stead of resisting the inherent habit of being passive receivers Additionally, the engagements of students in classroom also make the writing lessons successful Students should show willingness in fulfilling writing tasks together in three phrases They are advised not to be afraid of losing faces by being reluctant to use English productively during communicative class work Enjoying English will help you even if you are not good at it Don't be scared of writing English Just become happy to write in English 37 More importantly, students have to practice English by themselves as much as possible In this manner, their proficiency of English will be improved because “the more you input, the more you output” 5.2.3 Suggestions for Institution The educational rules should be changed to help a supportive environment to apply new teaching methods in their lessons The measurement of success in English lessons through norm-referenced, the numbers of students in each class as well as the grammarfocused exams should be changed in order to implemente the TBLT approach successfully 5.3 Limitations of the research Firstly, the numbers of class observation and interviews, the researcher conducted are still limited, so the findings might not be generalized to all the teachers and students On the other hand, the classroom observation sheet survey questionnaires were adapted by the researcher on her purposes, it was unavoidable to subjective views Thus, this point needs further studies Lastly, due to the time limitation, the research is lacking in the insightful analysis of task assessment in the writing lessons applying the TBLT approach 5.4 Suggestions for further research Basing on the findings of the study, the researcher will take the above-mentioned limitations into account and research of applying the TBLT approach in teaching other English skills Clark, L.H & Starr, L.S (1986) Secondary and middle school teaching methods New York: Macmillan 38 REFERENCES Anaïs Nin (2001) Task-based constraints Available from: http://en.wikipedia.org/wiki/ Bowen, T (2000) Task-based Language Learning Available from: http://www.onestopenglish.com/news/Archive/taskbased.htm Bruton, A (2002) From tasking purposes to purposing tasks ELT Journal 56/3: 280-8 Cohen, L., and L Manion (1985) Research Methods in Education London: Croom Helm Dornyei, Z (2003) Questionnaire in Second Language Research London: Lawrence Erlbaum associates, publishers Dowsett, G (1986) Interaction in the semi-structured interview In M Emery( Eds) Dyson, A.H (1989) Multiple Words of Child Writers: Friends Learning to Write NewYork: Teacher College Press Ellis, M & O’Driscoll, N (1992) Giving presentations Longman Ellis, R (1985) Understanding second language acquisition Oxford: CUP 10 Irene L Clark, Ph D el, (2003) Concepts in Composition, Lawrence Erlbaum associate Publisher, Mahwah, New Jersey 11 Foster, P (1999) Task-based Learning and Pedagogy ELT Journal , Vol 53/1 12 Jared S Klein Towards a Discourse Grammar of the Rigveda Vol 1: Parts and Heidelberg: Carl Winter Universitätsverlag, 1985 13 Lil Brannon, Melinda Knight, Vara Neverow-Turk Writers writing Boynton/Cook Publishers, c1982 14 Littlewood, W (2004) The task-based approach: Some questions and suggestions ELT Journal 58 (4) pp 319-326 15 Long, H M., & Crook G (1992) Three approaches to task-based syllabus design TESOL Quarterly, 26(1), 27-56 16 McDonough J & McDonough S (1997) Research methods for English language teachers, Arnol, London 17 Nunan, D (1989) Designing Tasks for A Communicative Classroom Cambridge: Cambridge University Express 18 Nunan, D (2005) Important Tasks of English Education: Asia-wide and Beyond Retrieved on 16th , June, 2006 from the website of the Asian EFL Journal 39 http:// www asian-efl-Journal.com/September-05-dn.php 19 Richard, J.C., & Rodgers, T S (1986) Approaches and Methods in language teaching New York: Cup 20 Skehan, P (1996) A framework for the implementation of task-based instruction Applied Linguistics, 17 (1), 38-62 21 Steven Roger Fisher History of Writing Published April 15th 2004 by Reaktion Books 22 Tran Thi Thu Trang and Baldauf Jr., Richard B (2007) Demotivation: Understanding Resistance to English Language Learning- The case of Vietnamese Students The Journal of Asis TEFL, 4: 79-105 23 Willis, D & Willis, J., (2001) Task-based Language learning: Cambridge University Press 24 Willis, J (1996) A framework for Task-based learning London: Longman I APPENDICES Appendix Checklist of writing tasks in the course book NH Pre Units Required tasks Getting to know you Writing a letter to a pen friend The way we live Describing a person It all went wrong Writing a story Let’s go shopping Filling in the form What you want to do? Writing a postcard Tell me! What’s it like? Describing a place Famous couples Writing a biography Do’s and don’ts Writing letters Going places Writing a paragraph of discussing ideas 10 Scared to death Writing formal and informal letters 11 Things that changed the world Writing a review of a book or a film 12 Dreams and reality Writing a story 13 Earning a living Writing formal and informal letters 14 Love you and leave you Writing a story II Appendix Interview questions A Questions for students *** English version What are your opinions about writing and TBLT approach of teaching writing given by your teacher in this semester? What advantages did the new approach help your writing skill? What are difficulties did you encounter when applying TBLT approach in your writing lesson and your suggestions ? *** Vietnamese version Cảm nhận em môn viết phương pháp theo đường hướng giao nhiệm vụ mà giáo viên áp dụng để dạy viết học kỳ này? Phương pháp học mang lại lợi ích cho kỹ viết em? Em gặp khó khăn học viết theo phương pháp học nêu lên kiến nghị em? B Questions for teachers How often you apply the TBLT approach in teaching writing and which phrases you often focus on? How does the TBLT approach help your students make progress on their writing? What are your suggestions to help improve the TBLT approach in your writing lessons? III Appendix Interview transcript Interview with students Cảm nhận em môn viết phương pháp theo đường hướng giao nhiệm vụ mà giáoviên áp dụng để viết học kỳ này? S1: Đây mơn học khó quan trọng Cơng việc sau em gắn liền với soạn thảo hợp đồng, thư tín, viết báo cáo nên em coi trọng môn học Phương pháp giáo viên áp dụng để dạy chúng em học kỳ hay, chúng em vô hứng thú S2: Kỹ viết chúng em quan trọng chúng em làm kiểm tra tránh phần viết Sang học kỳ chúng em học theo phương pháp mới, chúng em phải làm việc theo cặp, theo nhóm để giải nhiệm vụ mà giáo viên đưa Cách học khiến cho chúng em vô hứng thú S3: Tất nhiên môn học khó cịn quan trọng cho nghề nghiệp tương lai em hay khơng em chưa biết phương pháp dạy viết kỳ làm em đỡ chán học Phương pháp học mang lại lợi ích cho kỹ viết em? S1: Phương pháp học mang lại cho chúng em nhiều trải nghiệm gần với thực tế thú vị Chúng em thường xuyên làm việc theo nhóm, kỹ cần cho công việc sau chúng em S2: Em thấy kỹ viết em tiến lên nhiều, ngày trước em toàn học thuộc lòng cấu trúc chép viết mẫu em tự tin đưa ý kiến trình bày trước lớp S3: Em thấy hào hứng thoải mái sử dụng tiếng Anh để thảo luận hoàn thành nhiệm vụ mà không sợ sai hay xấu hổ Trong trình hồn thành cơng việc mà giáo viên giao chúng em làm việc khơng khí hợp tác, làm việc chia sẻ trách nhiệm, em thấy thích nhiên số bạn lại ỷ nại vào bạn khác Em gặp khó khăn học viết theo phương pháp học nêu lên kiến nghị em? S1: Chúng em thường khơng hồn thành triệt để cơng việc mà giáo viên giao phó thường thiếu thời gian Trước chúng em quen với kiểu học thụ động, tự chúng em phải xoay xở hoàn thành nên chúng em chưa hoàn toàn quen Chúng em muốn giáo viên đưa nhiệm vụ vừa phải với trình độ chúng em IV S2: Lớp chúng em đông quá, sỹ số gần 70 bạn, cô giáo vất vả việc chuẩn bị để giao cho chúng em Dù cô cố gắng việc quản lý lớp hỗ trợ chúng em chưa mong muốn S3: Vì có số bạn hoạt động tích cực số bạn lại chưa tham gia nhiệt tình nên chúng em muốn phần hoạt động lớp chúng em chấm điểm để đem lại công cho chúng em Interview with teachers How often you apply the TBLT approach in teaching writing and which phrases you often focus on? T1: I sometimes use the TBLT approach in my writing lessons Although I can apply it more often, I don’t have enough time to prepare the TBLT materials When applying the TBLT approach I often focus on pre-task This phrase is very important When the teacher explains very clearly, students will understand and will be engaged to carry out the tasks T2: I am keen on the TBLT approach because this approach is very sufficient I have been used to it when I was a student I often apply the TBLT approach in my lessons, especially speaking and writing lessons In my writing lessons, I pay much attention to the task-implementation and post-task because the students’ performance at two stages is the most visible T3: Actually, I don’t care about this approach although it has been recently discussed in many teaching workshops I don’t use it very often and if I apply it, I may focus on the post-stage only Because my only aim at what the students have obtained after their task fulfillment How does the TBLT approach help your students make progress on their writing? T1: My students like learning with the TBLT approach They are very eager to these lessons They are not afraid of English anymore I am sure my students enjoy writing lessons that help them improve their writing proficiency T2: Not only my students but also am I interested in this approach It helps us relax My students can use English without anxiety of failure I not have to mark the students’ papers with the same contents as the samples T3: The most effective point which the TBLT approach gives my students is they feel free to use English in performance What are your suggestions to help improve the TBLT approach in your writing lessons? T1: I hope that my writing lessons will be more effective if the numbers of students if fewer so that they are in my control I have enough time to take care each of students V T2: We should have a placement test at the beginning of each semester We can classify students’ English competence Additionally, teachers should be more willing to the new approaches such as the TBLT approach in teaching English skills, especially writing one T3: The institution supports us to use this approach in my teaching by innovation of examination format and mechanism of classroom as well as TBLT materials purchase VI Appendix 4: Classroom observation Teacher’s name: ……………………………… Date of observation:………………… Class: … Time of observation: ……………… A: Applied NA: Not applied Categories Results (%) Criteria A NA I Presentation The teacher shows an interest in, and enthusiasm for, the subject taught Language of instructions is clear and concise and students are able to carry them on The tasks are meaningful and relevant to students’ competence The written works by students are presented clearly by them II Methods The teacher moves around the class and makes eye contact with students There are balance and variety of activities during the lesson Tasks in the instructional aids or resource material is used effectively Drill of writing are used and presented effectively III Teacher- student interaction Teacher is an guider The students are task-doers Teacher encourages and assures full student attendance The students are attentive and involved in completing tasks of writing The students are active and responsible for carrying out the tasks Teacher manage effectively individual, pair and group work The students are encouraged to participate the discussion Teacher controls and guide the class VII Appendix Survey questionnaires (for teachers) This questionnaire is designed for my study on investigating into the “Application of task-based language teaching (TBLT) in teaching writing to non-major English students at Namdinh Industrial College Please answer all questions as best as you can Your answers will be kept confidental Thank you for your cooperation Suggestions for answering the questions about background information Please tick (√) one of the answers which best indicates your reality Please all the items If any of the items is undone, the analysis of the data will be in trouble Questions about teachers’ background information Highest academic/ professional qualification Doctorate B Master’s degree Numbers of years of teaching experience:……………………………………… The following statements address teachers’ view on applying TBLT in teaching writing Please answer by putting (√) which you choose according to the scale: A (agree) U (undecided) D (disagree) *** Section A: Teachers’ understanding of TBLT Statements A TBLT is applicable in teaching writing TBLT includes three stages: pre-task; taskimplementation and post task basing on the student-centered instructional approach U D *** Section B: Teachers’ perception of the benefit of TBLT in teaching writing Statements A TBLT makes writing lessons more interesting and less tense TBLT encourages my students’ intrinsic motivation in writing lessons TBLT creates a collaborative environment among my students in completing writing tasks TBLT helps my students avoid rote-learning and verbatim works of samples U D *** Section B: Teachers’ perception of the difficulties of applying TBLT in teaching writing Statements A Large class size Too much preparation time (compared to other approaches) Lack of TBLT materials U D VIII Appendix Survey questionnaires (for students) Bảng khảo sát số (dành cho sinh viên) Đối tượng: Sinh viên khoa Kinh tế vừa học xong học phần Anh I trường Cao đẳng Công nghiệp Nam Định Mục đích: Tơi lập bảng khảo sát nhằm phục vụ cho đề tài Áp dụng phương pháp dạy học theo đường hướng giao nhiệm vụ để dạy viết cho sinh viên không chuyên tiếng Anh trường Cao đẳng Công nghiệp Nam Định Rất mong em trả lời câu hỏi sau cách trung thực ý kiến đánh giá nhận xét em quan trọng đề tài tơi Các em vui lịng khoanh vào mục mà em lựa chọn Tôi xin chân thành cảm ơn giúp đỡ em! Theo em, kỹ viết có vai trị việc học tiếng Anh? a quan trọng b quan trọng c khơng quan trọng d hồn tồn khơng quan trọng Theo em, kỹ viết khó mức độ nào? a khó b khó c khơng khó d hồn tồn khơng khó Phương pháp dạy viết giáo viên có vai trị kỹ viết em? a quan trọng b quan trọng c không quan trọng d hồn tồn khơng quan trọng Trong học viết, giáo viên em có thường giao nhiệm vụ yêu cầu em phải hoàn thành khoảng thời gian xác định không? a thường xuyên b d khơng Em có hồn thành hết nhiệm vụ mà giáo viên đưa học viết không? a thường xuyên b d không Giáo viên sử dụng hoạt động để yêu cầu em hoàn thành nhiệm vụ học viết a diễn đạt thông tin b phát biểu cảm nghĩ c suy diễn, lập luận d hoạt động So với học kỳ trước (ở học kỳ này) em có cảm thấy hào hứng bớt căng thẳng học viết không? a nhiều b nhiều c chút d không chút Việc phải thường xuyên hoàn tất nhiệm vụ giáo viên yêu cầu có giúp cho việc nâng cao kỹ viết em không? a nhiều b nhiều c chút d khơng chút Khó khăn mà em gặp phải học viết theo đường hướng giao nhiệm vụ a em khơng có đủ thời gian để hoàn thành nhiệm vụ mà giáo viên yêu cầu b em chưa quen với hình thức học theo phương pháp giao nhiệm vụ c em chưa nhận đầy đủ giúp đỡ giáo viên d khó khăn khác:………………………………………………… IX Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... TBLT in teaching writing Statements A U D TBLT makes writing lessons more 60% 10% 30% interesting and less tense TBLT encourages my students? ?? intrinsic 60% 20% 20% motivation in writing lessons. .. course book As for the teaching and learning English at Namdinh Industrial College, the students here have three years training in the College but they only have three semesters learning English with... language teaching in teaching writing to non-major English students at Nam dinh Industrial College Other approaches to teaching writing intended for students at other levels of English language