The impact of a genre based approach on 11th students’ writing performance an action research at tuyen quang gifted high school, tuyen quang

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -NGUYỄN NGỌC HÀ THE IMPACT OF A GENRE-BASED APPROACH ON 11TH STUDENTS’ WRITING PERFORMANCE: AN ACTION RESEARCH AT TUYEN QUANG GIFTED HIGH SCHOOL, TUYEN QUANG (Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11, Trường THPT Chuyên Tuyên Quang, Tỉnh Tuyên Quang) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.140.111 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -NGUYỄN NGỌC HÀ THE IMPACT OF A GENRE-BASED APPROACH ON 11TH STUDENTS’ WRITING PERFORMANCE: AN ACTION RESEARCH AT TUYEN QUANG GIFTED HIGH SCHOOL, TUYEN QUANG (Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11, Trường THPT Chuyên Tuyên Quang, Tỉnh Tuyên Quang) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.140.111 Supervisor: Dr Lê Văn Canh HANOI – 2013 DECLARATION I, NGUYEN NGOC HA, hereby certify that the thesis entitled ―The impact of a genre-based approach on 11 th students’ writing performance: An action research at Tuyen Quang Gifted High School, Tuyen Quang” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi Hanoi 2013 Nguyen Ngoc Ha ABSTRACT This research was carried out in an attempt to solve the problems of students‘ poor writing performance at Tuyen Quang Gifted High School A hypothetical solution –the use of genre-based approach to teaching writing – was tested in this study through a small-scale action research project This study was conducted in two cycles following the procedures of the action research In the first cycle, a questionnaire was administered to gain information about the difficulties the students had been encountered with in completing the writing tasks in the textbook Then in the second phase, the genre-based approach was experimented to teach writing to these students By the time the experiment terminated, another questionnaire was administered to the students to find out their opinions on the usefulness and appropriateness of the genre-based approach to their learning to write Students‘ writings were also analysed to complement the questionnaire data and to measure the impact of the treatment upon students‘ writing The results showed that students did make progress in their writing, and students‘ opinions were positive about the treatment ii ACKNOWLEDGMENTS I owe special debts of gratitude to my lectures, colleagues, family, friends and my students for their support in my completing the thesis First of all, I would like to express my deepest gratitude to my supervisor, Dr Le Van Canh for his crucial advice, critical comments, invaluable suggestion and also his devoted lessons I take this opportunity to thank all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures that have helped to increase my interest for English Methodology and my teaching job My special thanks are dedicated to Assoc Pro Dr Le Hung Tien, Nguyen Quynh Trang, M.A whose lectures have inspired my interest in Research Methodology I would also like to thank the library staff for being so helpful and supportive th I would like to extend my thanks to my 11 grade students at Tuyen Quang Gifted High School, Tuyen Quang Province for their willingness to help me complete my thesis Finally, my heartfelt sense of gratitude goes to my family for their emotional support in accomplishing this graduation thesis Nguyen Ngoc Ha iii TABLE OF CONTENTS DECLARATION ABSTRACT ii ACKNOWLEDGMENTS iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES vii LIST OF CHARTS viii LIST OF APPENDICES ix PART A: INTRODUCTION 1 Rationale for the research Aims and objectives of the research The research questions .2 Method of the research Structure of the thesis PART B: DEVELOPMENT CHAPTER LITERATURE REVIEW 1 Why focus on writing? 1.2 Approaches to teach writing 1.2.1 The product approach .6 1.2.2 The process approach .7 1.2.3 The genre-based approach 1.2.3.1 Definition of a genre iv 1.2.3.2 Genre-based approach: 10 1.3 Review of the related studies 14 CHAPTER 2: METHODOLOGY 16 2.1 Rationale of the using action research 16 2.2 Research setting 16 2.2.1 Overview 16 2.2.2 Writing tasks in the textbook Tieng Anh 11 16 2.2.3 Selection of participants 17 2.3 The Research Design 17 2.4 The teaching cycle used in this study 18 2.5 Methods of data collection and analysis 19 2.5.1 Methods of data collection 19 2.5.2 Data analysis 21 CHAPTER 3: FINDINGS AND DISCUSSION 22 3.1 The results of phase I 22 3.1.1 Analysis of students’ general information 22 3.1.2 Analysis of the difficulties students had encountered 24 3.1.3 Analysis of students’ expectation of new teaching approach 26 3.2 The results of phase II 27 3.2.1 The results of the students’ writing test 27 3.2.1.1 The performance of students in the content of the writing test 28 3.2.1.2 The performance of students in the organization of the writing test 28 v 3.2.1.3 The performance of students in using the vocabulary of the writing test 29 3.2.1.4 The performance of students in using the language 29 3.2.1.5 The performance of students in using the mechanics .30 3.2.2 The results of the writing samples 31 3.2.3 The results of the questionnaire for students after the teaching cycle .32 3.2.3.1 The strengths and weakness of this genre-based approach 32 3.2.3.2 Students’ self-report on their reduced difficulties 34 3.2.3.3 The things they have learned from this approach in writing 34 3.2.3.4 If they want to continue this genre-based approach in writing in the next semester 35 3.2.3.5 The necessary conditions for each student to write better .35 PART C: CONCLUSION 37 Summary of major findings 37 Concluding remarks 38 Plan for the next research cycle 40 REFERENCES 41 APPENDICES vi LIST OF FIGURES AND TABLES Figure 1: Martin‘s models of genre Table 1- The overall results of students‘ writing tests Table 2- Students‘ performance in the organization of the writing tests Table 3- Students‘ self report on their reduced difficulties Table 4-Students‘ responses on their wanting to continue with new approach Table 5- Students‘ responses on the necessity for each student vii LIST OF CHARTS Chart 1- Students‘ duration of studying English Chart 2- Students‘ perceived difficulty of writing in comparison with other language skills Chart 3- Students‘ self assessment of their writing competence Chart 4- Students‘ difficulties to encounter Chart 5- Students‘ expectation of the new approach Chart 6- Students‘ performance in the content Chart 7- Students‘ performance in using the vocabulary Chart 8- Students‘ performance in using the language Chart 9- Students‘ performance in using the mechanics Chart 10- Students‘ responses on the strengths and weaknesses of new approach Chart 11- Students‘ responses on the things they gained from new approach viii st about what you did last weekend Then, put person rd conversation into a person observation Mary: Hi, what did you last weekend? Peter: Well, first of all, on Saturday morning, I……………………………… After that……………………………………………………….then…………………………… …………………………… …………… Mary: Yeah, did you watch anything on TV Saturday night? Peter: …………………………………………………………………………………………………… ………………… ……………………………………… Mary: What did you on Sunday? Peter: …………………………………………………………………………….and…… afterwards…………………… ……………………………………………………… Mary: Ah, Well, I had a pretty boring weekend I’ll tell you about it at school I’ve got to go as Mum wants to use the phone Bye VII APPENDIX - PHIẾU ĐIỀU TRA Các em thân mến! Phiếu điều tra nhằm thu thập thông tin phục vụ cho “Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11 Trường THPT Chuyên Tuyên Quang, tỉnh Tuyên Quang” Tác giả mong hợp tác em để hoàn thành phiếu điều tra Dữ liệu thu thập cho nghiên cứu này, khơng mục đích khác Làm ơn chọn phương án với em viết tóm tắt câu trả lời Trân trọng! Giới tính em: Nam Em học Tiếng Anh lâu rồi: ………………năm Trong số kỹ năng, em thấy kĩ khó nhất: Nghe Nói Đọc Viết Em đánh giá kỹ viết mức độ nào: Rất tốt Tốt Bình thường Kém Rất Trong trình học kỹ viết, em thường gặp phải khó khăn nào: (hãy viết thật cụ thể) ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… VIII ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Em mong đạt sau học với phương pháp dạy viết mới: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Cảm ơn hợp tác em! IX X XI APPENDIX THE WRITTEN TEST Name : ………………………………… The 45 minute test Mark: Task: You have just returned from a week holiday in Singapore Write a letter to your friend to tell them about your holiday You can use the suggested information below - - Places of interest visited: + The Merlion: an eight-meter high Merlion statue standing right up there at the mouth of the Singapore River +Fountain of Wealth: walk into the fountain and touch the water during its opening hours to get more blessings and luck +Singapore zoo: about 3,200 kinds of wild animals in natural environment, taking photos + The Science Centre: open Tues-Sun 10:00-18:00, is a remarkable complex which includes hundreds of interactive exhibits + Sentosa Island : the Volcano Land, the Orchid Garden, the musical fountain, the wonderful golf course, or just laze around the beautiful beaches Transportation in Singapore: MRT, bus, taxi Food: oily, spicy Language: mainly English; Chinese; Malaysian People: multi-religion, friendly, hospitable, helpful Shopping centres in: Orchard Road, Little India, China town, Arab street Your writing …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… XII …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… XIII APPENDIX SURVEY QUESTIONAIRES FOR STUDENTS TO FIND OUT THE APPROPRIATENESS OF THE NEW APPROACH Các em thân mến! Sau học xong số tiết dạy viết theo phương pháp dựa vào thể loại, tác giả mong muốn nhận ý kiến đánh giá em độ phù hợp phương pháp Tất thông tin điều tra nhằm phục vụ cho “Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kĩ viết học sinh học sinh lớp 11-ban trường THPT Chun Tun Quang” khơng mục đích khác Trân trọng cảm ơn em! Hãy lựa chọn ô tương ứng đánh dấu (X) cho phù hợp 1: Agree: đồng ý 2: Uncertain: không chắn 3: Disagree: Không đồng ý Question 1: What are the strengths and weaknesses of this genre-based approach? (Em thấy hình thức học viết có ưu, nhược điểm gì?) 1.I had a chance to practice on grammar and vocabulary I can also practice other skills I am able to express my ideas I can learn from the model I learn more from my errors My writing ability is improved It takes a lot of time I still find difficult to learn English Question 2: Has this genre-based approach helped you lessen the difficulties in writing? (Phương pháp dạy viết dựa vào thể loại có giúp em giảm bớt khó khăn viết mà em thường gặp không?) Yes, it has Because it helps me to know more about the features of a recount, and use the correct tenses of verbs in my writing texts - I can choose the suitable words to express XIV No, it doesn’t I don’t like it - This kind of writing is not effective Question 3: In your opinion, what have you learned from this approach in writing? (Hình thức học viết giúp em học điều gì?) I know how to express my ideas logically I know the right way to use the connectors I write the correct grammatical sentences My vocabulary is enriched 5.I learn to cooperate with my friends Question 4: Do you want to continue this genre-based approach in writing in the next semester? (Em có muốn tiếp tục học với hình thức dạy viết dựa vào thể loại học kỳ tới không?) Yes, I Because I find it effective and this method is new and different from other teaching methods No, I don’t I want to focus on listening and speaking activities Question 5: To write better, what you think are the necessary conditions for each student? ( Để viết tốt hơn, mối học sinh cần có điều kiện gì? Cooperation (with teacher and classmates) Creativeness Basic knowledge (grammar, vocabulary, writing skill) Active participation XV Appendix 10 Marking scheme No Students Trần Thảo Nguyễn Linh ng Hảo Hồng Ly Hồng Huyền Ánh Nhung Hoàng Anh Trần Trang Nguyễn Anh 10 Nguyễn Yến 11 Lã Bích 12 Bùi Trang 13 Đỗ Hằng 14 Trần Nguyên 15 Đức Trung 16 Nguyễn Hiền 17 Quỳnh Mai 18 Hán Hạnh 19 Lê Hà 20 Bùi Hằng 21 Phạm Trang 22 Nguyễn Linh 23 Ngơ Hương 24 Nguyễn Huyền 25 Lê Nam 26 Hồng Nam 27 Vương Yến 28 Trần Quỳnh XVI Appendix 10.1 Marking Scheme for Writing Content Organization Vocabulary Language XVII Mechanics Very good ≥ 90, good ≥80, average ≥ 70, bad ≥ 60 XVIII ... teaching writing They include the product approach, the process approach and the genre- based approach As a matter of fact, each approach has its own advantages and disadvantages and is suitable... that the thesis entitled ? ?The impact of a genre- based approach on 11 th students’ writing performance: An action research at Tuyen Quang Gifted High School, Tuyen Quang? ?? is my own study in the. .. focused only on the students‘ difficulties in learning the writing skill and the impact of genre- based approach to their writing performance at Tuyen Quang Gifted High School, Tuyen Quang, Vietnam The